Marcus Garvey Research Paper Essay

Post-Civil war America exercised the segregation of Whites and Blacks. Originally, the aim of this division was to keep everything separate but equal. By the late 1800’s into the 1900’s, the â€Å"separate but equal† motive adapted into the superiority of Whites, leaving much racial tension and limitation for the freed slaves and their ancestors. Marcus Garvey, like many social activists, had many goals to either remove this separation, or to completely relocate America’s blacks to a new place of their own. Marcus Garvey’s ideas of black nationalism and fighting oppression helped shape the identity of African Americans in the United States during the 1920’s. Marcus Garvey was born on August 17, 1887 in St. Ann’s Bay, Jamaica. He began his career as a magazine editor by traveling and residing in Costa Rica, Panama, Jamaica, and London. He eventually began studying Law and Philosophy at Birkbeck College in London. While living in London, he founded the Universal Negro Improvement Association and African Communities League (UNIA), which was dedicated to black racial pride, economic self-sufficiency, and the formation of an independent black nation in Africa. He also became the editor of Negro World, a magazine dedicated to black nationalism, including poetry and articles about African pride and ancestry. In June 1919, Garvey founded the Black Star Line of Delaware, a shipping line for the transportation of goods and to later aid his campaign for his â€Å"Back to Africa† movement. After a year of success, the shipping line went bankrupt. His immediate business failure led him to being accused of mail fraud. Investigator Edwin P. Kilroe attempted to arrest Garvey of his fraud and UNIA associations, although he had not found enough evidence to do so. After back and forth tension between Kilroe and Garvey, on October 1919 a man named George Tyler arrived to Garvey’s office stating â€Å"Kilroe sent me†. Tyler then proceeded to shoot him 4 times with a . 38-caliber revolver. Garvey was then wounded in the right leg and scalp. On August 1, 1920, Garvey proposed his Liberia Program to 25,000 people. This program was to strive for the building of colleges, industry, and railroads to create a permanent homeland for the African Americans in Liberia, Africa. In June 1923, Garvey was finally convicted of mail fraud and sentenced to five years in prison. In 1927 he was released by President Coolige, but deported back to Jamaica. Garvey finished out his years in London, creating the Edelweiss Amusement Company which helped exposed talented but financially unstable musicians and artists. He continued to expose his ideas to future UNIA leaders by setting up an African philosophy school in Toronto. In 1940, Garvey had a stroke, but survived until he read a false obituary of himself stating he had died â€Å"broke, alone, and unpopular†, thus leading to his fatal second stroke. Marcus Garvey died on June 10, 1940. Garvey’s main ideas were closely distinguished with the Pan-African movement in England, where he lived most of his life. His goals were â€Å"to unify people of color against imperialism all over the world† (McKissack 79) Works Cited McKissack, Patricia and Frederick. W. E. B Dubois. New York: Franklin Watt, 1990. â€Å"Universal Negro Improvement Association (UNIA)†. Encyclop? dia Britannica. Encyclop? dia Britannica Online. Encyclop? dia Britannica Inc. , 2013. Web. 14 Apr. 2013 .

What is the main purpose of prison

What is the main purpose of prison BY assists What is the main purpose of prisons? Although the human society is marching on all the time, a variety of crimes such as cheat, steal and even more serious kidnapping, rape and murder keep happening around us unavoidably. In order to maintain the stability of our countries and punish those people who commit crimes, prisons appear. That is the simplest reason for prison establishing, and in this article I will analyze the purpose of prisons deeply.Generally speaking, despite the punishment action, known as retribution, the purpose of prisons can be divided into another 3 categories. Firstly, incapacitation, it can be expressed as isolating the criminals and depriving their freedom by locking them in a secure place. Secondly, for people who intend to commit crime but have not broken the laws, prisons are deterrence to some extent. In another word, prisons act as a warning in people's mind to prevent future crimes.Finally, rehabilitation mea ns that the prisons have the responsibility to develop prisoners' abilities and integrate them into society after releasing. Those activities may include but not limited in launching educational courses, teaching Job skills, informing current news s well as providing psychotherapy by professional staffs. However, after explaining the functions of prisons thoroughly, there comes a new problem for us, what should be the main purpose of prisons – rehabilitation (positive side) or punishment/societal protection (negative side)?In my opinion, it depends on the crime behavior and the intent behind the crime. If it is not a serious crime such as driving after drinking a bottle of beer, then absolutely yes, this person should be forgiven. And in this case, rehabilitation is the main purpose of prison to get him off of the wrong behavior. But then, if someone commit violate criminals such as murder or rape, the purpose of prison will change to the negative side and most of ordinary pe ople will agree with locking him and punishing him with no hesitation.In this case, it is not necessary to give him another opportunity and the prison's duty is only isolating the prisoner and taking away all the luxury things so that rehabilitation is not that important. In addition, if someone commits crime due to addition and has psychological problems, then rehabilitation should be put as priority, because punishment is useless for reforming addicts.

High Schools Students Essay

No Child Left Behind mandates placed tremendous pressure on schools throughout the country to succeed in helping our students achieve. School leaders are spending time and money to find ways to improve their schools. Many leaders have chosen to restructure their everyday scheduling format. Schools need to explore if this is beneficial or not. The purpose of this study is to determine if block scheduling has an effect on student achievement of high school students who are enrolled in block scheduling classes versus those enrolled in traditional classes. The block format will consist of four 90-minute classes. The traditional format will consist of six 50 minutes classes. To examine student achievement, the researcher will explore three critical areas. They are academic achievement, student discipline, and student attendance. The sample population will consist of students, teachers and administrators. The students of this population will be students enrolled at a high school that uses the block format and students enrolled at a high school that uses the traditional format. To examine academic achievement, only students who have completed their 11th grade year and taken the social studies portion of the Georgia High School Graduation Test will be used. To examine discipline and attendance, the teachers, administrators and some students will be randomly selected. The case study will consist of interview questionnaires and data from the students’ records to determine if there is a difference with block scheduling compared to traditional scheduling. The research will explain and explore if block scheduling versus traditional scheduling is a wise decision for school leaders throughout the country. CHAPTER ONE INTRODUCTION 1. 1 Statement of Problem It is no secret that schools in the United States have come under much fire lately for their failure to meet the basic educational needs of students. Globally, students in the United States lag far behind those of other countries. Education reform is a catch phrase on the lips of politicians and educational researchers alike. Dobbs reports that in a global math skills test, the United States ranked 24th out of 29 wealthy, industrialized countries. Approximately 5500 students in 262 high schools were studied; their poor performance suggests a widening gap between US students and their counterparts in Europe and Asia (Dobbs, M. , 2004). In addition an International Math & Science Study reported the high school seniors were out-performed by 90% of other tested nations in math and by 76% in science (Hodges, 2003). In reading, students are equally unprepared. The Alliance for Excellent Education reports that nearly 6 million middle and high school students do not read at grade level. In addition, over half the students entering college scored at unacceptable levels on college entrance exams in reading, and these trends seem to cross gender and racial lines (Aratani, 2006). The current debate about school reform came in response to the report, A Nation at Risk (2004) which made the above statistics and their implications public to the nation. The National Commission on Excellence in Education remarked that if a foreign power had attempted to impose our current education performance on any nation, it would have been deemed an act of war. In a nutshell, schools in America were characterized as failed systems (Finn, 1997). The No Child Left Behind Act (NCBLA) by the current Bush Administration is one of the most groundbreaking educational reforms in years. Approved by Congress in December 2001 and signed into law on January 8, 2002, this legislation expanded the federal government’s role in the operation of public schools and imposed new obligations on all school districts. The NCLBA’s basic reform principles feature stronger accountability of the schools, administrators and teachers, increased flexibility and local control of funds from the federal government, expanded options for parents in choosing schools, and an increased emphasis on successful teaching methods (No Child Left Behind Act, 2001). Policymakers are also accountable not just for the enhanced consumer satisfaction of the parents who have an active role in school choice, but also for the overall improvement of opportunity and performance for students who have only a limited role in school choice (Leckrone & Griffith, 2006). To combat these downward trends and to provide for the new obligations and standards in the NCLBA, public education reform has turned to a revision of the structure of the school day. This included changing the schedules from a traditional six or seven period day which consisted of 45 to 55 minute classes that met daily for an entire school year to a block schedule. Block schedules take many forms, but basically, the class times per period doubles to about 90 minutes each and the number of classes taken is reduced from six or seven to four per semester. 1. 2 Statement of Purpose Since the trend toward block scheduling began several years ago, and reports have been mixed as to whether block scheduling has been beneficial or deleterious in solving some of the problems of US high schools. Many factors are involved when it comes to student achievement. These include, among other things, school climate, teaching practices, familial support, motivation and resources. This study seeks to determine the effectives of block scheduling on the academic performance of high school students with regard to the discipline, attendance and test scores. 1. 3 Definitions For the purposes of this study, the following definitions will be used: †¢ 4 x 4 Block Scheduling – Four classes, approximately ninety minutes in length, every day for the first semester. Four completely different classes, again ninety minutes in length, every day for the second semester. Each class equals one credit (The Change Process and Alternative Scheduling, 1996). †¢ A/B Block Scheduling – Four classes, approximately ninety minutes in length, meeting every other day (â€Å"A† days) for an entire school year. Four completely different classes, again ninety minutes in length, meeting on alternate days (â€Å"B† days) for an entire year. Each class equals one credit (The Change Process and Alternative Scheduling, 1996). †¢ Combination Block Schedule – A combination of 4 x 4 and A/B block schedules (The Change Process and Alternative Scheduling, 1996). †¢ Flexible Schedule – A combination of 4 x 4 and A/B block schedules, but class length varies from day to day. One example: On three out of every five days throughout the school year, each class could be 90 minutes in length. On the other two days, designated as Advisement/Resource Days, each class is 75 minutes in length. An Advisement/Resource Hour is 60 minutes in length (The Change Process and Alternative Scheduling, 1996). †¢ Traditional Format – six (or more) 50-minutes classes per day †¢ FMS – the Flexible Modular System designed by J. Lloyd Trump which introduced alternative scheduling options and provided for differing times for classes depending on the needs of the student and the content of the particular course. †¢ GHSGT – The Georgia High School Graduation Test which must be passed by all seniors in public high schools in Georgia. †¢ Carnegie Unit – 120 hours of class or contact time with an instructor over the course of a year at the secondary school level †¢ No Child Left Behind Act – NCLBA, 2001 legislation which tightened federal control over the standards and processes of American public schools. 1. 4 Assumptions of the Study This study assumes that all schools and students and teachers polled are enrolled or teaching in schools that follow the typical formats discussed above, that they have no previously diagnosed mental disabilities or learning problems and that the school is not participating in any additional enrichment programs which may distort the results of the study. 1. 5 Significance of the Study This study is important for anyone interested in improving education in American high schools. This study is significant in that it provides to the body of research that determine a) if the block scheduling concept is perceived by teachers and students as efficient and advantageous and b) if the block scheduling concept is actually responsible for improved academic achievement based upon variable factors of attendance, disciplinary records, and achievement test scores. 1. 6 Limitations of the Study This study is limited by the existence of several variables which cannot be tested by these researchers or that cannot be completely controlled. First, the research obtained is limited to those participants who willingly elect to complete the surveys and questionnaires in their entirety. All personal data to be collected is limited by the veracity of the respondents. Because of the small scope of the research, it is difficult to statistically proportion the number of respondents from necessary categories such as gender, race, income level, and college plans. It can also not take into account existing problems in the schools unrelated to scheduling such as teacher turnover, violence, etc. 1. 7 Summary The problems faced by high schools in the United States are wide-ranging and diverse. No one change will provide an instant cure for all that ails the education system. The NCLBA mandates and the general demise of educational achievement has prompted several new methods of teaching, administrating and funding education in America. The issue of scheduling may hold promise as to improving some aspects of academic performance. CHAPTER TWO REVIEW of the LITERATURE 2. 1 Historical Background of Block Scheduling Students of the 20th century spent nearly all of their high school time in 45 to 55 minute class periods, six or seven classes a day. During the 1960s, some experimental ideas emerged, notable the model of J. Lloyd Trump, who proposed creating classes of varying lengths depending upon the course. Science courses with lab requirements could meet for 100 minutes while lectures could be scheduled for 40 minutes and tutorials for 20 minutes. This system was called the Flexible Modular System (FMS). Later, a similar type of scheduling was dubbed the Copernican Plan which resulted in a reported benefit of improved graduation rates (Carroll, 1995). The plan gives students an extra chance each year to pass a semester class that they may have failed. In 1984, John Goodlad warned education leaders that the traditional school structure spends way too much time on six or seven class changes and does not allow â€Å"for individualized instruction, for extended laboratory work, or for remediation and enrichment† (Queen, 2000). Eventually, the extreme flexibility of time produced discipline issues, scheduling headaches and teacher planning problems, and FMS’s popularity began to wane (Dobbs, W. , 1998) Nonetheless, the importance of this system has not been overlooked, and it is generally regarded as the precursor to the modern block scheduling system. Tradition has always played a role in high school scheduling. The Carnegie Unit became a standard for determining a students required yearly course load. Most critics of the traditional system likened the Carnegie Unit to simply amassed seat time (Canady and Rettig, 1995). This point was reiterated in the National Education Commission on Time and Learning’s publication of A Prisoner of Time. It states that Learning in America is a prisoner of time. For the past 150 years, American public schools have held time constant and let learning vary. The rule, only rarely voiced, is simple: learn what you can in the time we make available. It should surprise no one that some bright, hardworking students do reasonably well. Everyone else—from the typical student to the dropout—runs into trouble. Time is learning’s warden. (National Education Commission on Time and Learning, 1994, p. 7) â€Å"The pace is grueling† (Irmsher, 1996). A student will spend nearly seven hours a day in seven to nine locations pursuing seven to nine different lessons and activities which produces an impersonal and inefficient approach to instruction. â€Å"The pace is grueling† (Irmsher, 1996). Unfortunately, many administrators, teachers and parents resisted any type of change to the system that they had experienced themselves. This resistance was challenged with the report A Nation At Rise was published in 1983 which revealed the American educational system was not up to par with international systems. Thus, restructuring schools became a focus in improving educational achievement (Queen, 2000). 2. 2 Summary of Current Knowledge and Theory Relevant to Block Scheduling 2. 2. 1 Overview of Perceived Advantages to Block Scheduling Several researchers (Dobbs, W. , 1998; Hurley, 1997; Zepeda, 1999; Staunton, 1997; Staunton and Adams, 1997; Pisapia, and Westfall, 1997; and Eineder and Bishop, 1997) reported the following perceived strengths and advantages by both students and teachers to block scheduling: †¢ Increased teacher preparation time (in both teams and as individuals). †¢ Double the class time for certain core subjects such as language arts and math. †¢ Half as many students for teachers per semester †¢ Additional elective class choice for 9th grade students; more choices for upperclassmen, including options of Advanced Placement and other higher level coursework †¢ More time for completion of labs, incorporating technology, class trips, and other various applications of learned material †¢ Improved school climate and decreased disciplinary referrals †¢ More time to do homework and for guided practice under the direction of the teacher †¢ Improved academic achievement by students †¢ Ability of students to accumulate enough credits to graduate early. †¢ More one-on-one time between teachers and students In general, surveyed students liked the block scheduling. They claimed to be getting better grades, to have time for more in-depth study, and got more attention from the teachers. They said their lives were less stressed and they liked having a fresh start each semester. Nearly all students asked said they would not want to return to the traditional schedule. One of the greatest effects of the 4 x 4 schedule is that students report having less homework. Of the 37 students interviewed, 20 said they had less homework, 7 said they had more, and 6 said they had about the same. If you don’t like the teacher, you don’t have to deal with him all year, or if you don’t like the subject. When the semester ends, it’s like a new school year. You’re not bogged down. Clearly, these students reaped academic benefits from the change to the 4 x 4 schedule. Both college preparatory and general students reported they were learning more and receiving more individual attention (Hurley, 1997). Surveyed teachers indicated that they enjoyed lecturing less and spending more time one-on-one with students. Teachers teaching in block scheduling used more of a team approach and allowed them to experiment more in the classroom (Staunton, 1997; Staunton and Adams, 1997). Teachers also reported that their teaching methods and practices changed as block scheduling was implemented. They used a wider array of strategies and activities. In one Florida study of over forty high schools on block scheduling, â€Å"forty percent of the teachers reported less stress at school, one-third reported increased common planning time, and 80 percent noted that they preferred the block schedule to their previous schedule† (Deuel, 1999). There seem to be several perceived advantages associated with block scheduling. 2. 2. 2 Overview of Perceived Disadvantages to Block Scheduling Several researchers (Dobbs, W. , 1998; Hurley, 1997; Zepeda, 1999; Staunton, 1997; Staunton and Adams, 1997; Pisapia, and Westfall, 1997; and Eineder and Bishop, 1997) reported the following perceived weaknesses and disadvantages by both students and teachers to block scheduling: †¢ Additional costs in hiring teachers. †¢ Additional costs in adding space for teachers or the need for teachers to ‘travel’ which means he has no permanent classroom †¢ Difficulty in making up work from absences because missing one day equivalent to missing two classes †¢ Some classes clearly benefit from meeting every day (i. e. performing arts classes) †¢ Need for teachers to commit to using new teaching methods †¢ Ninety minutes is a long time to hold the attention of students †¢ Uneven schedules in which the harder classes all end up lumped into one semester making it too difficult and the next semester too easy. †¢ The possibility that there will be a long gap in between sequential courses if they are not taken in back-to-back semesters. The primary disadvantage given by surveyed students is that the classes are too long. Students particularly gave this as a weakness when their teachers lectured for nearly all of the time period. Others noted that â€Å"bad classes are really bad when they are held for 90 minutes† (Hurley, 1997). Surveyed teachers voiced concerns about interruptions of sequential material from one semester to the next and consistency issues with students. However, teacher opinion seemed to be mixed about this issue. Some foreign language teachers feared a sequential break between levels (Scheduling Foreign Languages on the Block, 1998). Other researchers found that some schools actually showed an increase in foreign language test scores because students could take level I and level II courses in back-to-back semesters (Schoenstein, 1996). Some teachers felt more comfortable with the lecture approach and had little comfort with experimentation of teaching methods (Staunton, 1997; Staunton and Adams, 1997). 2. 2. 3 Actual Advantages to Block Scheduling via Research Studies. A Temple University study found that block scheduling had distinct advantages in academic achievement. Students who made the honor roll at the three schools studied rose from 22% to 31%. SAT scores rose by an average of 14 points. In addition, the number of detentions declined while student attendance increased (Evans, Tokarczyk and Rice, 2000). Most recently, a 2006 study indicated a variety of advantages to block scheduling. Five Connecticut high schools were studied to determine what, if any, positive outcomes would result. The researchers used test scores and surveys as a means of data collection from school guidance counselors, teachers, administrators and students. The study found that gains in math rose significantly over a two year period, achievement test score averages rose in a statistically significant manner over three years, and PSAT and SAT scores increased within the first three years but then leveled off. (Wilcox, 2006). This study is one of the few longitudinal studies available. This study also stressed the importance of time as a factor in determining the success of block scheduling. â€Å"Almost all of the results which indicated significant differences were shown after two or more years† (Wilcox, 2006). Clearly some time is necessary in order for students and teachers to become accustomed to the changes. Some of the school studies Wilcox (2006) examined had been operating on a block schedule for as long as ten years. Unfortunately, not all the schools had baseline data for years before the block schedule or had opened with a block schedule. The study further stresses the level of support by the staff can be a determining factor as to the success of any type of block scheduling, which seems to correlate, at least on surface examination of the results, with training procedures and teacher confidence. 2. 2. 4 Actual Disadvantages to Block Scheduling via Research Studies A University of North Carolina at Chapel Hill study studied achievement in reading and mathematics of students in a high school which ran a tri-schedule. This schedule consisted of a traditional schedule, a 4 x 4 schedule and hybrid schedules which all operated in the same single school. The NC state mandated tests in reading, language and math were used to determine achievement. For reading and language test results, there was no statistically significant difference based on the types of schedules. There was, however, a statistically significant difference in math computation subtest. The traditional schedule saw slightly higher scores in understanding and retention of mathematical computation for tenth grade students. Thus, this study â€Å"supports the importance of daily instruction and contact time to student achievement in mathematics as distinct from other academic skills† (Veal and Shreiber, 1999). Another study tested students in the Wilmington area of North Carolina. It, too, found that students on traditional schedules scored higher on tests of algebra, English, biology and history than did students on a block schedule (Lawrence and McPherson, 2000). 2. 2. 5 Studies that were Inconclusive in Determining the Efficacy of Block Scheduling in Increasing Academic Achievement. A third North Carolina study, this one undertaken by the Department of Public Instruction, compared End-Of-Course (EOC) test scores in five areas (English I, Algebra I, Biology I, US History, and Economic, Legal and Political Systems (ELP)). It sample scores from schools that operated on block schedules and on traditional schedules for 1993 to 1996. It mentions at the outset that the first schools to adopt block schedules in NC were those that had lower achievement scores to begin with. These schools’ scores were adjusted for the purpose of this study. The overall results were inconclusive. Some blocked schools showed some improvement in some years but then lower scores in other years. â€Å"At present, there are essentially no significant differences between groups of blocked and corresponding non-blocked school groups in terms of student performance in state EOC Tests† (North Carolina Department of Public Instruction, 1997).

Principles of Health and Social Care Practice Essay - 1

Principles of Health and Social Care Practice - Essay Example Social and healthcare professionals working within the home also need to understand that they have a sense of duty to the vulnerable people that they serve. Service users can be vulnerable because of their cultural, religious, social, economic, and state of their physical health (British Association of Social Workers 2012). The vulnerable population in need of health and social services within the care home must have their human rights protected by care givers. In some cases, a prescribed mode of treatment for a vulnerable care service user might expose him or her to harm or possible abuse of their human rights. Social and healthcare professionals at the home need to understand all the implications of the any kind of care that they devise for each and every individual at the home.   Practitioners need to check on the merits and merits of certain care procedures before adopting them for different people that need care services at the home. This process ensures that people that are b eing taken care of are not subjected to any form of abuse by care givers. A case in point can be that of a care service user that has a terminal illness like cancer. Cancer treatment involves using chemotherapy. Chemotherapy has its adverse impacts on the health a persons especially the repeated chemotherapy can accelerate the side effects of the care service. As a healthcare or social service provider at the care home, one needs to use a consultative approach to making a decision on whether certain medical procedures can be good.

Gender and Sexual Studies Essay Example | Topics and Well Written Essays - 3250 words

Gender and Sexual Studies - Essay Example The Western gay identity has become almost a de facto identity of this post modern world (Fortier, 2002). This paper is aimed at providing a critical analysis of the Queer theory of homosexuality and the related empirical evidences from the real life experiences on the notion of non-heterosexuality. The method used in the paper is based on the library search on different aspects related to hetero-sexual identity and application of Queer theory. In this essay, interviews of Annie Lennox, David Bowie and Liz Aggis have also been considered and discussed in the related context. Queer theory The complexities of the postmodern and post colonial issues of identity and belongings have been used by the notion of queer diaspora for changing the perception of the orientation away from the preexisting identities established alternatively by either nature or culture (Fortier, 2002). Generally, the word queer means strange, odd, or abnormal. This word was generally attached to the lesbians and ga y men in terms of abuse. The term centers around various range of critical practices and priorities, critiques of sex-gender system, studies of transsexual and transgender identification and of transgressive desires (Spargo, 2000, p.9).Sexuality, when broadly conceived, can be viewed as the direct and indirect motivation for international relocation and movement captured in the light of sexual migration. Sexual migration captures the notion that queer persons confronted by homophobia or discrimination, the queer persons migrated to different locations to enable queer practices, identities, and subjectiveness. Various urban sectors in the West are amongst the first destination for evolution of the queer Diaspora. The areas include San Francisco, New York, Los Angeles, Sydney, Amsterdam, and Berlin. Some urban centers also attract the Queer migrants which are dedicated for economic development (Fortier, 2002). Queer Diasporic desire and queer diasporic body centers contradictions and violence of multiple uprooting, displacement and exiles. Queer diasporic cultural forms and practices generally indicate to the submerged histories of the racist and colonialist violence that persist to continue and make the people with queer desires to feel through the bodily desires. Queer Diaspora brings culture that is deliberately forgotten within the conventional nationalist or diasporic scripts (Gopinath, 2005, p.4). Homosexuality among men From the birth, the young boys are infused with the feelings that they it takes some attributes to be recognized as a man in true sense of terms. Certain attributes which a man should entail are that of independence, reoccupation with career and competitiveness of physical strength, aggressiveness, and courage. When these young boys have the difficulties in attaining these goals, generally emotional isolation is likely to crop up which results in the problematic behavior. In the western societies, males are usually accustomed to keep thems elves muscular, lean and fat free and also to maintain a mature successful look. The males become trapped between getting bigger and trying to slim. Men who are physically fit may not be completely satisfied with their bodies. Various studies state that the gay men express a greater degree of body dissatisfaction than heterosexual men. For many years, the homosexual men are victims of prejudice because of their queer sexual orientation. Their self images are also at high risk of decline due to the

Does Chinese Investment Really Benefit Africa Essay

Does Chinese Investment Really Benefit Africa - Essay Example In terms of business, the aspect of investment signifies the acquisition of any physical product and/or services which is duly purchased by the producers expecting a considerable enhancement in their future business operations (Myles, 2003). The importance of the aspect of investment is immense for every business organisation. The proper and adequate investment eventually raises the wealth and widens the financial freedom of the business organisations. The idea of investment generally fulfils the personal goals of the investors and also increases the social responsibility towards employees’ family members as well as the community (Myles, 2003). This particular paper broadly aims towards establishing whether the Chinese investments made especially in African continent can be regarded as beneficial. In this connection, various aspects that include the overall investment scenario made by China particularly in Africa along with critical evaluation of Chinese investments in Africa will be presented throughout the discussion. A Brief Overview of the Chinese Investments in Africa The African continent is recognised to be a significant emerging player, especially in the global market. It is also viewed as the most prominent destination for making investments followed by other countries that include China as well as India globally. This is owing to the fact that the establishment of modern technologies along with raising revenues especially from the few of the commodities that include oil and other valuable products in Africa which eventually boosted the financial development along with the advancement of the country. Due to these significant reasons, Africa is emerging as a great investment destination for several nations similar to China. Particularly, the western part of Africa is observed as one of the rapidly growing destinations in terms of investments, especially in the mining segment (Deming, 2010). In this connection, China continuously is forming up bet ter as well as enhanced financial relations with Africa by taking into consideration the emerging worldwide scenario of the African business market. It has further been observed that the African continent is very rich in terms of natural resources that might boost the economy of China to a large extent. However, the country is observed to lack superior infrastructure as well as technology. Thus, the requirement of superior infrastructure as well as technology in Africa include telecommunication systems, roads, computer network systems and power generation among others eventually broadened various opportunities for the Chinese industries or companies to make investments in the African continent (Deming, 2010). It has been apparent that between the year 2007 and 2008, the business trade value between China and Africa was raised by 45 percent. During that year, the total business dealings between the two nations were estimated to be approximately $106 billion (Deming, 2010). However, d ue to the emergence of worldwide financial crisis, a few of the developed Western countries had decided to reduce the volume of investments particularly in Africa. On the other hand, China viewed this particular fact as a business opportunity with the intention of expanding its market share in Africa. It has also been observed tha

International Business Analysis Essay Example | Topics and Well Written Essays - 2000 words

International Business Analysis - Essay Example Furthermore, given the reltively smll economic size of these economies, even smll mount of foreign investment cn ccount for lrge percentge of their totl investment nd therefore generte significnt impct. The spred of multintionl firms ws often viewed with suspicion nd mistrust in such countries, prticulrly in those tht pursued strtegy of import substitution. In this pper I will tke look t both positive nd negtive effects of multintionl firms on the economies of developing ntions. I will rgue tht such compnies through their ctivity provide FDI in the economies tht re still under development nd spek bout pros nd cons of the globliztion in frmes of multintionl firms. The concept of linkges will be discussed in order to understnd the link between the multintionl firm nd the effect interntionliztion on the economies of developing ntions. Multiple mrket forces re behind the observed growth of multintionl firms: reduction in costs of communiction hs esed the constrints on globl rtionliztion of production nd the informtion technology revolution hs creted mrkets for mny new products nd services. Incresed world trde in services hs further contributed to globliztion of multintionl firms since services often require suppliers to hve physicl presence in mrket. However, chnges in the mrket environment do not cpture the whole story. Policy inititives hve plyed centrl role: mny countries hve gone further thn simply removing brriers to inwrd multintionl firms nd hve tken more pro-ctive pproch towrd ttrcting multintionl firms to enter the mrkets of developing countries through the use of fiscl nd finncil incentives. This new, more fvorble, policy environment in mny developing nd formerly communist countries contrsts shrply with historicl ttitudes towrd multintionl firms in these countries. The recent wve of liberliztion of trde nd FDI policies suggests tht the optimistic view of multintionl firms seems to be gining the upper hnd. One mnifesttion of this trend of liberliztion is the prolifertion of bilterl investment treties cross countries: there now exist 1,513 bilterl investment treties mong countries, compred with fewer thn 400 t the beginning of 1990 (UNCTD 1998). Of course, the filure of import substitution s strtegy for development is crucil reson behind this remrkble turnround in policies in mny developing countries. Within the more optimistic view of effects of multintionl firms to the economy of developing ntions is tht it pushes forwrd the process of industril development by creting linkges with the rest of the economy Fundmentl concepts In clssic work, Hirschmn (1958) developed the concepts of bckwrd nd forwrd linkges nd nlyzed their importnce for economic growth. In his own words: The setting up of n industry brings with it the vilbility of new expnding mrket for its inputs whether or not these inputs re supplied initilly from brod. This enhnced mrket exerts bckwrd pressure for estblishing industries tht supply the new entrnts. He clls this process bckwrd linkge effects: Every non-primry ctivity will induce ttempts to supply through domestic production the inputs needed in tht ctivity. Similrly, forwrd linkge effects re creted when one industry uses nother industry's outputs s its inputs: Every ctivity tht does not by its nture cter exclusively to finl

History of Women's Hockey Essay Example | Topics and Well Written Essays - 1750 words

History of Women's Hockey - Essay Example Initially women played with long skirts that proved helpful since no shot could get past them. The purpose of this paper is to show how history can shape and explain specific events and changes that have molded the way we view the women’s hockey league currently. It is undeniable that women’s hockey has greatly evolved throughout history, rules and principles of the game have really been transformed to incorporate the new and improved ideas. Women have never received equality like men especially in sports. Rules were laid out differently in relation to the time periods of sport3. Women’s rules now are similar to men’s but there are many factors like body checking and fighting that still vary within the game. Some rules and regulations have therefore been changed though not much because hockey is never physical as it used to be. Currently, hockey is more technical than physical thus owing to the game’s uniformity in all the sexes. Body checking was e liminated from the women’s hockey in 1990 since most of the females do not have the body size and mass that can help them withstand the act similar to the size and mass of the men’s bodies. Currently, a referee may treat body checking as either a minor or even a major foul, depending solely and decided at the ref’s decision. ... key governing body, both men and women are represented equally in all the hockey competitions and the body further organizes for the Hockey Rules board4. The governing body which is known as the International Hockey Federation has been in the fore front in organizing and developing the hockey rules for both women and men. Lately, Women’s hockey has been full of fun, safety since it focusses on fair play thus making players to experience passion, thrill and excitement. The main rule is focused on technical skills rather than physique as it used to be in the past thus making the game even more attractive5. Although the contact between women hockey players is minimized, they female players have had several injuries possibly because reaction to contact has ever been fully addressed. It seems that because of the less contact experienced amongst the females, less practice and amount of training is associated with women6. 2 Violence has always been a big part of hockey, from slashing the opposite opponent over the head and causing a type of fracture or broken bone, to damaging their brain or skull. Although women’s hockey has changed since its commencement, the game has not changed so much. Emergence of National Hockey League in 1920, there has been almost similar, violence and media coverage making hockey to be known as a game of violence. In as much as there is no much violence in the women’s hockey, it is still known as the game of violence. Initially in the 1920’s players could fight without removing their gloves while whacking each other with sticks yet this was universally accepted7. issue of violence was even thought to discourage females from signing up to the game and this resulted into the 1990s ban of body checking thus consenting a two line passing via the

Has the emergence of social enterprise provided an alternative to Literature review

Has the emergence of social enterprise provided an alternative to local governments role of providing social well-being - Literature review Example dings of private conversations within the community of social enterprises and discussion of their role within the society, which might undermine the role and need for a local government enterprise in some areas as well. The literature is organised in a manner to facilitate a step-wise understanding of the role of social enterprise in relation to that of the government in provision of social well-being. The paper begins with exploration of the origin of a social enterprise and then putting forth an argument that states that social enterprises can work without much intervention from the government. The review then organises itself for identifying the role of social enterprises and local government in these societal existence and explores various categories that gather instances to depict how social enterprises and the local government act as complements and supplements. It then goes on to discuss why social enterprises can replace local government’s role and concludes in highlighting the similar view. The resource dependency theory states that there exist exchange relationships between firms and their external environment. To make sure that such firms survive long, social enterprises source resources that are the key to attain objectives. The resource dependency theory is relevant in the context of a social enterprise because the board member want to sources resources from all possible places beyond the social economy. Companies tend to rely on scare financial resources and therefore devise strategies to recruit directors who have the ability to influence the world with a view to get the desired resources. The stewardship theory states that corporate governance and the board can influence the behaviour of other people within the organization by performing the role of an advisor and strategy maker. The manager here plays the role of a steward rather than a profit seeker. In case of social enterprises, the stewardship theory is being extensively used because of

Why i am for the NO CHILD LEFT BEHIND ACT Assignment

Why i am for the NO CHILD LEFT BEHIND ACT - Assignment Example llars of accountability for results; an emphasis on doing what works based on scientific research; expanded parental options; and expanded local control and flexibility. While all of this sounds positive, it is the accountability for results that most disturbs given the fact that test results equal federal funds, not a positive carrot in my opinion for the achievement of educational excellence. The statement by President Bush (2001) is at the heart of what I see as a very serious flaw in the mandate pertaining to its emphasis on testing which he calls. ...â€Å"the essence of excellence [and the means of judging that] in education....† (para 7).The U.S. Department of Education USDE insists No Child Left Behind puts a special emphasis on implementing educational programs and practices that have been clearly demonstrated to be effective through rigorous scientific research. While all of this sounds promising, other aspects of a test-oriented program by which the fate of districts rise or fall is a frightening one considering what is at stake—again, federal funding. While reps Becky Fleischauer from the National Education Association (NEA) (2002) claims that â€Å"we will begin to see testing and accountability and teacher quality† (para. 2), other experts have a very different take that does not instill the same confidence, especially when it comes to testing. Education expert James Pophan (2010) found the following: â€Å"An astonishing amount of cheating is taking place on the tests that measure progress†(para. 1), rendering psychometric guidelines touted as produced through â€Å"rigorous scientific research† by psychometric experts virtually worthless. Shockingly various instances of educator cheating range from teachers allowing students more than the allotted time, to the administration of pre-tests with actual final test questions. I find this quite disturbing given these tests are supposed to accurately predict student and district achievement. Other issues

Qing Dynasty Essay Example for Free

Qing Dynasty Essay The last dynasty in China, the Qing dynasty, ruled from 1644 to 1911, and there is argument to say that their failures, especially those towards the end of their rule, created the underlying tension and ideologies behind the Communist victory in China and the consequential establishment of the People’s Republic of China (PRC). These failures can be subdivided into military failures, weaknesses of the leadership, financial disarray, political troubles, and the Qing dynasty’s failure to implement lasting, effective reforms. It can easily be argued that the Qing dynasty didn’t recognise the importance of the military until it was too late and they suffered for neglecting it. The dismissal of a key general, Yuan Shikai in 1908 can be seen as a turning point for the military in this period. The dismissal wasn’t for valid reasons, but purely a chance for Regent Prince Chun to assert his authority. However, this had disastrous consequences the Qing dynasty, as they had lost their only loyal general, leaving them without military protection, an issue which had already been exacerbated by the Boxer Rising in 1900-1901. The Qing dynasty then made a further mistake in putting too much trust in him when he (reluctantly) returned. This resulted in Yuan Shikai using his unarguable military strength to gain political power. In all, this left the Qing dynasty with little, if any military strength. Their army wasn’t loyal, nor was it organised and there was much internal strife. Therefore the Chinese people were left yearning for a government that was strong enough to command military as well as political power, planting the ideas of revolution in their heads. The Qing dynasty also had a lot of problems with leadership. During the â€Å"100 Days† period of attempted reform, obvious internal power struggles arose which further weakened the dynasty. Here there was the struggle between the reactionaries of the government, those that wanted China to remain traditional and to uphold the ideas of Confucian living, and progressives who were in support of bringing in reform and change to modify China . With hindsight, it can be argued that, perhaps if the progressives had won the debate over reform, there might not have even been a need for a revolution. However, at the time it is important to note that the ideas of Confucian living and social harmony were a core part of Chinese society, and because most of the Chinese public had not known any different, something as radical as what the progressives were suggesting was seen as alien and threatening.  The reactionaries outweighed the progressives in court, and led by Dowager Empress Cixi, they forced themselves into power. For a while, although Cixi was in no way a perfect leader, at least there was a constant leader who was reliable. However in 1908, upon the death of Emperor Guangxu and Dowager Empress Cixi, Pu Yi came to be emperor. However emperor Pu Yi was only a very small child at the time, so Prince Chun acted as regent. He lacked authority, and so 3 further years of inconsistent leadership followed. The Chinese public started looking for someone who was confident to lead them into a revolution and give them what they need in way of reform, opening up and opportunity for a n ew leader to step in. From the end of the Opium Wars, the Qing government had been plunged into a state of bankruptcy, leaving them without enough money to impose an industrial modernisation programme that China so desperately needed. This was made worse by the crippling penalties imposed after the Boxer Rising in 1900-01. The effect of this is most obviously highlighted with the railways crisis from 18958-1911. During this time the railway boom in China meant a great opportunity for provinces to thrive, bringing in trade and new jobs. However, the Qing government chose to nationalise the railway, and to be able to afford to do so, that meant that they had to raise taxes and rely on foreign loans. Naturally, the Chinese people in these provinces weren’t happy with the fact that not only have the government taken away a huge possibility for local investment, but were then imposing taxes on the very people who were missing out. This led to open opposition of the government for the first time in China, as well as a damaged sense of pride because they were relying on foreign investment. The Qing dynasty was widely regarded among the Chinese as old-fashioned and redundant. First of all, this was down to the simple fact that they originated from Manchuria, which wasn’t even part of China, meaning that they were out of touch with the growing popularity of nationalism. Also, their authoritarian tradition made them incapable of responding to the demands of the revolutionaries, who were inspired by Japanese and Western models of democracy. This is because, among the people, there was fear of the punishments associated with â€Å"disrupting the social harmony† (defying the government). Combined with the government’s fear of change, it can be argued that this is why it took until 1949 for China to have a revolution, compared to America or France. Finally, and most importantly, was the Qing dynasty’s  blatant disregard for the crucial need for reforms. The closest that they got to reform was during the â€Å"100 Days† in 1905, when reforms based on western models were proposed but completely ignored in courts and so therefore didn’t go through. Part of this was to do with Dowager Empress Cixi leading a strong opposition against the reform. However, she later went on to introduce some reform, for example she brought an end to tests in Confucianism for government positions and she created provincial assemblies. Many historians have argued, however, that this was just an attempt to win over the revolutionaries who were turning against the idea of an â€Å"establishment† all together. Generally, by the time of the formal abdication of the Qing dynasty in 1912, the revolutionaries within China were ready for change. They were fed up with having a corrupt, inconsistent central government that weren’t in touch with the modern concepts behind revolutionary thoughts. This lay the foundations for the Chinese revolution and the eventual establishment of the PRC in 1949.

A dramatic way Essay Example for Free

A dramatic way Essay After the September 11, 2001 attack the civil aviation system of our nation was given a great deal of congressional attention. The Congress enacted the Aviation and Transportation Security Act (ATSA) on November 2001. The ATSA created the Transport Security Administration (TSA) within the Department of Transportation (DOT). The TSA was entrusted with the responsibility of ensuring security in aviation as well as other modes of transport. This agency hired a number of people for the deployment of both passengers and baggage. Explosives detection equipment was used to check the baggage. The agency is also working on the Computer-Assisted Passenger Prescreening System (CAPPS); this would use national security as well as commercial databases in order to identify passengers who could pose risk for additional screening. TSA also initiated a number of programs and research on the use of technology and information in order to advance security. The Transportation Workers Identification Card program is issued to airport workers after a background check has been conducted on them. Biometric indicators have been incorporated in them so that each worker can be positively matched to his or her credential. Though TSA takes pains to see that bombs and other threat items are not carried into the planes by the passengers on their self or in their baggage, areas such as the air cargo security, general aviation security and the airport perimeter security are still vulnerable, the air cargo is vulnerable as very little of the cargo on cargo and passenger planes are screened. Thus TSA has been advised to use a risk management approach to enhance and strengthen the air cargo security. Prior to September2001, screeners who were hired by the airlines very often failed to detect threat objects on passengers or in their carryon luggage. This could be because of insufficient training and a rapid turnover. In most of the airports the turnover exceeded 100 percent, the skilled and experienced screeners were few mainly because of low wages, few benefits and monotonous work. Moreover before September 2001 people entered the secure areas of airports, including the aircrafts as the limiting controls did not work as intended. TSA’s first and foremost responsibility was according to ATSA that of ensuring security in all modes of transportation. The security screening responsibility was also shifted to TSA. Some of the aviation security responsibility such as security of air traffic control and other computer systems remained with FAA. TSA worked to establish itself and worked at meeting the deadlines set forth by ATSA. TSA had 13 employees in January 2002. A year later it had 65,000 employees. TSA had met over 30 deadlines during 2002 to improve the aviation security. Racial profiling against the ‘young muslim male’ seems an awful idea and therefore it ought to be abolished. Still it is argued and even many minority police are of the opinion that it can be used as a statistical tool. It can be a cost effective way to tackle a certain problem e. g. most people committing X belong to Texas, then if there is a reliable way to identify people from Texas, it would certainly reduce the action X. Still it is not ethical even though police argue that they are not taking action based on any race but that they are using race as a factor to identify suspects. This is discrimination by race and religion and when such discrimination meets approval, we start heading down the slope. Besides this the practical problems are also to be met. It certainly antagonizes the group that is being profiled. The young muslim men in America would not like it and might even flare up, and it might irritate them so that they who might have helped in a terrorist investigation might just shrug their shoulders now. Moreover how many people would it affect? Numerous? Muslim looking men hail from Nigerians to Iranians to Indonesians. The muslims of Central Asia often resemble the Chinese and tree quarters of Arab Americans are Christians. It is also to be noted that even if racial profiling isn’t motivated by bigotry, over a period of time it is very likely to cause racial tension. The civilians would view all young Muslims males suspiciously, which would again inflame racial tensions. Therefore in order to preserve racial harmony an extra couple billion dollar get spent, for the security measure, it is still more worthwhile that creating disillusioned youngsters who in their anger might turn terrorists. Sources Jackson Brain A :Aptitude For Destruction: Organizational Learning in Terrorist Groups and its Implications for†¦Ã¢â‚¬ ¦.. Brower Jennifer L: The Terrorist Threat and its implications for sensor technologies, Prometheus Inc.Newport . RI02840, USA 3. www. wikipedia. org 4.. Kofi Annan, Secretary General, United Nations, Keynote address to the Closing Plenary of the International Summit on Democracy, Terrorism and Security March 10 2005 5. Joan Arehart –Treichel; Terrorists Motives Arise From Diverse Factors Psychiatric News March 18, 2005, Volume 40, Number 6 6. Lee Tien, Electronic Frontier Foundation Senior Counsel, Sep. 27, 2001 Foreign Intelligence Surveillance Act 7. Jenkins, Brian Michael: Countering the New Terrorism (199

Orphaned And Vulnerable Children In Africa Education Essay

Orphaned And Vulnerable Children In Africa Education Essay Introduction During the course Education Development in Diverse Societies we learned about the main educational theories and other (inter)disciplinary approaches to study educational issues in developing countries. We analysed educational reforms and innovations from an interdisciplinary and multilevel perspective, and examined their theoretical basis, the practical implications, the strengths and weaknesses, and how they respond to the learning needs of children with a diverse background.  [1]  In this paper I will apply the knowledge and understanding that I gained by writing about the impact of the HIV/AIDS epidemic on basic education for children at risk.  [2]   The AIDS epidemic has become a global crisis currently threatening the lives of millions of people and devastating entire societies. Education systems have an essential role to play in fighting this epidemic, because of their capacity to reach very large numbers of young people with life-saving information and skills. A completed primary education can reduce the risk of HIV infection for young people; and in fact, basic education has such a powerful preventative effect, that it has been described as the social vaccine (Boler Carroll 2003). As the epidemic gathers pace, however, it poses increasing risks to education itself, threatening to stop children from enrolling, teachers from teaching and schools from functioning. This threatens the Right to Education, and the objective of Education for All (EFA) and the Millennium Development Goal (MDG) to achieve primary universal education. Particularly, orphans and vulnerable children (OVCs), face a lot of challenges in the provision of q uality education.  [3]   In this paper, I therefore focus on the impact of the HIV/AIDS epidemic on basic education for orphans and vulnerable children in Sub Saharan Africa in order to improve and increase their access to quality education, skills development and other social services. Since I am going to conduct research in Zambia on a related topic, I focus particularly on the impact of HIV/AIDS epidemic on basic education in Zambia. The research questions of this paper therefore state: What is the impact of the HIV/AIDS epidemic on basic education for orphaned and vulnerable children (OVCs) in Zambia? What can be done to increase their access, progression and educational outcomes? Part one of this paper deals with the more general literature about HIV/AIDS in Sub Saharan Africa. This includes the impact of HIV/AIDS, leading to many different educational consequences. In part two I focus on Zambia as a case study, whereby I explain the HIV/AIDS epidemic in Zambia, the impact it has on OVCs and the educational system. Part three discusses the possibilities of redressing the harmful consequences within the educational system, whereby I focus on community schools. In conclusion, I answer the research question and I will give recommendations for further research. The HIV/AIDS epidemic in Sub Saharan Africa Two-thirds of all people infected with HIV/AIDS live in Sub Saharan Africa, although this region includes little more than 10% of the worlds population (UNAIDS 2008; Foster Williamson 2000: 275; Barnett Whiteside 2006: 210-19). HIV/AIDS has caused immense human suffering in the continent. The most obvious effect of this crisis has been illness and death, but the impact of the epidemic has certainly not been confined to the health sector. Households, schools, workplaces and economies have also been badly affected. Since the beginning of the epidemic more than 15 million Africans have died from AIDS (UNAIDS 2008). In the previous year 2008, an estimated 1.4 million adults and children died as a result of AIDS in Sub Saharan Africa (UNAIDS 2008). Besides, a growing number of children in Sub Saharan Africa have been orphaned by AIDS (Robson Sylvester 2007: 260). However, detailed information on the numbers of children directly affected by the HIV/AIDS epidemic is very limited in most countries in Sub Saharan Africa (Bennell 2005: 468). A major part of the problem is that it is often difficult to establish whether a child, parent or carer is ill or has died as a result of an AIDS-related disease. Another complicating factor is that there is no standard definition of an orphan. Definitions of orphans vary across different cultures and studies. In general, an orphan due to AIDS is defined as a child who has lost at least one parent dead from AIDS or AIDS related diseases. However, UNICEF and UNAIDS have a more specific definition. They define an orphan as a child under 15 years of age: a single orphan has lost one parent, while a double orphan has lost both parents (Foster Williamson 2000; Brennell 2005; Barnett Whiteside 2006: 213). For the purpose of this paper, and in line with working definitions in Zambia, an orphan is defined as a child below the age of 18 who has lost one or both parents (Robson Sylvester 2007: 262). The toll of HIV/AIDS on households can be very severe. Although the whole population is affected by HIV/AIDS, it are often the poorest areas of society that are most exposed to the epidemic and for whom the consequences are most severe. In many cases, the presence of AIDS causes the household to break up, as parents die and children are sent to relatives for care and upbringing. Although the HIV/AIDS epidemic has affected many aspects of social and economic development, this paper focuses on the affect on educational development. The relationship between AIDS and the education sector is circular as the epidemic worsens, the education sector is damaged, which in turn is likely to increase the incidence of HIV transmission. There are numerous ways in which AIDS can affect education, but equally there are many ways in which education can help the fight against AIDS and generates hope (Kelly 1999: 6-7).  [4]  The extent to which schools and other educational institutions are able to continue functioning will influence how well societies eventually recover from the epidemic. Or as the director of UNAIDS, Peter Piot, explained it: Without education, AIDS will continue its rampant spread. With AIDS out of control, education will be out of reach (World Bank et al. 2002). OVCs are less likely to have proper schooling. The death of a prime-age adult in a household will reduce a childs attendance at school (World Bank 1997: 225 in Barnett Whiteside 2006: 220).  [5]  The household may be less able to pay for schooling. An orphaned child may have to take on household or income-earning work. Sick adults may have reduced expectations of the returns of investing in childrens education as they do not expect to live long enough to recoup the investment. When a child goes to another household after his or his parents death, the obstacles become greater as the child is not their own (Barnett Whiteside 2006: 220). Finally, a reason why it is important to focus on children is that the impact of HIV/AIDS will linger for decades after the epidemic begins to wane (Foster Williamson 2000: 275). However, for a diversity of reasons, little attention has been paid to the situation and experience of individual children affected by HIV/AIDS. Nevertheless, greater understanding of the impact of HIV/AIDS on childrens education is essential in the design and evaluation of programmes to support children living under difficult conditions. HIV/AIDS epidemic in Zambia Zambia, in southern Africa, has been severely affected by the HIV/AIDS pandemic and can be seen as the mirror of Sub Saharan Africa. Statistics emphasize that one in five adults is infected with HIV (Kayanta 2004 in Robson Sylvester 2007: 259-60). Additionally, more than 70% of the population lives in poverty (CSO 2003 in Robson Sylvester 2007: 260). However, the country is active to implement the Convention of the Rights of the Child (CRC), to achieve the EFA and the MDGs, by eradicating extreme hunger and poverty, to combat HIV/AIDS, malaria and other diseases, to promote gender equality and empower women and to achieve universal primary education.  [6]  Besides, the country adopted a number of poverty reduction objectives (Ministry of Foreign Affairs 2008: 19). Almost 50% of Zambias population is under 15 years old, 71% of children live in poverty, and one in four children are orphaned. In other words, the HIV epidemic has devastated the country and it is estimated that by 2010 there will be 1,328,000 AIDS orphans (UNAIDS 2008). These children are vulnerable to neglect, sexual abuse and early marriages, forced child labour and can have serious health and nutrition problems. As a result OVCs are less likely to have access to school and to complete quality basic education. Social protection measures put in place by the government are hampered by inadequate resources, and OVCs lack of awareness of their rights. The impact of the HIV/AIDS epidemic on the Zambian education system The AIDS epidemic affects the supply of and demands for education in a variety of ways, especially in a high HIV prevalence country like Zambia (Bennell 2005: 467). HIV/AIDS has multiple effects on education through ten different mechanisms: reduction in demand, reduction in supply, reduction in availability of resources, adjustments in response to the special needs of an increasing number of orphans and vulnerable children, adaptation to new interactions both within schools and between schools and communities, curriculum modification, altered roles that have to be adopted by teachers and the education system, the ways in which schools and the education system are organised, the planning and management of the system, and donor support for education (Kelly 1999: 1). More and more research is carried out on the impact of the HIV/AIDS epidemic in Zambia. However, little research has been undertaken in basic schools themselves, to examine the experiences of poverty and AIDS-affected children. Therefore, Robson and Sylvester emphasize that  ´it is timely to explore the perceptions of education personnel and students regarding the adequacy of responses within the educational sector and to identify the unmet needs ´ (Robson Sylvester 2007: 262). Impact of the HIV/AIDS epidemic on education for pupils There are three groups of schoolchildren whose lives are most directly affected by the HIV/AIDS epidemic and whose education is, therefore, potentially at maximum risk: children who are HIV positive, children living in households with sick family members, and children whose parents or caretakers have died of HIV/AIDS. The scope to which the education of these children is negatively affected depends deeply on the level of physical and emotional support they get from the extended family, the school, the community and the local government (Bennell 2005: 468). However, like I explained in the introduction, it is difficult to indicate the number of directly affected children by the epidemic. Besides, schools rarely keep accurate and up-to-date records on the number of affected children and their parents. Nonetheless, we do know that the number of children that is HIV positive because the mother passed the virus on to her child is relatively small, since over 90 per cent of these children die before they are old enough to attend school. It is therefore estimated that a small number of schoolchildren is infected or has AIDS related sicknesses (Brennell 2005: 469). This is also the reason why mortality rates at primary schools are low. It is commonly believed that the education of children who are most directly affected by the epidemic is adversely affected in a number of ways. The main argument is that given very difficult home situations, both orphans and children in AIDS-affected households are often forced to drop out of school altogether with little likelihood of ever returning to school (Brennell 2005: 473). The growth in the number of orphans [and other directly affected children] is taxing the coping strategies of families and society at large. In many cases, the extended family find it extremely difficult to cope economically and psychologically with the numbers it is required to absorb. Few orphans [and other children in AIDS-affected households] are able to pay their school or training fees. Many others have to care for others in the homes where they live. Many have to work to support themselves or younger siblings dependent on them (Kelly 2000: 57 in Brennell 2005: 473). Pupils whose parents die or are ill often drop out of school due to different factors such as, economic stresses on households, changes in the family structure, responsibilities to look after the sick, the elderly or siblings and loss of parental supervision (Foster Williamson 2000: 278,81). The way school attendance, performance and school completion are effected generally depends on levels of risks and vulnerability due to social, economic and cultural circumstances (Robson Sylvester 2007: 265). It is important to mention that the financial burden on families, for example when parents die, prevents many children from attending school despite the provision of free basic education because of the extra school costs, like textbooks, contribution to school funds and examination costs (Brennell 2005: 475; Barnett Whiteside 2006: 220). Other reasons for children to drop out of school or to perform badly are that poor children are frequently ill because of poor living conditions, which seriously affects their education. Besides, AIDS-related stigmas and discrimination increase the chance that children are not going to school (Foster Williamson 2000: 281-82; Bennell 2005: 473). Children, especially whose parents are known or suspected to have died of HIV/AIDS face the risk of being stigmatised or discriminated. This can also result in bullying of these children. Stigma and discrimination in schools violates the principles of inclusive education and education for all (Robson Sylvester 2007: 266). Research in Zambia showed that the number of children attending primary school is decreasing. The decline in school participation rates was thought to result from poverty, inability to pay the rising costs of schooling, and increasing parental disillusion with the low quality of education. This is linked to HIV/AIDS and its affects on poverty, levels of employment, and the quality of school provision (Kelly 2000: 12 in Barnett Whiteside 2006: 220). Noteworthy is that proportionately more orphans than non-orphans were not attending school according to this research. Although it is important to focus on enrolment rates and participation, it is also important to pay attention to the quality of learning as well. Children, for example, might be hungry, or are unable to concentrate due to tensions or anxiety at home. Vulnerable children tend to be more malnourished or to have received insufficient health care. This negatively affects school enrolment, attendance and performance (Robson Sylvester 2007: 266; Barnett Whiteside 2006: 221). Orphans and other vulnerable children often have to do a lot of household tasks before and after school. This indicates that obstacles to school achievement are strongly connected with poverty and its related tensions. Besides, the curriculum of the school often not adapts to the vocational, emotional and life skills needs of HIV/AIDS affected-pupils. Whats more, HIV/AIDS has resulted in increasing teacher absenteeism and a significant decline in the number of teachers. This affects the quality of teaching, learning and assessment and diverted resources away from schools. The remaining teachers face problems because the burden on their shoulders increases since they have to manage progressively larger class sizes with poor resources (Kelly 1999: 3; Carr-Hill 2002 in Robson Sylvester 2007: 261, 265; Barnett Whiteside 2006: 220). Sometimes pupils are also sent home because of a lack of teachers. All together, this affects the quality of teaching and learning for the pupils. Overall, we can say that poor pupils attending and performance is the result of a myriad of factors including irregular attendance and generally poor quality of schooling (Brennell 2005: 475). Studies also show that HIV/AIDS should not be excessively blamed for problems achieving Universal Primary Education. Problems with school enrolment, attendance and completion are also related to poverty or problems inherent to the school system, such as the quality of education (Barnett Whiteside 2006: 222). Redressing the harmful consequences within the educational system In Zambia most of the initiatives within the education sector in relation to tackling HIV/AIDS and poverty are situated within educational reform programmes, such as the Basic Education Sub-Sector Investment Programme (BESSIP). The aim of this programme is to increase and improve the access, quality of basic education by the year 2015 (Ministry of Foreign Affairs 2008: 19). Besides, the Ministry of Education made the goal of equitable access to relevant education a right for all Zambians and it removed the school fees in 2003 (Robson Sylvester 2007: 260). HIV/AIDS prevention strategies tend to focus mainly on preventive community-based initiatives to improve access to health education. However, there are various barriers to learning and participation. This is linked to the fact that many teachers lack the knowledge or the skills to implement effective HIV/AIDS and life skills programmes (Obura Sinclear 2005 in Robson Sylvester 2007: 260). Therefore, the challenge for the Zambian Ministry of Education (MoE) and the international community is not only to provide the right to basic education, but also strengthen schools as inclusive and supportive communities. For the pupils, this might focus on provision of alternative and more opportunities for participation and learning, access to health, life skills, suitable counselling and support in order to cope with the harmful consequences of the HIV/AIDS epidemic. For teachers, it is important to concentrate on professional development opportunities in order to support the management of large scale and curriculum development e.g. in the areas of life skills and vocational skills (Robson Sylvester 2007: 259-60). In Zambia, community schools have a significant position in redressing the harmful consequences of HIV/AIDS within the education system. Community schools try to differentiate the learning needs of OVCs by designing and delivering a relevant and meaningful curriculum that assist these children to develop income-generating skills, personal, health, emotional and social skills, and critical learning skills (Kelly 1999: 4). Most community school use the four-year curriculum: Skills, Participation, Access and Relevant Knowledge (SPRAK). This curriculum offers pupils a fast track to official grade 7 examinations (Chondoka 2004; Robson Sylvester 2007: 267). In the following part of this paper I will first explain the main features of community schools in Zambia. Secondly, I will discuss why community schools and especially the SPARK curriculum could be a solution for the educational development of OVCs affected by the HIV/AIDS epidemic. Community Schools One of the main characteristics of the Zambian education system is the central role played by community schools. Community schools emerged as a response to the unmet demand for school places among the poor and other marginalised groups in Zambia who are not in formal schools (USAID 2006 in Robson Sylvester 2007: 262; Ministry of Foreign Affairs 2008: 52). In many instances, these schools are run by parents and volunteer teachers, though increasingly they receive support from the government, non-governmental organisations, faith based organizations or private initiatives. In other words, there is an enormous variation between community schools, more than between government schools or private schools, in how they are supported and managed (Destefano 2006). Besides, the school buildings and provisions vary greatly. A large number of these schools have wattle-and-daub constructions and temporary provisions (Ministry of Foreign Affairs 2008: 52, 56).  [7]  Classrooms and water and sa nitation facilities are often of poor quality. Teaching and learning materials are generally inadequate. Pupils often sit on the floor. Uniforms are often not a school requirement. Finally, the vast majority of teachers are unqualified (Chondoka 2006: 7). Adversely, reasons why these community schools increase in popularity are that community schools are less expensive, close to home, less demanding in entry requirements and are managed by local communities. Most community schools serve children aged between 9-16 years who are either drop-outs or who have never been to school. The concept of a community school was not entirely new to Zambia. The European missionaries had already established similar schools and called them village schools or bush schools (Chondoka 2006). Around 1995, more community schools began to appear in areas without government schools, where parents could not meet the expense of the high school fees that were charged, where the distance to the nearest government school was to far or where the government schools were considered overcrowded. Since 1998, the Zambian government officially recognises community schools. The Zambian government acknowledges the positive effect of community schools in redressing the harmful consequences of the HIV/AIDS epidemic. Since 1998, the number of community schools has enlarged exponentially, although the school fees for government schools were banned in 2002 with the introduction of free basic education. However, it is important to mention that in general, community schools are relatively small. In 200 0, they accounted for 17% of the basic schools and 8% of the pupils in basic schools; in 2006 these figures had increased to 34% and 16%, respectively (Ministry of Foreign Affairs 2008: 54-55). In 2005 the MoE distributed 30% of their budget to community schools (Robson Sylvester 2007: 262). This made it possible for community schools to receive school grants, textbooks, professional guidance and sometimes a government funded teacher. However, most community schools started without prior information of the MoE and are severely underfunded. While the majority of the community schools receive an inadequate amount of MoE support, many other schools not even receive a school grant. Despite the fact that the MoE supports community schools, its practical interest seems to be somewhat limited. Actual support depends on the specific policy of the particular district boards (Ministry of Foreign Affairs 2008: 54, 56). Community schools can be found in both rural an urban areas. A recent study shows that the main reason determining the location of rural community schools is distance to the nearest government school (Chondoka 2006: 7). In urban areas, these schools are set up in locations with large concentrations of children who are unable to get access to a public school due to costs or other factors (Destefano 2006). Pupils in community schools usually belong to the poorest and most vulnerable social strata (Ministry of Foreign Affairs 2008: 54). Less than one third of community school families live in stable structures, compared to 46% of public schools families (Destefano 2006). Most community schools are attended by a relatively large number of orphans. In 2005, about one in three pupils in community schools had lost his or her mother. In government schools this ratio is one in five. Most of the orphans lack sufficient parental support. According to a study in Central Province, many orphans not succeed to come to school regularly, while many of them are to hungry to concentrate in class when they do come (Chondoka 2006: 9). Due to their restricted size, many of the community schools make use of multi-grade teaching, especially in rural areas. Instead of using the normal curriculum, they most of the times use the SPARK curriculum, which provides primary education in four years. The SPARK curriculum has been designed to meet the particular needs of community school children, who are usually older (between 9 and 16 years) and who are often directly hit by the HIV/AIDS epidmic. It follows the government curriculum and focuses on the relevant topics within English, Mathematics, Environmental Science, Social Studies, Physical Education and Zambian languages, with a life skills component integrated through all the subject areas. The SPARK curriculum places health education, with a strong focus on AIDS/HIV prevention, at the heart of the primary circle. It prioritizes literacy, numeracy and life skills which are recognized as having to serve a nation in crisis due to the young people who will have to survive an d assume early responsibility of heading a family due to HIV/AIDS (Ministry of Foreign Affairs 2008: 56). As this part of the paper tried to make clear, community schools are able to reach the most vulnerable and marginalized groups within Zambia, such as orphans. By using the SPRARK curriculum, that assist these children to develop knowledge and skills, it is possible to adapt to the needs of OVCs who face a lot of challenges because of the HIV/AIDS epidemic. However, it also clear that there is an enormous variation between community schools. It is therefore important that the MoE not only recognises the community school, but also that the MoE support is more fairly distributed between the different (types) of community schools. After all, it is important to work together with the different types of school to achieve EFA goals and the MDGs and to guarantee that all children have the right to education. Conclusion One of the most dramatic impacts of HIV/AIDS epidemic is the threat they constitute to the well-being of children and young people. The already high prevalence of poverty, coupled with the possible impacts of the AIDS epidemic can have long-term educational, emotional and social consequences (Khin-Sand Lwin et al 2001; Kanyata 2004; UNICEF-Zambia 2004 in Robson Sylvester 2007: 268). It is estimated that the majority of children having lost one or both parents due to AIDS is living in Sub Saharan Africa. Children affected by HIV, as well as children living with HIV, often suffer from stigma and discrimination. The opportunity of these children to continue their education successfully may be reduced if their impoverished family or caretakers cannot pay the fees or the extra school costs. By giving a case study of the impact of the HIV/AIDS epidemic on basic education for orphans and vulnerable children (OVC) in Zambia, this paper showed that relationship between the epidemic and the education sector is circular. There are various ways in which the epidemic effects the education for OVCs, but there are also several ways in which education can generate hope for these children. Schools, teachers and the Zambian government therefore need to be made more responsive to the needs of OVCs. Providing education to these children is not only a human rights imperative, it is also vital to break the vicious cycle of poverty and to promote security and public health. Basic education should, therefore, be free and target support to meet essential schooling costs (provision of lunches, books and pencils, examination fees). Besides, basic education should be provided for needy children as part of a wide-ranging package of support and it could help prevent absence or dropout (Brennell 2005: 487). To my opinion the Skills, Participation, Access and Relevant Knowledge (SPARK) curriculum, which is used at most community schools, is a step forward to overcome most obstacles to achievement of education. SPARK is a special curriculum that was written for community schools. This four-year curriculum follows the government curriculum with a life skills component integrated through all subject areas and offers pupils a fast track to official grade 7 examinations. However, more drastic curriculum and pedagogical review and teacher professional development are necessary to improve the quality and relevance of the educational experience. This also requires further research of what pupils are learning, and differentiated responses to their particular needs (Robson Sylvester 2007: 269). Literature Barnett, T. and Whiteside, A. 2006 AIDS in the Twenty-First Century. Disease and Globalisation. New York: Palgrave MacMillan. Bennell, P. 2005 The impact of the AIDS epidemic on the schooling of orphans and other directly affected children in Sub-Saharan Africa. Journal of Development Studies 41 (3): 467-488. Boler, T. and Carroll, K. 2003 Addressing the educational needs of orphans and vulnerable children. UK Working group on HIV/AIDS and Education. Policy Research: issue 2. Chondoka, Y. A. and Subulwa, C. 2004 Evaluation of the SPARK curriculum in community schools in Zambia 2002-2004, Lusaka: University of Zambia Chondoka, Y. A. 2006 Situation analysis of Community Schools in Central Province of Zambia. Lusaka, University of Zambia. Destefano, J. 2006 Meeting EFA: Zambia Community Schools. Lusaka: USAID. Foster, G. and Williamson, J. 2000 A review of current literature of the impact of HIV/AIDS on children in sub-Saharan Africa AIDS 14 (3):275-284. Kelly, M. J. 1999 What HIV/AIDS Can Do to Education, and What Education Can Do to HIV/AIDS? School of Education, University of Zambia Lusaka. Ministry of Foreign Affairs (the Netherlands), 2008 Primary Education Zambia. IOB Impact Evaluation. No. 312 April 2008. Robson, S. and Sylvester, K. B. Orphaned and vulnerable children in Zambia: the impact of the HIV/AIDS epidemic on basic education for children at risk. Educational Research 49 (3): 259-272. Skinner, D. et al. Defining orphaned and vulnerable children. Cape Town: HRSC Publishers. UNAIDS Report on the global AIDS epidemic http://www.unaids.org/en/KnowledgeCentre/HIVData/GlobalReport/2008/ (last viewed on 2 January 2010) World Bank/ UNESCO/ UNAIDS 2002 In turning the tide against HIV/AIDS, education is key. Press release (October 18). http://portal.unesco.org/es/ev.php-URL_ID=7195URL_DO=DO_TOPICURL_SECTION=201.html (last viewed on 2 January 2010)

Working Essay -- essays research papers

Work And The Indivdual   Ã‚  Ã‚  Ã‚  Ã‚   Simply put, work is a major contributor in shaping an individual's life. Our lives revolve around the work we do and the rewards that we get from our work. Work provides the individual not only income to live by, but also identity, value, social belief, social relation and respect. The type of work we choose to do determines our status in society and measures our level of success in life.   Ã‚  Ã‚  Ã‚  Ã‚  In this society, being without a job is almost like being invisible. Every one has to be involved in some type of work whether it is for self or for someone else. We do work to survive. The only means we have to get what we need is money. And money is earned, not given. Money is most commonly earned through work, which makes work the center of our life. This being said, it would be easy to assume that studying and analyzing the history of work can lead to understanding ourselves as society and as individuals. For example, two hundred years ago, most people did not go to work; instead they worked at home on the farm. In the 1800s about 90 percent of Americans were farmers. People did not use clocks. They worked with the sun and seasons. People made a living by growing their own and trading. They did not rely on wages. As industrialization hit America, within a century most farmers came into cities and became part of the industrial wage system. As a result, they had to adapt to changes that affected their liv...

Free College Essays - The Piano Lesson :: Piano Lesson Essays

The Piano Lesson   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Do you ever have one of those days when you remember your parents taking away all of your baseball cards or all of your comic books because you got a bad grade in one of your classes?   You feel a little depressed and your priced possession has been stolen.   This event is the same as August Wilson’s, The Piano Lesson.   The story is about a sibling rivalry, Boy Willie Charles against Berniece Charles, regarding an antique, family inherited piano.   Boy Willie wants to sell the piano in order to buy the same Mississippi land that his family had worked as slaves.   However, Berniece, who has the piano, declines Boy Willie’s request to sell the piano because it is a reminder of the history that is their family heritage.   She believes that the piano is more consequential than â€Å"hard cash† Boy Willie wants.   Based on this idea, one might consider that Berniece is more ethical than Boy Wi llie.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Berniece’s action is more ethical because a family’s history can never replace a land.   In one of their arguments, Berniece tells Boy Willie, â€Å" ‘Money can’t buy what that piano cost.   You can’t sell your soul for money’ † (50).   Berniece is trying to open up Boy Willie’s mind by telling him that their family’s legacy can seize their imaginations after years, decades, and centuries of blissfulness and sorrow.   Each of their ancestor’s stories is a great novel that really happened, even if it is a good or a bad chapter.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Berniece tries to show Boy Willie that the piano experienced more than pleasant events during those days.   She interprets their Mama Ola’s pain by saying, â€Å" ‘Mama Ola polished this piano with her tears for seventeen years.   For seventeen years she rubbed on it till her hands bled...she rubbed and cleaned and polished and prayed over it...seventeen years’ worth of cold nights and an empty bed.   For what?   For a piano?   For a piece of wood?’ † (52).   The tragedy of their Mama Ola is an almost mythic quality in their unified imagination, but the time has robbed it in Boy Willie’s face.   He forces himself to think of his Mama Ola’s suffering as a metaphor than an actual event.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Fortunately, Boy Willie sees everything that Berniece has been trying to tell him.   He finds out about this when Sutter’s ghost came to the Charles’ house who tried to stop him from taking the piano away and started a big chaos. Free College Essays - The Piano Lesson :: Piano Lesson Essays The Piano Lesson   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Do you ever have one of those days when you remember your parents taking away all of your baseball cards or all of your comic books because you got a bad grade in one of your classes?   You feel a little depressed and your priced possession has been stolen.   This event is the same as August Wilson’s, The Piano Lesson.   The story is about a sibling rivalry, Boy Willie Charles against Berniece Charles, regarding an antique, family inherited piano.   Boy Willie wants to sell the piano in order to buy the same Mississippi land that his family had worked as slaves.   However, Berniece, who has the piano, declines Boy Willie’s request to sell the piano because it is a reminder of the history that is their family heritage.   She believes that the piano is more consequential than â€Å"hard cash† Boy Willie wants.   Based on this idea, one might consider that Berniece is more ethical than Boy Wi llie.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Berniece’s action is more ethical because a family’s history can never replace a land.   In one of their arguments, Berniece tells Boy Willie, â€Å" ‘Money can’t buy what that piano cost.   You can’t sell your soul for money’ † (50).   Berniece is trying to open up Boy Willie’s mind by telling him that their family’s legacy can seize their imaginations after years, decades, and centuries of blissfulness and sorrow.   Each of their ancestor’s stories is a great novel that really happened, even if it is a good or a bad chapter.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Berniece tries to show Boy Willie that the piano experienced more than pleasant events during those days.   She interprets their Mama Ola’s pain by saying, â€Å" ‘Mama Ola polished this piano with her tears for seventeen years.   For seventeen years she rubbed on it till her hands bled...she rubbed and cleaned and polished and prayed over it...seventeen years’ worth of cold nights and an empty bed.   For what?   For a piano?   For a piece of wood?’ † (52).   The tragedy of their Mama Ola is an almost mythic quality in their unified imagination, but the time has robbed it in Boy Willie’s face.   He forces himself to think of his Mama Ola’s suffering as a metaphor than an actual event.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Fortunately, Boy Willie sees everything that Berniece has been trying to tell him.   He finds out about this when Sutter’s ghost came to the Charles’ house who tried to stop him from taking the piano away and started a big chaos.

Free Essay on the Grangerfords’ World in Huckleberry Finn :: Adventures Huckleberry Huck Finn Essays

Twain’s Adventures of Huckleberry Finn - The Grangerfords’ World   Ã‚  Ã‚  Ã‚   Huckleberry Finn provides the narrative voice of Mark Twain’s Adventures of Huckleberry Finn, and his honest voice combined with his personal vulnerabilities reveal the different levels of the Grangerfords’ world. Huck is without a family: neither the drunken attention of Pap nor the pious ministrations of Widow Douglas were desirable allegiance. He stumbles upon the Grangerfords in darkness, lost from Jim and the raft. The family, after some initial cross-examination, welcomes, feeds and rooms Huck with an amiable boy his age. With the light of the next morning, Huck estimates "it was a mighty nice family, and a mighty nice house, too"(110). This is the first of many compliments Huck bestows on the Grangerfords and their possessions. Huck is impressed by all of the Grangerfords’ belongings and liberally offers compliments. The books are piled on the table "perfectly exact"(111), the table had a cover made from "beautiful oilcloth"(111), and a book was filled with "beautiful stuff and poetry"(111). He even appraises the chairs, noting they are "nice split-bottom chairs, and perfectly sound, too--not bagged down in the middle and busted, like an old basket"(111). It is apparent Huck is more familiar with busted chairs than sound ones, and he appreciates the distinction. Huck is also more familiar with flawed families than loving, virtuous ones, and he is happy to sing the praises of the people who took him in. Col. Grangerford "was a gentleman all over; and so was his family"(116). The Colonel was kind, well-mannered, quiet and far from frivolish. Everyone wanted to be around him, and he gave Huck confidence. Unlike the drunken Pap, the Colonel dressed well, was clean-shaven and his face had "not a sign of red in it anywheres" (116). Huck admired how the Colonel gently ruled his family with hints of a submerged temper. The same temper exists in one of his daughters: "she had a look that would make you wilt in your tracks, like her father. She was beautiful"(117). Huck does not think negatively of the hints of iron in the people he is happy to care for and let care for him. He does not ask how three of the Colonels’s sons died, or why the family brings guns to family picnics. He sees these as small facets of a family with "a handsome lot of quality" (118).

Australian Economic Indicators

The Australian economy has grown by less than one percent, considering that GDP growth in 2003 was 3.1 percent and 3.9 in 2007. The 2007 growth was the highest in the period, whereas the lowest growth rate of 2.7 was experienced in 2007.Relationship between VariablesReal GDP growth is countercyclical with inflation. As it can be seen on the graph, GDP was rising when inflation rate was declining and vice versa. This is inline with economic understanding that lower rates of inflation are good for economic growth.ABS and policy makers should therefore embark on policies that suppressed inflation in favor of economic growth. Unemployment rate has been falling throughout the period and are now at historic lows. This decrease is most likely caused by the steadily rising economic growth and the well contained inflation.How ABS Measures Inflation and UnemploymentInflation is measured by collecting market (prices) data for different goods, services and financial instruments. The data is coll ected on a daily basis and compounded monthly, quarterly, and on annual basis. The three kinds of inflation measured by ABS include:Consumer Price Inflation: This index is used to measure changes in market prices for goods and services used by consumers. These includes thing like food, clothing, housing, transportation, communication, financial services, and education among others.Producer Price Index: This is used to track market prices for goods and services used in industrial production processes. Production inputs are measured in three levels: preliminary intermediate and final stage (ABS 2008).Labor Price Index: The measure in meant to track hourly wage rates and bonus that employers have to remunerate employees.ABS measures unemployment by collecting data on several aspects of Australian labor force. The bank regularly collects data on the number of new hires and the number of those who loose their positions. This data is collected from all regions and industries. At the end, it becomes possible to understand unemployment rates and trends between regions, industries and age groups among other comparisons.