Orwell 1984

Orwell 1984 posters on every corner, reminding citizens of Oceania that Big Brother is always watching them. (p4) - A cold, dark world. I.e.) "Down in the street little eddies of wind were whirling dust and torn paper into spirals, and though the sun was shining and the sun a harsh blue, there seemed to be no colour in anything, except the posters that were plastered everywhere." (p4) - Helicopters skimming down between the roofs, a sign of the police patrol, snooping into people's windows. (p4) - Rocket bombs exploding in London with dull, reverberating roars. (p28) - Horrible living conditions. I.e.) "Never quite enough to eat, one never had socks or underclothes that were not full of holes, furniture had always been bad and rickety, rooms underheated, tube trains crowded, houses falling to pieces, bread dark-coloured nothing cheap and plentiful." (p63) - "Decaying, dingy cities where underfed people shuffled to and fro in leaky shoes, in patched-up nineteenth-century houses that smelt always of cabbage and bad lavatories."English: Proles Dysangelium logo(p77) - Most people lived in slums. - Bombs dropped on playgrounds with "several dozen children blown to pieces." (p156) - Amid the decaying buildings in London, during Hate Week, there is singing, banners, dancing, speeches, drums, trumpets, marching, posters, and films. Party Members - Outer Party Members - Each Party member has a telescreen within their home that monitors and scrutinizes each and every move they make. It cannot be turned off. - Forced to wear an expression of quiet optimism when facing the telescreen. - Had to wear blue overalls, the uniform of the Party. - Given a small amount of coupons to trade in for clothing, food, etc. - They are constantly under the watch of the Thought Police. - Not much food to eat in their homes. - Forbidden to...

How to Get Started in Your Career After Graduating College

How to Get Started in Your Career After Graduating College After graduating college, building a career isn’t an easy thing to do. And when you’re just starting out, it’s hard to hone the kind of perspective one gains over the course of a long career. If you’ve ever wished you could get the wisdom of a work life well lived before you have to live through all of it and earn that wisdom by making a ton of mistakes, then look no further. Here are 10 career strategies everyone just starting out should know. So save yourself the heartache and the hard lessons, and just skip to the growth and success part.1.  Only you can advocate for yourself.You may think you just have to keep your head down and wait for the promotions and raises and career opportunities to happen to you, but you should realize early and keep in mind that the planning and execution of your career is ultimately your responsibility and no one else’s. Remember: you are in the driver’s seat. Stop assuming and start asserting earlier than yo u think you’d need to.2. Find your meaning.It’s no coincidence that the word â€Å"meaning† includes the word â€Å"me.† Only you can set yourself on a career path that means something to you and includes work that you find important and fulfilling. Now is the time to make the choices that will determine how much you love your work. Remember that stability, security, and income matter, but professional fulfillment matters so much more. Ward off burn-out and unhappiness now by choosing something you care about and worrying less about the outside benefits. Let your priorities dictate the course of what you do.3. Caring will bring about success.When we’re invested in what we’re doing, we end up doing better work. Once you’ve picked something you like, make sure to keep learning and keep yourself interested, because it will mean that you devote yourself to tasks with more care and attention. You’ll get more done, and better.4. Bad situations don’t get better.If you’ve landed yourself in a situation with a toxic boss or a dysfunctional work environment, know when to say enough is enough. Get the courage up to take a leap into something better, and trust that everything else will sort itself out once you do.5. Be your best in times of crisis.Your true character just might be best revealed when the chips are down and the situation is most dire. Keep this in mind in times of crisis. Figure out how you’ll show up when the going gets tough, and set a tone for the kind of person and employee you’ll be throughout your life. You never know when you might deeply impress the right observer in a position to change the course of your career.6. Don’t be selfish.Skyrocketing to success- or even climbing slow but steady- is one thing. But don’t forget that you’re not the only one in the world wanting to move upwards. Sometimes the rise is even sweeter when you help somebody el se up with you. Pay it forward and look out for people other than yourself.7. Embrace originality.Don’t be arrogant, but don’t leave your uniqueness and originality under a bushel. Speak up, voice your ideas, speak your passion. You won’t get anywhere by sitting in the background. Have the guts to take the risk and put yourself out there in the world.8. Aim to do the right thing.Don’t just do what you think you have to do to succeed. Stand up for what you know is right. Comport yourself with integrity. Take the extra time and energy to riddle out what the best and most honest thing would be and devote yourself to doing it. It’s called integrity- and it doesn’t suffer puncture wounds. It’s worth building and maintaining, and can become one of your most precious assets.9. Not taking risks is the biggest risk.You have to have skin in the game to win the game. A ship in the port may seem safe, but isn’t. Ships are meant to sail. So get your little boat out there and see what you can do. Learn from your mistakes and find a way to be magnificent, rather than mediocre.10. Leave something better behind you.A legacy can be a beautiful thing. It’s never too early to think about the kind of mark you’d like to leave on the world. When your life and career are over, what sort of things do you want to hear said about your contribution? What kind of imprint do you want to leave behind? Start thinking how to shape your legacy while you have your whole career before you. Just think what you could accomplish if you put your mind to it.

Torts problem question Case Study Example | Topics and Well Written Essays - 1000 words

Torts problem question - Case Study Example Driver's Duty of Care and Breach. In Nettleship v. Weston, [1971] 3 W.L.R. 370 citing Glasgow Corporation v. Muir [1943] A.C. 448, 457, it was ruled that "if a driver goes off the road on to the pavement and injures a pedestrian, or damages property, he is prima facie liable. Likewise if he goes on to the wrong side of the road. It is no answer for him to say: 'I was a learner driver under instruction. I was doing my best and could not help it.' The civil law permits no such excuse. It requires of him the same standard of care as of any other driver. 'It eliminates the personal equation and is independent of the idiosyncrasies of the particular person whose conduct is in question.' The learner driver may be doing his best, but his incompetent best is not good enough. He must drive in as good a manner as a driver of skill, experience and care, who is sound in wind and limb, who makes no errors of judgment, has good eyesight and hearing, and is free from any infirmity." (see Richley (H enderson) v. Faull. Richley, Third Party [1965] 1 W.L.R. 1454; Watson v. Thomas S. Whitney & Co. Ltd. [1966] 1 W.L.R. 57). Applying the same principle to the instant case, Anna must, whether or not she is driving a car or a bicycle or motorcycle, whether in a road, highway, street, or bicycle path in a local park, as a driver drive in as good a manner as a driver of skill, experience and care, sound in wind and limb, who makes no errors of judgment, has good eyesight and hearing, and is free from any infirmity. But Anna failed to exercise the duty of care incumbent upon her as a driver and a local park at that where it is expected that a lot of people and pedestrians would be walking about. In Eyres v Atkinsons Kitchens & Bedrooms Ltd., [2007] EWCA Civ 365, the judge found a driver liable in negligence for personal injury sustained in a road traffic accident because prior to the accident the driver had been exchanging text messages on his mobile phone, and that it had been the drive r's inattention through using his mobile phone that caused the accident. Likewise, in the case of R. v Payne (John), [2007] 2 Cr. App. R. (S.) 45, it was ruled that the driver was rightfully convicted because the driver allowed himself to be distracted whilst driving by using a mobile phone. (See also Robertson v Klos, [2005] HCJAC 136). In the case of Anna, she was driving with only one hand and using her mobile phone with the other. Hence, Anna was negligent in her driving and in breach of her duty of care as a driver. Causation. To be able to claim against Anna for personal injury and/or damage to property under the law of tort, it is imperative that causation must be established. There is causation when both factual causation and legal causation are present. Factual causation refers to the nexus between the defendant's action and the claimant's damage (the 'but for' test) while legal causation refers to the break or 'novus actus' in the chain of causation. Applying the 'but for' test applied by Lord Denning in Cork v Kirby MacLean [1952], and illustrated in Barnett v Chelsea and Kensington Hospital Management Committee [1969], Brian would not have suffered personal injury (significant cuts and a bad sprain to his ankle) and damage to property (his Walkman damaged beyond repair) but for failure of Anna to

Research paper on the 4th Amendment Example | Topics and Well Written Essays - 1250 words

On the 4th Amendment - Research Paper Example Around 1760s, there was a rise in the amount of litigation against law enforcing officers, who, making use of general warrants did raids, searching for materials linked to publications of John Wike, in the process attacking both the King himself as well as the government policies. One of the most popular of such cases concerned John Entick, who had his dwelling intruded by Nathan Carrington, a messenger of the king, alongside many others, following a warrant given out by George Montagu-Dunk, instructing them to strictly and diligently look for the author responsible for publishing many weekly seditious papers as well as seize printed pamphlets, charts as well as other materials. However it was determined by Charles Pratt that both the search as well as the seizure was illegal; since the warrant instructed seizing of all Entick’s papers, both the criminal and the non-criminal ones, in addition to the warrant lacking probable cause to validate the search. Entick, therefore by ho lding that the law holds that every individual’s property is extremely sacred, and no person can infringe upon his neighbor’s secured place without his permission, set up the English guide that the government is restricted in interfering with one’s private property(Clancy, 2008). However, back in colonial America, homes did not have similar sanctity like their counterparts in Britain, since legislation had been clearly drafted to permit enforcement of the colonial master’s revenue-gathering policy in regard to customs, till 1750s.The only kind of warrant identified in justice handbooks was the general warrant. This gave the then authorities extreme power in searching for anything, with very limited oversight at any given time. The state of Massachusetts in 1756 passed a legislation that banned general warrants, representing the very first legislation in American history to curtail the enforcement of seizure power.

India and women Essay Example for Free

India and women Essay INDIA and WOMEN Women empowerment is a moot subject. At earlier times, women got unprejudiced status with men. But the post-Vedic time was a difficult period when many were treated as slaves, a commodity earned by the man, a mode of produce kids. From the early twentieth century (national movement) their statuses have been slowly and gradually undergone changes. In this regard, we may mention the name of the English people. After then, independence of India, the constitutional makers and national leaders strongly emphasized on equal social position of women with men. Today, we have seen the women occupying the respectable positions in all walks of the sphere. Yet, they are not absolutely free from discrimination and harassment of the society. A few number of women have been able to establish their potentialities. Therefore, each and every one should be careful to promote the status of women. Women constitute approximately 50% of the world’s population, but India has shown disproportionate sex ratio whereby female’s population has been comparatively less than that of males. As far as their social status is concerned, they are not treated as equal to men in all the places. In the Western societies, the women have got equal right and status with men in all walks of life. But gender disabilities and discriminations are found in India even today. The paradoxical situation is such that, she is sometimes portrayed as a Goddess and at other times merely as slave. It is now that the women in India enjoy a solitary status of equality with the men as per constitutional and legal provision. But the Indian women have come a long way to achieve the present positions. First, gender inequality in India can be traced back to the historic days of the sacred Sanskrit poem, Mahabharata, when Draupadi was put on the dice by her husband as a commodity. History is a witness that women were made to dance both in private and public places to please the men. Secondly, in Indian society, a female was always dependent on male members of the family until a few years ago. Thirdly, a female was not allowed to speak in a loud voice in the presence of elder members of her in-laws or move around without covering her head and in some cases, the face in the presence of other elder or male members of the family. In the family, every faults had gone to her and responsible. Fourth, as a widow her dependence on the male members of the family increased but that was better than performing ‘sati’ where the widow  was burned alive during the cremation of her dead husband. In many social activities, she was not permitted to meet with other members of the family. A woman whether a widow or not had very little share in political, social and economic life of the society and had to vote for the party the family supports, even if she had her views against it. The early twenty century was rise of the National Movement under the leadership of Mahatma Gandhi who was in favor of removing all the chains tied to a woman. At the same time, Raja Ram Mohan Rai, Iswar Chandra Vidyasagar and various other social reformers laid stress on women’s education, prevention of child marriage, withdrawals of evil practice of sati, removal of polygamy etc. The National Movement and various reform moveme nts paved the way for their liberations from the social evils and religious taboos. After independence of India, the constitution makers and the national leaders recognized the equal social position of women with men. The Hindu Marriage Act, 1955 has determined the age for marriage, provided for monogamy and guardianship of the mother and permitted the dissolution of marriage under specific circumstances. Under the Hindu Adoptions and Maintenance Act, 1956, an unmarried women, widow or divorce of sound mind can also take child in adoption. Similarly, the Dowry Prohibition Act of 1961 says that any person who gives, takes, or abets the giving or taking of dowry shall be punished with imprisonment, or fine or with both. The Constitution of India guarantees equality of sexes and in fact grants special favors to women. These can be found in three articles of the constitution. Article 14 says that the government shall not deny to any person equality before law or equal protection of the law. Article 15 declares that government shall not discriminate against any citizen on the ground of sex. Article 15 (3) makes a special provision enabling the state to make affirmative discriminations in favor of women . Article 42 directs the state to make provision for ensuring just and human conditions of work and maternity relief. Above all, the constitution regards a fundamental duty on every citizen through Articles 15 (A), (E) to renounce the practices derogatory to the dignity of women. The concept of empowerment flows from the power. It is vesting where it does not exist or exist inadequately. Empowerment of women would mean equipping women to be economically independent, self-reliant, have positive esteem to enable them to face any difficult situation and they should be able to participate in development  activities. The empowered women should be able to participate in the process of decision making. The government of India has ratified various international conventions and human rights instruments committing to secure equal rights to women. These are CEDAW (1993), the Mexico Plan of Action (1975), the Nairobi Forward Looking Strategies (!985), the Beijing Declaration as well as the platform for Action (1995) and other such instruments. The year of 2001 was observed as the year of women’s empowerment. During the year, a landmark document has been adopted, ‘ the National Policy for the empowerment of women.’ For the beneficiaries of the women, the government has been adopted different schemes and programs i.e. the National Credit Fund for Women (1993) , Food and Nutrition Board (FNB), Information and Mass Education (IMF) etc. But is all this actually working is what everyone wants to know. Are women actually empowered ? Or is all this only in papers and even in the 21st century women fear leaving their houses alone? Do they fear wearing clothes they want to wear ? Well I feel that the answer to this is a big YES. In the 21st century, where India is an emerging super power the women are not confident that they will return home safely. But why is it so? Some say that because ‘boys are boys’ and they can do whatever they want to or maybe because the kind of clothes a woman wears instigates men to look at her with those greedy eyes and lay their dirty hands on her? Well NO ! Did that women in a burqa who was raped while going back home in her own car provoke anybody? Or the 5 year old girl who was studying in school provoke her teacher? But boys will be boys who make mistakes. For once forget about the boys, they will defend themselves but when the head of the Mahila Vibhaag (women’s association) says that the mistake lies in the girls, don’t you believe it? I don’t. I think it is time for every girl to take a stand for herself and for every other girl in this world because it is not just India where women are not treated equally, a study conducted in the US in 2012 says that about 14% of women who were fired from their jobs was because the boss wanted something more than a normal boss and employ relationship. Also a study conducted in London in 1998 says that about 33% of divorces happen because the man is not willing to let the wife go out for a job or to pick up the kids because she might just have an affair. It’s also time for every parent stop telling their daughters to wear longer dresses and tell their sons to respect girls  because nobody should be judged by the way they dress. It is said that if a man is educated he will earn bread for the entire family but if a woman is educated then she will make sure that the entire family is educated. To sum up, women empowerment cannot be possible unless women come with and help to self-empower themselves. There is a need to formulate reducing feminized poverty, promoting education of women, and prevention and elimination of violence against women.

Essay --

This paper aims to answer 2 research questions. For the first question: With the measure of role plays, what refusal strategies would the oversea students adopt more frequently in different interlocutory status? From the data analysis, we can see that the oversea student in the study adopted many different refusal strategies in different interlocutor statuses. The 6 scenarios have similar imposition, which is to refusal an invitation to a party. The changing variables are the distance and power. In this complex contextual situation, the student was able to change her refusal strategies in different situations. She adopted more strategies when she refused a person of a higher social status or distant relations, in order to save the listener’s face. On the other hand, when she refused a person of lower social status or close relations, she would change the refusal strategies and make the conversations more relaxing and casual. One important reason might be that the oversea stude nts are more aware of the social communication skills because they can learn more about the cultural difference and communicative differences in the process of their oversea studies. They must communicate with many foreign teachers and students, and experience culture shock at the same time. As a result, they can be more familiar with the pragmatic features of different strategies. The second question is that: Is there any difference in the refusal strategies between oversea students and other EFL learners in China? There are many researches related to the different refusal strategies between NS and NNS. The previous findings showed that: many NNS preferred to use â€Å"a direct strategy and less differentiated supportive moves†; at the same time, â€Å"40% of NNS prov... ...in comparing with Chinese EFL learners’ refusal strategies, we borrowed findings from other researches because of time limitation, and this may cause the results being different from what it should be. Here are some suggestions for the future study: first, in order to make sure the data are effective, we should invite more oversea students with difference learning experience and language proficiency; second, in a precise study, more social and contextual variables should be taken into consideration, in order to test students’ different reaction and strategies; finally, if we want to compare the oversea students with Chinese EFL students, we should invite both to participate in the research, rather than depending on other studies and research findings. In conclusion, in order to prove or modify the research findings, further researches are still needed in the future.

Views of Christianity and Islam Towards Trade

Christianity and Islam are two of the most practiced religions in the world, and have been for centuries. These two faiths are both monotheistic, which means they worship one God, or Allah. Started over 2000 years ago, Christianity is based on the teachings and life of Jesus Christ and was spread throughout the Roman Empire. The religion of Islam began early in 600 C. E. by the prophet Muhammad, and he spread the word of Allah. These religions spread quickly in Europe and the Middle East. As they progressed, new trading routes came about in these areas.Overtime, Christianity and Islam developed opinions about the trading and businesses activity and the people who pursued it. According to the religion’s holy books, the Bible and Qur’an, their views on trade were different at first. Christians believed that people should not trade; for it was not the pursuit of man. Muslims were much more tolerant of trade, as long as merchants were honest in their bargaining. By 1000 C. E, both the religions’ attitudes towards trade had changed completely. Christian scholars began to teach that honest trade was acceptable, while Muslim scholars saw the danger that trade brought to a man’s soul.By the 15th century, attitudes towards trade had even more drastic change once again. Christianity espoused that trade was encouraged and worthy, while Muslims believed merchants were corrupt. When the two religions first began, Christianity and Islam differed at first on their views concerning trade. As stated in the Christian Bible, it is almost impossible for a rich man to enter the kingdom of God (document 1). For Christians, at first they had to live a humble life without making any profits.Its said that it was easier for a camel to go through the eye of a needle, than for a rich man to enter into the kingdom of God. As for Muslims this differed because in the Qur’an, men were allowed to trade as long as they were honest; said in document 2. â€Å"I f the two parties speak the truth and make it manifest, their transaction shall be blessed, and if they conceal and tell and lie, the blessing of their transaction shall be obliterated. † This means that if two people trade fairly amongst each other without cheating, then nothing is wrong according to the Islam beliefs.If one of the men are cheated, then their business will be wiped out. The point of document 1 was that Jesus was a poor man, therefore his followers lived up to being poor as well. When Christianity started, Christians believed that in order to go to heaven, they must live a poor and humble life, like Jesus did. The same logic applies for Muslims in document 2, who’s founder Muhammed was a wealthy merchant. In document two, the author is supporting merchants and saying that they will be accepted by Allah as long as they are truthful.Muslims strongly believed that it was okay to be a wealthy merchant as long you are honest, like Muhammed. Therefore, the tw o religions were at first different because Christianity had negative views toward trade while Islam was for it; and they were alike because the reason for their views both traced back to their founders. In documents four and five, the view points of Christians and Muslims toward trade began to change. Christians, who were at first against trade and becoming wealthy from it, now say that it is okay to trade as long as you are honest.Stated in document four, â€Å"No man should sell a thing to another man for more than its worth. † This is saying that for men to do business with one another, they must not sell things for more than they are worth, or in other words scam each other. While Christian scholars are becoming more lenient towards trade than they were when the religion started, Islamic scholars are becoming more strict. Muslims now believe that selling things for a profit, even if it is honest, is inevitably affecting the soul. â€Å"These qualities lead to a decrease and weakening in virtue and manliness,† (document five).The Islam look on trade now sees that the methods that trade employs are tricks aimed at making a profit by securing the difference between buying and selling prices. The two religions, however, are still somewhat similar because they both believe that trading for large profits can eventually lead to corruption of the soul. Views of trade by Christians and Muslims yet continued to change even further in documents six and seven. It seems in document six as if Christians were being encouraged to trade as long as it involved God.Religious paintings of Our Lady were being asked for, therefore Christians now want people to trade. Also in document six it is stated that, â€Å"You know God has granted you to acquire great riches in this world, may He be praised. † It is now expected for Christian merchants to trade and use God while doing so. Overtime you can see the change on the views of trade, because at first Christi ans did not want anyone making a large profit. As for Muslims, merchants are loosing money from trading. In document seven, Sakaoglu Nasuh is an example of how over time the commerce activity has affected his ethical customs. The aforementioned has now acted contrary to the old custom. † This is because he is buying all the cotton yarn and selling them for higher prices. Hence, not giving the other merchants a fair opportunity to buy and sell the cotton as well. This is going against what the Islam religion believed, which is business activities are acceptable as long as you are not taking advantage of others. The Islamic Court probably said this is document seven because they wanted to please the people and let them know that merchants must obey.The two religions continue to differ in these documents because Christians are now persuading people to trade, while Islam trading is becoming monopolized. However, Christianity and Islam are still alike in which they both use religio n as an example. The attitudes of Christianity and Islam towards trade and merchants differed. When the two religions first began, they had opposite views from each other. Christians saw trade and wealth as being far from God and it was not approved. Muslims, on the other hand, tolerated trade as long as the two parties were honest and no one was taken advantage of.Later on, these views changed when Christians became more lenient and also accepted honest trade. Muslims then saw trade as inevitably affecting the soul when merchants became corrupt by outbidding other merchants. However, we would need additional documents such as documents from the common people in order to asses the consequences of the merchant activities. We do not know how the Christians’ or Muslims’ commoners viewed the trading business, therefore, we cannot fully understand all aspects of the religions towards it.

International Law Essay

International Organizations are attempting to target and eliminate child labour beginning by pinpointing the problem itself and understanding the reasons for it. UNICEF’s latest statistics from 2011 indicate that one in every six children aged five to fourteen are engaged in child labour in developing countries. The International Labour Organization (ILO) says there are over two hundred and fifteen million children working worldwide either part time or full time jobs. Furthermore, seventy percent of them work in dangerous environments. The ILO is leading the fight in eliminating child labour in an organized fashion. Their research suggests the damaging effects of child labour must be systematically eliminated beginning with the worst forms of child labour. The process begins with understanding the problem itself, the causes and consequences, socio-political aspects, and all the variables involved. The hard work of the ILO has helped create Treaties and Conventions banning child labour and â€Å"identifying concrete measures for Governments to take (UNICEF, 2011).† Through socio-legal challenges, the ILO is working tirelessly as they are at the forefront of the fight against child labour. This has resulted in various forms of success as they still have a long way to go. Using labour standards, Conventions, Recommendations, creating organizations, getting member states involved, raising awareness, and stressing basic human rights, the International Labour Organization has created a formula in the fight to end child labour. UNICEF- Convention on the Rights of the Child UNICEF, acronym of United Nations International Children’s Emergency Fund, has a mission to advocate for the protection of children’s rights, â€Å"to help meet their basic needs and to expand their opportunities to reach their full potential (UNICEF, 2011).† Just like the ILO, UNICEF is a special programme of the United Nations. This international organization relates to the ILO because of their devotion to aiding children internationally and aiding national efforts to improve health, nutrition, education, and general welfare of children (UNICEF, 2012). Although UNICEF’s goals are not based on targeting and eliminating child labour itself, they take a huge part in helping the cause. According to the Encyclopedia Britannica (2012), since 1996 UNICEF programmes have been guided by the â€Å"Convention on the Rights of the Child,† which affirms the right to all children to â€Å"the enjoyment of the highest attainable standard of health and to facili ties for the treatment of illness and rehabilitation of health (UNICEF 2012).† The Convention on the Rights of the Child is built on various international legal systems and cultural traditions. This Convention is a â€Å"universally agreed set of non-negotiable standards and obligations (UNICEF, 2011).† These are basic standards which are also referred to as human rights which set minimum entitlements and freedoms that are expected to be respected by all governments. UNICEF (2011) states that it is founded on respect for the dignity and worth of each individual, regardless of race, color, gender, language, religion, opinions, origins, wealth, birth status or ability. Therefore, they apply to every human being no matter where they are located. Not only are governments obligated to follow this Convention, but so are all individuals and employers regarding the rights of all humans. Furthermore, UNIFEC (2011) says that â€Å"we cannot ensure some rights without – or at the expense of – other rights.† Many countries including Canada have had to make changes to their common and civil law as a result of ratifying this Convention. However, this has been done for the better because local laws have been created to follow up with this Convention. For example, youth criminal laws in Canada underwent major changes resulting in the Youth Criminal Justice Act (YCJA) which defines Canada’s different commitments under the Convention. The Convention on the Rights of the Child is a legally binding instrument which is the first international instrument to incorporate the full range of human rights. This includes civil, cultural, economic, political and social rights. This is a special Convention, particularly for that reason that world leaders agreed on the fact that children under the age of eighteen years old often need the protection and care that adults do not. Furthermore, this would be a Convention for the world to recognize that children also have human rights. It sets out these human rights in 54 articles and two optional protocols. The first optional protocol restricts the involvement of children in military conflicts, and the second optional protocol prohibits the sale of children, child prostitution and child pornography. The articles identified by UNICEF (2011) spell out the basic human rights that children everywhere have: The right to survival; to develop to the fullest; protection from harmful influences, abuse and exploitation; and to participate fully in family, cultural and social life. The four core principles of the Convention are non-discrimination; devotion to the best interests of the child; the right to life, survival and development; and respect for the views of the child. UNICEF (2011) states that â€Å"every right spelled out in the Convention is inherent to the human dignity and harmonious development of every child.† The Convention protects children’s rights by setting standards in health care; education; and legal, civil and social services. National governments have agreed to undertake the obligations of the Convention, therefore have committed themselves to protecting and ensuring children’s rights. They have also agreed to hold themselves accountable for this commitment before the international community. It is the governments’ obligation to make sure they do their part after signing or giving formal consent to the Convention, therefore treating it as a treaty, contract, or agreement and making it officially valid. Both the protocols have been ratified by a hundred and ninety four nations. These nations that have ratified this Convention are bound to it by international law. Furthermore, compliance is monitored by the United Nations committee on the Rights of the Child because it is important to make sure the member states are acting and complying according to the Convention. As far as the child labour topic goes, focusing on the International Labour Organization is far more important than focusing on UNIFIC. As suggested earlier, UNICEF’s focus is on advocating and paying attention to the general welfare of children globally. This includes children that do not work, whereas the ILO focuses on child labour issues among other labour issues of the world. The global importance of both of these international organizations is immeasurable. Therefore, understanding the fact that this topic is on child labour issues, it only makes sense to focus on the ILO. The ILO Structure The International Labour Organization’s work is based on encouraging and promoting the development of social and economic progress. It is important for governments, employers’, and workers’ organizations to cooperate in order for this structure to function. Furthermore, their aim is to ensure that it serves the needs of working men and woman by â€Å"bringing together governments, employers and workers to set labour standards, develop policies and devise programmes (International Labour Organization, 2012).† In other words, the ILO has created a form of a governing system for the international workforce to ensure safety and to protect all individuals. The ILO structure emphasizes equality where the workers and employers have equal voices with the governments. The ILO also encourages promoting a social dialogue between the trade unions and employers (International Labour Organization, 2012). Where appropriate, they implement national policy on social, economic, and other issues. There is no international organization that is like the ILO because it resulted in the tripartite organization, â€Å"the only one of its kind bringing together representatives of governments, employers, and workers in its executive bodies (International Labour Organization, 2012).† The ILO accomplishes its work through three main bodies which are â€Å"The International Labour Conference,† â€Å"The Governing Body,† and â€Å"The Office.† These main bodies oversee progress and changes in the global fight against child labour. This allows governments’, employers’, and workers’ representatives to settle disput es and reach agreements by mutual concessions. ILO Conventions and Recommendations Conventions and Recommendations are drawn up by representatives of governments, employers and workers and are adopted at the ILO’s annual International Labour Conference (International Labour Organization, 2012). The ILO has its own Constitution which gives them the authority required to eliminate child labour. Member States are required under this Constitution to submit them to their parliament for consideration. Once a Member State ratifies a Convention, it takes a year after the date of ratification for it to come into force. Therefore, there is a process involved and nothing happens overnight in the fight to eliminate child labour. After ratifying, nations must apply the Convention in their national law and practice. Furthermore, the countries must report on its application at regular intervals as required by the ILO. The ILO provides technical assistance if necessary. In addition, â€Å"representation and complaint procedures can be initiated against countries for violat ions of a convention they have ratified (International Labour Organization, 2012).† Fundamental & Governance Conventions The ILO’s Governing Body has identified eight Conventions as â€Å"fundamental,† covering subjects that are considered as fundamental principles and rights at work. The fundamental Conventions include â€Å"freedom of association and the effective recognition of the right to collective bargaining; the elimination of all forms of forced or compulsory labour; the effective abolition of child labour; and the elimination of discrimination in respect of employment and occupation (International Labour Organization, 2012).† They date back to 1930 and go to the latest Fundamental Convention that was issued in 1999. These principles are also covered in the ILO’s Declaration on Fundamental Principles and Rights at Work (1998). The ILO launched a campaign in 1995 to achieve a worldwide ratification of these eight Conventions. This would be a huge breakthrough in the fight to eliminate child labour as there would be worldwide support of at least the fundamental princi ples and rights of work. There are currently over 1,200 ratifications of these Conventions, representing 86% of the possible number of ratifications. The ILO’s Governing Body also came up with four Conventions as â€Å"priority† instruments, thereby encouraging member states to ratify them because of their importance for the functioning of the international labour standards system (International Labour Organization, 2012). Since 2008, they are referred to as Governance Conventions. These Conventions were identified by the ILO Declaration on Social Justice for a Fair Globalization as the standards that are the most significant from the viewpoint of governance. The Governance Conventions include â€Å"Labour Inspection Convention, 1947 (No. 81); Employment Policy Convention, 1964 (No. 122); Labour Inspection (Agriculture) Convention, 1969 (No. 129); Tripartite Consultation (International Labour Standards) Convention, 1976 (No. 144).† As the titles suggest, the ILO finds it is just as important to inspect what Member States are doing as it is to create laws. There is no sense in creating a law that is not monitor ed, inspected, or enforced. International Labour Standards International labour standards are â€Å"legal instruments drawn up by the ILO’s constituents and setting out basic principles and rights of work (International Labour Organization, 2012).† International labour standards refer to either Conventions or Recommendations. Conventions according to the ILO are legally binding international treaties which can be ratified by member states. Recommendations are non-binding guidelines. In many cases, a Convention lays down the basic principles to be implemented by ratifying countries. A related Recommendation completes the convention by providing more detailed guidelines on how it could be applied (International Labour Organization, 2012). The intent of labour standards is to establish a minimum level of protection from inhumane labour practices, basic rights, enhancing job security, and improving the terms of employment on a global scale. The workplace globally needs equal basic rights, which must be on ethical grounds according to the ILO. The International Labour Standards consist of twenty three subjects which are further broken down into more specific subtopics. Each topic and subtopic has its own Convention. A Convention is an agreement between states, governments, parties, or military forces, especially an international agreement dealing with specific subjects, such as child labour (Mifflin, 2000). International organizations use these Conventions as their weapons in order to fight child labour. It is their legal instrument to hold governments and partners who agree and consent to them liable if they fail to act according to the Convention. The twenty three international labour standards include freedom of association, collective bargaining, and industrial relations; forced labour; elimination of child labour and protection of children and young persons; equality of opportunity and treatment; tripartite consultation; labour administration and inspection; employment policy and promotion; vocational guidance and training; employment security; wages; working time; occupational safety and health; social security; maternity protection; social policy; migrant workers; HIV and AIDS; seafarers; fishermen; dockworkers; indigenous and tribal peoples; specific categories of workers; and final articles Conventions. Origins of ILO and its Conventions Conventions are a part of the international labour standards and all nations that accept them must apply them to their laws. Many of the Conventions date back to the beginning of the ILO. The ILO was created in 1919, â€Å"as part of the Treaty of Versailles that ended World War 1, to reflect the belief that universal and lasting peace can be accomplished only if it is based on social justice (International Labour Organization, 2012).† The term peace well describes their goals because they seek a peaceful global workforce where no one is exploited or put to work in dangerous circumstances. The Constitution was drafted in the same year the ILO was created by the Labour Commission set up by the Peace Conference. According to Encyclopedia Britannica (2012), the Constitution signifies â€Å"the body of doctrines and practices that form the fundamental organizing principle of a political state.† Furthermore, a treaty which establishes an international organization is also it s Constitution in that it would define how that organization is constituted. Advocacy for an international organization dealing with labour issues dates back to the nineteenth century. Therefore, the ILO is not the first and only organization who recognized the importance of dealing with worldwide labour issues. However, they are the first organization to take significant actions to make a change. The ILO formed after considering the security, humanitarian, political and economic problems of the world. The ILO Constitution’s Preamble says â€Å"the High Contracting Parties were moved by sentiments of justice and humanity as well as by desire to secure the permanent peace of the world (International Labour Organization, 2012).† The ILO’s mission has remained consistent as most of the areas of improvement listed in the Preamble remain relevant today. For example, regulations of the hours of work including the establishment of a maximum working day, dates back to the beginning of the ILO. International Labour Standards Directly Concerning Child Labour Some international labour standards deal with the issue of child labour directly, while others do indirectly. â€Å"Elimination of child labour and protection of children and young persons† deals directly with the issue of child labour as the title suggests. This is the labour standard number three which has four fundamental Conventions on child labour and related Recommendations. The four Conventions include the Minimum Age Convention created in 1973 (â€Å"No. 138†), Minimum Age Recommendation created in 1973 (â€Å"No. 146†), Worst Forms of Child Labour Convention created in 1999 (â€Å"No. 182†), and the Worst Forms of Child Labour Recommendation created in 1999 (â€Å"No.190†). The Minimum Age Convention is concerning the minimum age for admission to employment. Convention 138 (â€Å"C138†) was created on the fifty-eighth session of the Governing Body of the International Labour Office. The goal of this Convention was to establish a general instrument on the subject, which would gradually replace the existing ones applicable to limited economic sectors (International Labour Organization, 2012).† Previously there had been Minimum Age Conventions for certain industries and areas where people could work. For example, Minimum Age Sea Convention or the Minimum Age Non-Industrial Employment Convention. Instead of focusing on every sector individually, the Governing Body came up with a specific Minimum Age Convention concerning all children and all forms of work. This Convention includes eighteen judicial articles in which the nations that ratify this Convention must follow. The Minimum Age Recommendations include fourteen national policies for which nations can follow but are not bound to by law. The Recommendations mostly explain what countries should do to follow the articles of the Convention itself. For example, national policy one says â€Å"high priority should be given to planning for and meeting the needs of children and youth in national development policies and programmes†¦Ã¢â‚¬  This Convention is regarded as being of high importance because in the past, children as young as five years old became child labourers. The Worst Forms of Child Labour Convention concerning the prohibition and immediate action for the elimination of the worst forms of child labour. Convention 182 (â€Å"C182†) was created at the eighty-seventh Session of the Governing Body of the International Labour Office. The goal of this Convention and its sixteen articles is in a sense created to compliment the Convention and Recommendation concerning Minimum Age for Admission to Employment. The Governing Body was â€Å"considering the need to adopt new instruments for the prohibition and elimination of the worst forms of child labour, as the main priority for national and international action (International Labour Organization, 2012).† In other words, they needed solutions to the problem and recognizing that child labour is to an extent caused by poverty. Therefore, â€Å"long-term solution lies in sustained economic growth leading to social progress, in particular poverty alleviation and universal education (International Labour Organization, 1973).† This Convention really pushes nations that ratify it to take actions in eliminating the worst forms of child labour. The most notable articles state â€Å"the term child shall apply to all persons under the age of 18,† and â€Å"each Member shall, after consultation with employers’ and workers’ organizations, establish or designate appropriate mechanisms to monitor the implementation of the provisions giving effect to this Convention.† Overall, all the articles of this Convention are instructing the members about what they must do in detail and the processes for these actions are to begin immediately. The second part to the Elimination of Child Labour and Protection of Children and Young Persons labour standard is â€Å"Protection of Children and Young Persons.† This is mostly â€Å"Up-to-date instruments† which means these Conventions were created between 1919 and 1965 and therefore needed to be revised and updated. These Conventions include the Medical Examination of Young Persons, Minimum Age, and Night Work of Young Persons. It is important for the Governing Body to go over previous Conventions and address the changes that need to be made or have been made in order to monitor the progress. Nearly all international labour standards have an impact on child labour in one way or another. For example, â€Å"Equality of Opportunity and Treatment† is an international labour standard that concerns all individuals. If an adult is treated with equality, gets the opportunities and treatment that they deserve, their children will not have to earn a living and can pursue an education. This opens up doors for the following generations of children where they can receive education because their parents have good jobs. Relatively, this connects to the international labour standard of â€Å"Forced Labour† because the ILO’s evidence suggests that children and families as a whole are often forced into labour. The reasons can include unpaid debts, poverty, or any other reason from the list of causes of child labour. Therefore, these individuals face mistreatment and are often neglected from their basic human rights. Since these international labour standards connect wi th one another, it helps the cause because even if one of them is accepted by a Member State, it automatically helps another problem that we may be unaware of.

Prompts That Support Instruction and Independence

Prompts That Support Instruction and Independence Independence, completing a task or exhibiting a behavior without prompts or cues, is the gold standard of special education. The kind of support we give students to help them succeed in special education is called prompting. The level of support falls on a continuum, with the most invasive and furthest from independence, to the least invasive, or the closest to independence. The prompts at the least invasive end is also the easiest to fade, or slowly withdraw, until the child is accomplishing the task independently. The most severely cognitively, multiply or developmentally disabled students may need very high levels of what is called â€Å"hand over hand† support. Still, kids with specific learning disabilities who may have attention deficit disorder with some reading and math difficulties may need prompting to stay on task and complete tasks. They are just as prone to become â€Å"prompt dependent,† which may leave them incapable of achieving the gold standard: independence. Because of â€Å"prompt dependence† it’s important that a special educator understands how to work across the continuum, from hand over hand, the most invasive, to gestural prompts, the least invasive. As the teacher moves across the continuum, the teacher is â€Å"fading† prompts toward independence. We review the continuum here: Hand over Hand This is the most invasive of the prompts, and is often only required for the most physically disabled students. The teacher or coach may actually place his or her hand over the students hand. It isn’t necessarily just for the most physically disabled student: it works well with young students on the autism spectrum, older autistic students with unfamiliar tasks like sweeping, and even younger students with immature and undeveloped fine motor skills. Hand over hand can be faded by lightening your touch to a simple touch on the back of a hand or arm to guide the student though the task. Physical Prompts Hand over hand is a physical prompt, but physical prompts can include tapping the back of a hand, holding an elbow, or even pointing. Physical prompts may be accompanied by verbal prompts. As the verbal prompts stay in place, the teacher fades the physical prompt. Verbal Prompts These are most familiar. We tell the student what to do: sometimes step by step, sometimes with more detail. Of course, if we talk all the time, our prompts get ignored. You can also design verbal prompts to fade from most complete to least complete. Example: â€Å"Bradley, pick up the pencil. Bradley, put the point on the paper. Circle the correct answer. Good job, Bradley: Now, let’s do number 2. Find the correct answer, etc. . . .† Faded to: â€Å"Bradley, you have your pencil, your paper and we have done these before. Please circle each answer and put your pencil down when you are done.† Gestural These prompts should begin with a verbal prompt: they are easy to fade and are the least invasive. Be sure you don’t become so used to your verbal prompts that all you’re doing is running your mouth. Shorten those prompts and trust the gesture, whether it’s pointing, tapping or even winking. Be sure the student knows what you are requesting with the prompt. Gestural prompts are especially successful with kids with developmental or behavioral problems. Alex, who is featured in the article on making your own social narrative, sometimes forgot and would drool. I taught my wife, his teacher, to touch her chin with her forefinger to remind him: Soon all she had to do was move her hand a certain way, and he remembered. Visual Prompts These prompts can be paired with other prompts initially, and as they are faded, the simple visual prompt can remain.   Typical (children without disabilities in general education programs) also benefit from visual prompts.   Teachers have noted that children will reference the place on the wall where a graphic organizer for a specific skill used to be, noting that the mere act of remembering where the visual prompt was on the wall helps them remember the CONTENT of the prompt! Independence: The goal. The continuum: Hand over Hand Physical- Verbal- Gestural- Independence.

How to Build a Baking Soda Volcano Science Fair Project

How to Build a Baking Soda Volcano Science Fair Project The baking soda and vinegar volcano is the kitchen equivalent of a volcano. Obviously, its not  the real  thing, but its cool all the same! The baking soda volcano is also non-toxic, which adds to its appeal. It is a classic science project which can help kids learn about chemical reactions and what happens when a volcano erupts. This project takes about 30 minutes to complete. Did You Know? The cool red lava is the result of a chemical reaction between the baking soda and vinegar.In this reaction, carbon dioxide gas is produced, which is also present in real volcanoes.As the carbon dioxide gas is produced, pressure builds up inside the plastic bottle, until the gas bubbles (thanks to the detergent) out of the volcano. Volcano Science Project Materials 6 cups flour2 cups salt4 tablespoons cooking oilwarm waterplastic soda bottledishwashing detergentfood coloringvinegarbaking dish or another pan2 T baking soda Make the Chemical Volcano First, make the cone of the baking soda volcano. Mix 6 cups flour, 2 cups salt, 4 tablespoons cooking oil, and 2 cups of water. The resulting mixture should be smooth and firm (more water may be added if needed).Stand the soda bottle in the baking pan and mold the dough around it into a volcano shape. Dont cover the hole or drop dough into it.Fill the bottle most of the way full with warm water and a bit of red food color (can be done before sculpting if you dont take so long that the water gets cold).Add 6 drops of detergent to the bottle contents. The detergent helps trap the bubbles produced by the reaction so you get better lava.Add 2 tablespoons baking soda to the liquid.Slowly pour vinegar into the bottle. Watch out - eruption time! Experiment with the Volcano While its fine for a young investigator to explore a simple model volcano, youll want to add the scientific method if you want to make the volcano a better science project. Here are ideas for ways to experiment with a baking soda volcano: Make a prediction about what happens if you change the amount of baking soda or vinegar. Record and analyze the effect, if any.Can you think of ways to change the volcano to make the eruption go higher or last longer? This might involve changing the chemicals or the shape of the volcano. It helps to record numerical data, such as the volume of liquid, the height of the lava, or duration of the eruption.Does it affect your volcano if you use a different kind of chemical to color the volcano? You could use tempera paint powder. Try using tonic water instead of regular water to get a volcano that glows under black light.What happens if you substitute other acids instead of vinegar or other bases instead of baking soda? Examples of acids include lemon juice or ketchup. Examples of bases include laundry detergent and household ammonia. Use caution if you substitute chemicals because some mixtures can be dangerous and produce hazardous gasses. Dont experiment with bleach or bathroom cleane rs. Adding a bit of food coloring will result in red-orange lava! Orange seems to work the best. Add some red, yellow, and even purple, for a bright display.

IS INTERNATIONAL RELATIONS RESEARCH SCIENTIFIC AND OBJECTIVEEXPLAIN Essay

IS INTERNATIONAL RELATIONS RESEARCH SCIENTIFIC AND OBJECTIVEEXPLAIN YOUR ANSWER - Essay Example Moreover, the ongoing debate regarding the true nature of IR research will be discussed, as well as the theoretical formulation of positivism in international affairs. Scientific method implies constructing theories explicitly, obtaining sensibly consistent propositions from those theories, and methodically verifying those propositions through controlled assessments of cases. Hence, the scientific paradigm is concerned with identifying underlying or causal descriptions and with determining how well the recommended causal description forecasts trends across studies (Boucher 1998). Most fundamental attributes of the scientific approach, evidently, are not dissimilar in the field of social sciences from other disciplines, even though laboratory or controlled experiments are evidently awkward in social research (Crawford 2000). There is certainly nothing about in research in international relations that renders it oddly incompatible with scientific method (Navari 2000). Scientific approach obliges merely a few critical requirements on IR research. Nevertheless, researches in international affairs that are relatively founded on the scientific approach progress from a diversity of theoretical and substantive frameworks. The most recognised, numerous would argue only justifiable, challenger for the position of science and objectivity in IR is positivism, relating the conditions of knowledge directly to method, verifiability, and generality (Woods 1996). In a paradoxical distortion of the conservative positivist scorn for the simply analytic explanations of the political principle they aim to surpass, IR attains it scientific qualities more by characterisation than by demonstration. If the discipline keeps any apparent functionality it is a capability in explaining and sharpening the assumptions of positivist science (Cassels 1996). International relations research