A Startling Fact about Cambridge University Ielts Essay Samples Uncovered

A Startling Fact about Cambridge University Ielts Essay Samples Uncovered Introducing Cambridge University Ielts Essay Samples When you plan your essay and jot down the points you're likely to go over in your draft, you are going to have lot of points to discuss. Furthermore, recent studies imply that personality may not be a particularly good predictor of voting preferences whatsoever. So while it could sound like the IELTS is much tougher since it grades you on everything, in reality it's possible to become quite a great score if you're strong in lots of areas. Last, the Speaking test, which happens before a true examiner, shows ways to interact with different folks, in English. The Argument About Cambridge University Ielts Essay Samples A well-structured essay has an excellent introduction, body paragraphs that are simple to follow and connect with each other, and a great conclusion. You could be requested to finish an overview of the passage using words from the text. T here's an indented long quote inside this paragraph The previous sentence provides the response to the essay question. The previous sentence provides the solution to the essay question. In many schools, it's necessary to have a very good degree of English to graduate. It's possible for you to consult them on the world wide web directly. It's possible to come across opportunities to study new subjects you aren't finding at your house town university. It is preferable to look at the websites of the universities before hand in order to know more about the eligible scores of the test for admission to a specific course. Rather than utilizing a synonym, the author employs the word money three times. It shows your capacity to speak English, and this is quite helpful in the area of work. Work experience isn't crucial. It says a great deal about your language abilities. Cambridge University Ielts Essay Samples Secrets That No One Else Knows About For instance, when a country do es not have sufficient electricians, the entire electricity grid of that country may be at the danger of malfunction. Rich individuals have extra cash and so, they ought to give some help to people without a housing and money. Secondly, a lot of people now aren't finding jobs or though they are working, they're not having enough money to cover his houses or flats especially in city-living that has a high price of living now. The instance is quite vague there is not any reference to a certain train station or how rich individuals could give money to the poor. Life, Death and Cambridge University Ielts Essay Samples 1 way a student can approach the undertaking is to search for different sorts of question. Early research and application is crucial. It can be helpful to you whatever your undertaking. Likewise don't forget that every student differs and creative approaches may also be highly beneficial. Let's say that you're writing an essay on The significant causes of Road Accidents in your City, it's obvious you're going to think of a couple points. You must identify important info, compare and contrast unique figures or maybe describe a practice. After the structure is correct, the usage of the language is slightly more advanced, and the thought procedure is thorough, obtaining a Band 8 or higher for an essay should not be an issue. Getting customers to set their thoughts in writing on a questionnaire or survey is among the most well-established feedback procedures. For the overall training test, you'll be requested to compose a letter on a particular subject. So now you've got some comprehension of what each test involves, but you may be asking yourself which is better for you. You simply need to understand how to write for the test. The test is separated into three parts. Ok, I Think I Understand Cambridge University Ielts Essay Samples, Now Tell Me About Cambridge Un iversity Ielts Essay Samples! Furthermore, the paragraph is coherent and there's a wide number of language. These IELTS sample essays are categorised in a manner that makes it simple for you to observe how certain essay question types require that you supply certain responses to be sure the question is completely answered. The introduction or the introductory paragraph is a rather relevant facet of your essay on account of the simple fact it states the most important idea of your composition. There's an indented long quote within this paragraph. If you're to really gain from model essays, you want to understand how to read the techniques of the writer'. Even if you believe you're a bad writer today, you can learn to take your simple essay and transform it into something considerably more effective. In English Language, compositions or essays actually are one of the most crucial facets of the subject. Writing good compositions is essential in the English Language in the feeling that it permits the student to have the ability to express what is in her or his mind regarding a specific matter. The Benefits of Cambridge University Ielts Essay Samples Secondly, naturally, you require good English! If you've finished your studies, are seeking work or are a professional, IELTS may also serve you. If you're a student, there are different explanations for why you might have to pass the IELTS. In 140 countries, you'll be in a position to utilize your IELTS score to certify your degree of English. Looking at IELTS essay topics with answers is an excellent approach that will help you to get ready for the test. To do so, you probably have to know the structure of each exam. It's possible for you to take my online IELTS Writing Practice Test anywhere on the planet and find a score, corrections, and feedback in only two days. Adding a number of the winning elements from the sample essays below will supply you with the added marks you want to be a high-scorer on the IELTS.

Gender Inequality Throughout The s The Middleton s ``...

In The Revenger’s Tragedy, Middleton presents a look at gender inequality in the early 1600’s through characters like the Duchess. He allows these characters a level of agency in which their actions are either punished or rewarded depending on the socially acceptable rules established by the patriarchal hierarchy in the play. Similarly, in Webster’s Duchess of Malfi, a parallel examination is made where the Duchess is given a certain degree of agency and is ultimately killed for her actions in the play. Both Duchess’ in Middleton and Webster’s plays, rebel against the patriarchal hierarchy and are punished by the male characters in the plays. The treatment of women in these plays constructs the ideal moral woman through inappropriately deemed actions. In The Duchess of Malfi, the Duchess is presented as a widow whose brothers end up determining her fate by constructing rules for how she is to live. Ferdinand and the Cardinal both caution the Duchess in the first act that marrying or engaging in a relationship again would tarnish her reputation. The Cardinal is also skeptical of the Duchess’ resolve remarking, â€Å"So most widows say, but commonly that motion lasts no longer than the turning of an hourglass† after the Duchess says she will never marry again (Webster 1765). Ferdinand also displays skepticism by saying, â€Å"And women like that part which, like the lamprey, hath nev’r a bone in’t† and enforces his remark by showing his sister a dagger. The entire scene showcases the

Cafe At Night Essay Example For Students

Cafe At Night Essay I have chosen to write my paper on painting titled CafÃÆ'Â © at Night by Vincent Van Gogh. Since this picture is a very popular one, I might have seen it a couple times before I actually decided to write about it. I feel warmth, streaming out of it, when I take a look at the CafÃÆ'Â © at Night. This comfortable feeling made me select this artwork. This picture shows a cobbled street, probably somewhere in the south of Europe, at night. In the very front there is just the street, and in the left corner there is the edge of a building that is painted in dark blue. It looks like there is no light coming out of this building, and it does not seem to be very important for the view, Van Gogh caught for this image. Next to the dark building another one is shown. This building is wider and thus reaches more in the back and middle of the whole painting. Different yellow shades light the building up which shows that it is busy, people are most likely in there. Three windows, painted in a darker yellow, or orange, make the viewer feel like warm light is streaming out of them. An awning holds the light and turns all the chairs and tables, standing in front of the building, in a lit up atmosphere. There are some people sitting at several tables, a waiter is taking an order. A few tables are placed on the street, they are standing apart from the others. In front of the cafÃÆ'Â ©, where a few tables seem to be set out of order, a little boy is passing by. He seems to play with a kind of yoyo as he walks by. Taking look more to the right, a couple is standing ahead of a strip of buildings that is located at the other side of the road. Apart from a window behind the couple, the entire strip is dark. This window is not as light as the cafÃÆ'Â © on the other side, but it implies movement behind it. Looking along the building strip, the faÃÆ'Â §ade is getting darker as ones view is moving to the very back of the strip, or the middle of the painting. One can imagine another couple, way back on the road and a person, walking with a dog, just reaching the very edge of the cafÃÆ'Â © coming out of the dark. Just above the cafÃÆ'Â © is another building showing up, covering the dark sky, the strip on the other side of the road does not seem to reach that high. Those houses allow the viewer to have a look at the incredible dark and also clear sky that is sprinkled with stars. CafÃÆ'Â © at Night caught my eye, because I feel a certain relation to it. I would not be able to say why, but I am very sure that van Gogh painted a scene in southern Europe. When you have ever been in the south of France, living the style the people down there live, you may be able to understand why I feel that comfortable with this piece of artwork. It seems like somehow I am set back into my vacation to France couple years ago. Although it is already dark, a lot of people are still sitting outside in a cafÃÆ'Â © or elsewhere relaxing and having conversations with each other. It is probably already a little bit chilly, so that ladies have sweaters around their shoulders and gentlemen unroll their shirts, but nobody lets this coolness destroy such a wonderful summer night. As you can see by the little story, I just told you about a nice summer night in the south Europe, this picture is not just showing a cafÃÆ'Â © at night for me. Reminders of few certain nights are crossing my mind when I look at Van Goghs artwork. Reminders that I do not want to miss, because they take me back to friends I once had, or still have and miss over here, in the United States of America.

Shaping A Nation Essays - Freemen Of The City Of London,

Shaping A Nation Robby Noble US History Period 4 Shaping a Nation The United States of America is constantly changing. Each president makes changes that shape this country. Three presidents that made some of the most important contributions to our nations history were, George Washington, Abraham Lincoln, and Franklin D. Roosevelt. They were involved in the three most important wars fought by the United States of America. George Washington was a great president who led this country to independence. He fought the British until they surrendered. The United States won the war. Furthermore, he appointed people to counsel him in making decisions that helped form economic and social stability. As the first president, he created a pattern whereby all future presidents were given the opportunity to make their own improvements to the country, yet, allow a continuity of leadership. Abraham Lincoln came to the presidency in a time of turbulence. Although he faced hardships while in the office of president, he faced challenges before he was elected that helped him know how to cope with controversy. He was born into poverty, failed in business, and suffered a nervous breakdown. Also, he lost eight elections before becoming president. The Civil War had the power to divide this nation. Lincoln pulled these two sides together and helped them unite. He abolished slavery with the thirteenth amendment and managed to keep the southern states from seceding from the Union. Franklin D. Roosevelt was the president that brought the United States out of the great depression and positioned it as a superpower. His most significant contribution was introducing the New Deal. He also was the president to create social security. Roosevelt helped the Allies in World War II with the Lend-Lease Act, which allowed Britain to place orders on supplies and weapons without paying money. Roosevelt was the president that launched the United States into its position as a world leader. The American Revolution, the Civil War, and World War II are this nations most significant wars. Washington, Lincoln, and Roosevelt were the presidents that made the United States victorious in these wars. These conflicts pulled this nation together as well as shaped its future. These three presidents changed the course of events by introducing new ideas that gave this country a foundation to become the greatest nation on earth. America is in debt to presidents like these that have the foresight not to limit the potential of a great nation. History Reports

The Mirror with a Memory essays

The Mirror with a Memory essays The parallel between The Mirror with a Memory and USDA Government Inspected is the fact that both essays emphasize the use of visual imagery. Reiss used photographs to show the public of the conditions in which the other half lived and in the other essay they used political cartoons so that the public could identify the person which was characterized by their overemphasized traits or mannerisms. Reiss wanted to show the public how the other half lived and used photographs to show them. His photographs showed everything from street arabs to working families. He was able to connect the reader to the plight of the urban poor. This was a world that they had never seen before and he was able to bring about reform as a result of this. Political cartoonist used characters that were easily recognizable to the readers at that time. The cartoonist were able to show what current events were going on at the time while minimizing the political battles that the public never realized were going on. They were able to show Roosevelt and his usual big stick and glaring teeth beating up the trusts or other current events of the time. This was a way the public could identify with what was going on at the time. Both essays point out the use of this type of visualization and the effect it had on the public. This medium is still used today by authors and the media alike to get the public or readers to see the things that they would not normally see. ...

Verbal Irony - Definition and Examples

Verbal Irony s Verbal irony is a  trope (or figure of speech) in which the intended meaning of a statement differs from the meaning that the words appear to express. Verbal irony can occur at the level of the individual word or sentence (Nice hair, Bozo), or it may pervade an entire text, as in Jonathan Swifts A Modest Proposal. Jan Swearingen reminds us that Aristotle equated verbal irony  with understatement and verbal dissemblingthat is with saying or expressing a veiled or guarded version of what one means (Rhetoric and Irony, 1991). The expression verbal irony was first used in  English criticism in 1833 by Bishop Connop Thirlwall in an article on the Greek playwright Sophocles. Examples In [the 1994 movie]  Reality Bites, Winona Ryder, applying for a newspaper job, is stumped when asked to define irony. It’s a good question. Ryder replies, Well, I can’t really define irony . . . but I know it when I see it. Really?Irony requires an opposing meaning between what’s said and what’s intended. Sounds simple, but it’s not. A paradox, something that seems contradictory but may be true, is not an irony. The Times stylebook, which, believe me, can be harsh, offers useful advice:The loose use of irony and ironically, to mean an incongruous turn of events, is trite. Not every coincidence, curiosity, oddity, and paradox is an irony, even loosely. And where irony does exist, sophisticated writing counts on the reader to recognize it.(Bob Harris, Isn’t It Ironic? Probably Not. The New York Times, June 30, 2008) Verbal Irony as Criticism What separates ironic comments from merely critical comments is that the intended criticism is often not obvious and not meant to be obvious to all participants (part of the face-saving factor). Let us compare the following examples which all share the same situational context: the addressee has once again left the door open. To get the hearer to close the door, a speaker may make any one of the following remarks: (1) Shut the goddamn door!(2) Shut the door!(3) Please shut the door!(4) Would you please shut the door?(5) You always leave the door open.(6) The door seems to be open.(7) I am so glad you remembered to shut the door.(8) I think people who shut doors when its cold outside are really considerate.(9) I love sitting in a draft. Examples (1) through (4) are direct requests varying by the amount of politeness used. Examples (5) through (9) are indirect requests, and, except for (5), which functions as a complaint, are all ironic. Even though the request for action in (5) is indirect, the criticism is obvious, whereas in examples (6) through (9) the criticism is hidden to different degrees. We see here that irony is more than the mere opposition of a surface and an underlying reading. The speaker of (8) in all actuality probably believes that people who shut doors when its cold outside are really considerate. Thus, there is no discernible opposition of a surface and an underlying reading. Nevertheless, examples like (8) should also be covered by any definition of irony.(Katharina Barbe, Irony in Context. John Benjamins, 1995) Swifts Verbal Irony The simplest form of high relief verbal irony is the antiphrastic praise for blame, for example, the Congratulations! we offer to the smart Alec who has let the side down. . . . [Jonathan] Swifts Directions to Servants, his satire of the faults and follies of servants, takes the form of advising them to do what they too frequently already do and reproducing their lame excuses as valid reasons: In Winter Time light the Dining-Room Fire but two Minutes before Dinner is served up, that your Master may see, how saving you are of his Coals.(Douglas Colin Muecke, Irony and the Ironic. Taylor Francis, 1982) Socratic Irony The everyday irony that, today, we identify in simple cases of verbal irony has its origin in [the] Socratic technique of eironeia. We use a word but expect others to recognise that there is more to what we are saying than the uses of everyday language. (Claire Colebrook, Irony. Routledge, 2004)I value the privilege of sitting beside you very highly, for I have no doubt that you will fill me with an ample draught of the finest wisdom. (Socrates addressing Agathon in Platos Symposium, c. 385-380 BC) Verbal irony forms the basis for what we mean when we say irony. In ancient Greek comedy, there was a character called an eiron who seemed subservient, ignorant, weak, and he played off a pompous, arrogant, clueless figure called the alazon. Northrop Frye describes the alazon as the character who doesnt know that he doesnt know, and thats just about perfect. What happens, as you can tell, is that the eiron spends most of his time verbally ridiculing, humiliating, undercutting, and generall y getting the best of the alazon, who doesnt get it. But we do; irony works because the audience understands something that eludes one or more of the characters.   (Thomas C. Foster, How to Read Literature Like a Professor. HarperCollins, 2003) Audens Unknown CitizenOur researchers into Public Opinion are contentThat he held the proper opinions for the time of year;When there was peace, he was for peace; when there was war, he went.He was married and added five children to the population,Which our Eugenist says was the right number for a parent of his generation.And our teachers report that he never interfered with their education.Was he free? Was he happy? The question is absurd:Had anything been wrong, we should certainly have heard.(W. H. Auden, The Unknown Citizen. Another Time, 1940)The Lighter Side of Verbal IronyCommander William T. Riker: Charming woman!Lt. Commander Data: [voice-over] The tone of Commander Rikers voice makes me suspect that he is not serious about finding Ambassador TPel charming. My experience suggests that in fact, he may mean the exact opposite of what he says. Irony is a form of expression I have not yet been able to master.​​(Datas Day, Star Trek: The Next Generation, 1991) Also Known As: rhetorical irony, linguistic irony

The Connections Between Consumption, Identity, Taste And Style Essay

The Connections Between Consumption, Identity, Taste And Style - Essay Example Products are classified according to their utility nature. While some are consumable products, others are fixed products that cannot be consumed by the purchaser. Various reasons prompt people to acquire products. Some people purchase goods and services for basic use, others purchase as a means having fun while others simply purchase for show off. The various reasons why people buy what they buy are determined by different factors. Their level of income, the purpose in which the product will be put into, their social status and class as well as the economic conditions affecting them are all factors affecting people’s buying patterns. Evidently, there is a connection between consumption, identity, taste and style as portrayed by people’s purchasing patterns in the society. However, there are inherent factors in play that influence these phenomena in the society. These include consumers’ ability to buy as determined by their level of wealth, social status and econo mic status of the people as well as the prevailing status of the economy. This paper will look at the connection between people’s consumption habits in reference to the three habits. Additionally, the various factors influencing the people’s purchasing power will be discussed in the paper. The conclusion will prove that identity, taste and style come along with increased levels of consumption among the people. Economists point out that there is a connection between consumption, identity, taste and style among people, which determine reasons why people purchase different goods and services. Abraham Maslow designed the hierarchy of needs in which he proposed that people’s consumption behaviors are affected by the needs they want to satisfy. In his hierarchy, five stages determined the needs to be satisfied and the reasons for their satisfaction. According to him, the most important needs people satisfy are the basic needs. People need food, shelter and clothing in order to survive. However, as the needs keep being satisfied, consumers move up the stages to incorporate other needs in the hierarchy. The top most stage is self-actualization achieved after people successfully satisfy esteem needs that are geared at instilling confidence and earns respect from other people. Esteem needs and self-actualization needs influence the consumer behavior of people in the society. In this category of needs, people’s desire to have an identity among other people in the society, a change of taste for the type of products they purchase and shopping for style all influence the consumption behaviors of the people. Availability of disposable income to spend by people is the biggest determinant of the kind of commodities and services purchased. Additionally, the social status of people too determines their reasons for settling to purchase different goods. Extravagant lifestyles characterize identity as a consumption behavior among the people in the societ y. Logically, people purchasing for show off rarely need the goods purchased. With the main intention of showing their self-worth and level of their wealth, identity consumers generally make purchases for goods that they do not require in their lives (Bauman 2001, p. 25). People generally want to be identified with what they can afford as a measure of their financial ability. Therefore, wealthy people show their level of wealth through the types of goods they buy or the services that they can pay for (Zukin and Maguire 2004, p. 177). Subsequently, their shopping places and residential areas define their class. Socially respected people opt to show their class through their methods of consumption. Identity has created

Contract law Essay Example | Topics and Well Written Essays - 1500 words - 3

Contract law - Essay Example This is the principle of promissory estoppel and in its modern form it is based on the dicta of Denning J in the Central London Property case (Central London Property Trust Ltd V. High Trees House Ltd) and the decision of the House of Lords in the Tool Metal case (Tool Metal Manufacturing Co Ltd V. Tungsten Electric Co Ltd ). In Williams v. Roffey, Roffey had a contract to refurbish a block of flats. He sub-contracted the carpentry work to Williams, who after the commencement of the work came to realize that he had underestimated its cost and as a result, he was placed in financial difficulties. Roffey, realizing that the work would not be completed on time and that this would result in the breach of a penalty clause in their main contract with the owner, agreed to pay Williams an extra payment per flat (Williams v Roffey Bros & Nicholls (Contractors) Limited). Williams completed the work on these flats but did not receive full payment. He stopped work and brought in an action for damages. In the Court of Appeal, Roffey argued that Williams was only doing what he was contractually bound to do and had therefore not provided any consideration. It was held by the Court of Appeal that where a party to an existing contract later agrees to pay an extra "bonus" in order to ensure that the other party performs his obligations under the contract, then that agreement is binding if the party agreeing to pay the bonus has thereby obtained some new practical advantage or has avoided a disadvantage. In the present case, there were benefits to Roffey such as: (a) making sure Williams continued his work, (b) avoiding payment under a damages clause of the main contract if Williams was late, and (c) avoiding the expense and trouble of sub contracting the work to someone else. Therefore, Williams was entitled to payment (Williams v Roffey Bros & Nicholls (Co ntractors) Limited). In the CTN Cash case it was

National Achievement Test Essay Example for Free

National Achievement Test Essay This study tried to analyze the Mathematics achievement of the second year high school students of Hermano Miguel Integrated School as revealed in the National Achievement Test (NAT). The relationship between the achievement in Mathematics and their profile was also determined. The results were utilized in developing and evaluating the proposed expanded remediation module. What is the profile of the students as regards age and gender? Gender. In terms of age, it can be seen from table 1 that out of 37 second year high school students used in the study, nine or 24. 32 percent are males and 28 or 75. 8 percent are females. It can be deduce that majority of the students are females. It may also be inferred that there is one male student for every 3 females as the males represents almost 1/3 of the population. Age. As can be viewed in table 2, there are 21 or 56. 76 percent who are 13 years old while 15 or 40. 54 percent are 14 years old. The mean age is 13. 38. this implies that generally, the students are in the normal age range of a second year high school student. How did the second year high school students perform in the National Achievement Test (NAT) in Mathematics? The National Achievement Test (NAT) is an examination given by the Department of Education to all second year high school students in the country. For school year 2009-2010, it was given last March 2010. In Hermano Miguel Integrated School. There were 37 all in all who took the said achievement test in Mathematics. Mathematics is divided into seven topics or areas. There are seven levels of mastery based on the raw scores that were set by the Department of Education. Performance as Regards Systems of Linear Equations and Inequalities. Most of the students numbering to 17 or 45. 5 percent had low mastery while two of them were described to have absolutely no mastery of the Linear Equations and Inequalities. Only 13 or 35. 14 percent scored 35 – 65 having received average mastery level. The mean score of the students in this area is 30. 22 equivalents to low mastery level. These data tend to show that generally, the students failed to master the necessary skills in solving linear equations and inequalities. When interviewed, the students said that they really have difficulties in understanding this particular lesson especially inequalities where symbols oftentimes confuse them. They also could not formulate accurately the required equations to the given word problems. The teachers also said that there are times when the students can solve equations but when a word problem is given, they could not make the appropriate equations. Performance as Regards Systems of Quadratic Equations. The students have low master in quadratic equations. This is revealed by the mean score of 33. 62. This means that the students have difficulties understanding this particular topic in Mathematics II. Analyzing further the result will reveal that three or 8. 1 percent have some understanding of this topic as they were described to be moving towards mastery. However, three of them were found to be absolutely no knowledge of quadratic equations. Most of the students obtained scores between 35 – 65 which indicates that they have average mastery. This means that some of them may have the ability to cope up with the lesson on quadratic equations. Performance as Regards Systems of Rational Algebraic Expressions. The students got a mean of 29. 73 in the area of Rational Algebraic Expressions. This indicates that generally they are of low mastery. This implies that the students could not understand well the lesson on rational algebraic expressions which is quite difficult since it involves letters that tend to be abstract to the students. More than half of the students or 51. 35 percent have low mastery level while three of them are totally ignorant of the topic since they scored only 0-4 equivalent to absolutely no mastery. Apparently, the students failed to master the skills in simplifying rational algebraic equations, performing operations on rational algebraic expressions, solving rational expressions and in solving problems involving ational algebraic expressions. As the students said, they are confused when symbols and not numbers are involved in the equation. Some of them believed that Algebra is too abstract. This is a challenge to the teachers to make problems real life so that the students could relate with it and see its importance to their life. With this, the students may become interested to learn Algebra. Performance as Regards Variations. It can be observed that the students are generally average learners in this topic as their scores fall in the average mastery level. This implies that a lot of them could understand the lesson on variations. It may also be inferred that they have averagely developed the competency on identifying relationship between two quantities in real life that are direct, direct square, inverse and joint; represent the relationship as equations that varies directly as the square of a given value; and solving problems on variations: direct, and inverse. It reveals that 16 or 43. 24 percent have average mastery of this topic while no one was found to have absolutely no knowledge of variations. The lowest score was between 5 – 14 which means very low mastery. Performance as Regards Integral Exponents. It is revealed also in this particular lesson the students’ mean score is 23. 49 which indicates that they have low master of integral exponents. This may mean that generally, the students could not perform well the operations of exponential expressions where the exponents are whole numbers and fractions that may be positive or negative. The students said that they could hardly understand integral exponents especially when it is applied in a word problem. There are 16 or 43. 24 percent who showed, low mastery while 13 or 35. 14 percent were found to be possessing absolutely no mastery as their scores fall between 0 – 4. On the other hand, two of them or 5. 41 percent are moving towards mastery as their scores belonged to 66 – 85 bracket. As displayed in the table, the average score is 19. 80 implying that generally the students showed low mastery of this lesson. More than majority (62. 16 percent) exhibited low mastery with six of them or 16. 22 percent showing absolutely no mastery. It may be inferred that the students are likely to fail in the test on radical expressions as they claimed that they tend to be confused when numbers and letters are involved in the equation. Some of them admitted that they do not favor much Mathematics especially Algebra that appears to be so abstract to them. Impliedly the students have not mastered fully the competencies on simplifying radical expressions, perform operations on radical expressions and solving radical equations that were tested in the National Achievement Test. Performance as Regards Searching for Patterns and Sequences. It can be seen in table 9 that the mean score of the students in this lesson or topic is 30. 30 that is tantamount to low mastery level. This implies that generally, the students have not developed the skills required in searching for patterns and sequences. The table also reveals that most of them showed average mastery and low mastery but one of them has absolutely no knowledge on how to solve a problem where patterns and sequences have to be identified. This may mean that the students failed to master the skills on finding the common differences and the nth term arithmetic geometry and in solving arithmetic and geometric problems. Comparison of Students’ Performance in the Areas of Mathematics 2. Table 10 presents that the students are generally of low mastery level in Mathematics as their over-all mean is 29. 88. This means that out of 100 items in the test, the students could only get almost 30 correct answers. This also implies that most of the students find it difficult to understand Algebra. This gives the teachers some challenges to make the learning of Algebra enjoyable by applying it to real life situations so that it will not appear to be too abstract to the learners. According to the recent Basic Education Review prepared by the Department of Education, the mean percentage scores revealed in the National Achievement Test from School year 2004-2008 is 59. 53% and the weakest among the five core subjects taken in the tests was Mathematics, with a 4-year average of 52. 59% (DepEd, 2009). Looking closely at the table, it can be observed that the students scored highest on the topic on â€Å"Variations†. This is the only topic where students may find it understandable to them as they were found to have average mastery level. On the other hand, they were found to be of low mastery level in all the other six areas of Mathematics 2. They scored lowest on the topics â€Å"Radical Expressions, Integral Exponents, and Rational Algebraic Expressions. † These are the topics that need to be given so much emphasis by the teacher when discussing them to the class. They need to make use of varied teaching strategies, varied exercises and detailed explanation. These are also the topics that were included in the proposed remediation module prepared by the researcher. What significant relationship exists between the students’ Mathematics achievement and their profile? Using Yates Correction Formula, the coefficient of correlation was determined. This helped in identifying the relationship between Mathematics achievement and profile that includes age and gender. The data are provided in table 11. Since the computed values of 1. 88 and 0. 00 are both less than the tabular value of 3. 841 then it can be said that at 0. 5 level no significant relationship exists between the students’ Mathematics achievement and age as well as gender. This means that the Mathematics performance of the students is independent of the age and gender. The null hypothesis therefore is accepted. This implies that regardless of age and gender, the students may or may not perform well in the class. It can also be said that the learning Mathematics is not due to age or gender but maybe due to other factors not covered in the study such as interest, teaching competency of the teachers and availability of instructional materials. What remediation module can be proposed? Based from the results of the two examinations, the researcher came up with the remediation module whose main objective is to help the students master the necessary Mathematics skills. The topics covered in the module were â€Å"Radical Expressions, Integral Exponents, and Rational Algebraic Expressions† as these are the ones where the students scored lower compared to other topics. The remediation module was then subjected to evaluation of the five Mathematics teachers form the same school. The complete module can be found in the succeeding pages. According to Liban (2006) school administration should provide supplementary materials for the teachers that would help enrich their socio-technological needs of the present time. Castanos-Agpaoa (2006) said that a module is a new teaching strategy for arranging learning experiences in education and it has been receiving much attention. The strategy of learning modules has become a part of all level of teaching. A learning module is a self-learning package dealing with one specific subject matter unit. It can be used in any setting convenient to the learner and may be completed at the learner’s own pace. It may be used individually or in small groups What is the assessment of the teachers of the proposed remediation module? As can be seen in table, the over-all rating given by the evaluators is 4. 95 which indicates that the proposed remediation module is an excellent material that can help the students improve their Mathematics performance. The evaluators rated the remediation module as excellent in all the criteria except on the criterion related to inclusion of objectives that are of psychomotor domain that was rated as very satisfactory. Conclusions In the light of the findings, the following conclusions were drawn: 1. In the second year, there are 3 females for every one male student. 2. The students are in the normal age of a second year high school. 3. The students can get only 30 correct answers out of 100 items. They are seemingly low in understanding Mathematics. 4. The students need to improve in the areas of Radical Expressions, Integral Exponents and in Rational Algebraic Expressions. 5. In the preparation of the remediation module topics on Radical Expressions, Integral Exponents and in Rational Algebraic Expressions. 6. The students’ ability to learn Mathematics is not directly affected by their age and gender. 7. The proposed remediation module meets excellently the evaluation criteria and therefore it can be used in the classroom. Recommendations Based from the findings and conclusions of the study, the following recommendations are hereby offered: 1. The home environment and parents are still important for the behaviors and choices of adolescents. Adolescents  who have a good relationship with their parents are less likely to engage in various risk behaviors, and on top of all there is a need for the respondents for closer guidance in terms of study habits by making follow-ups on daily lessons, accomplishing project and the like. 2. The respondents should be exposed to interesting and challenging learning activities in Mathematics to sustain their interest and momentum in studying Mathematics. 3. Mathematics teachers may use the proposed remediation module in order to help the students improve their Mathematics achievement. However, the module needs to be evaluated periodically to see its functionality and effectiveness. 4. The teachers may give more exercises in every lesson so that students can master the necessary compe tencies required in a particular topic or lesson. 5. Varied teaching strategies may be adapted by the teacher to see which one may work better in helping the students improve their Mathematics performance. 6. Topics for further study.

Opportunities in America :: Essays Papers

Opportunities in America Amy Tan’s â€Å"Two Kinds† is a story based on the account of a young Chinese girl living in the United States with her overly pushy mother. Two kinds is about opportunity, perseverance, and accomplishment. These are the things Jing-mei learns as she grows up in what many people call â€Å"The Land of Opportunity†. In America, it is believed that you have the opportunity to become anything you would like to be. For immigrants it is believed that â€Å"you can be best anything† (553). It is the same for the mother in this story. She believes that her daughter, Jing-mei, can be anything she wishes, even a prodigy. Though this idea of Jing-mei becoming a prodigy sounds far fetched, the mother is determined to turn her daughter into something, or someone who will make the family proud. The idea of Jing-mei becoming someone is not far fetched though. The only thing she needs to have is perseverance. Many people in America have the opportunity to advance themselves in their field of work, but they do not push themselves toward their limits. Jing-mei had decided not to push herself. She was continually saying â€Å" I won’t be what I’m not† (555). This is the attitude of many people today. They do not want to be changed. They just assume to assert their own will. Many people, in the end, come to realize that with perseverance comes accomplishment. Sometimes that is enough to get them on the right track. It took Jing-mei a lot of time to really experience the realm of accomplishment. It wasn’t until after she failed so many times that she realized she must persevere to become something in life. Jing-mei finally felt the realm of accomplishment when she realized that the piano lessons her mother forced upon her so many years ago had actually stayed with her through all the years. She was surprised to find â€Å"how easily the notes came back† (562). She now understood why it was so important to her mother for her to succeed. The mother did not want all of the glory for herself. She wanted Jing-mei to experience some of it. She wanted her to be happy. Jing-mei discovered the wonderful world of opportunity, the need for perseverance and the glory of accomplishment when she sat down at the piano and played the song she had failed to play so many years ago.

Behind Prisons Walls

Prisons represent correction facilities in which individuals who have violated the law of the land in one way or another are physically confined and deprived of certain freedoms especially that of movement and free association. The institution of prison is conventional and forms an integral part of the judicial system of any given country, incarceration or imprisonment is a penalty which is legal and is imposed by the state through its judicial arm, to persons who have violated the laws.Historically, imprisonment was not considered as a punishment but as a way of confining criminals until such a time when the state or the governing authorities would be in a position to administer capital or corporal punishment. Biblically there were prisons in Jerusalem used for detention purposes in the Old Testament (Flynn & Hurd, 1998). History purpose and types of prisons Prisons have been in existence for very many centuries, history of imprisoning individuals started way beyond the eighteenth c entury.The holding of individuals before trial, although not necessarily in building or other structures built specifically as prisons may be in castles is as old as history and have been exercised for several centuries. Private jails were in existence and their history dates back in the year 1166 and their existence continued into the eighteenth century; they were mainly run privately as commercial undertakings and the prisoners were expected to pay for the food and other services that they enjoyed while in custody.For the past two centuries the history of prisons can be classified into three main periods which were all characterized by conflicting rationales for both imprisonment and prisons. In the early nineteenth and late eighteenth centuries, much emphasis was put on reforming both the prisons and the prisoners. It is during this period that the institution of modern prisons were established, a more oppressive approach was adopted in the nineteenth century.As a result of this approach new notions about rehabilitation and reforms emerged towards the end of the nineteenth century and in the early twentieth century. Prison conditions throughout the century, continued to terrible. There was no segregation of women, children or men, offenders were not classified and they were all held together regardless of the crime committed. These are some of the factors that were calling for reforms and rehabilitation within the prison administration (Federal Bureau of Prisons, n. d. ).In prisons nowadays, deterrence, retribution of rehabilitation, are the main elements that are used by the state through its judicial arm to provide society with justice. Prison is a very important institution to the society. The members of the society who are found guilty for violating the rules and regulations governing the members of the society are confined in prisons and thuds are denied the opportunity of committing more crime to the society. While in prison the offenders are usually reformed so that they can be better members of the society once there are out of prison.They are rehabilitated so that in future they can be better members of the society and contribute positively to its growth and development. In most prisons the imprisoned individuals usually under go some technical training to enable them acquire some skills which will enable them to make a living once they are out of prison instead of engaging in criminal activities. Such skills will deter them in future from committing crimes in future in an attempt to make a living, and hence prisons receive criminals from the society and gives back responsible people to the society.By imprisoning people who have committed certain crimes to other people justice is seen to be done, it is perceived to be equitable especially by the aggrieved party who could not take law on their own hands as this would lead to a chaotic society. Thus prisons provide an orderly way of dealing with offenders and making them become better people (Jachimowicz & Jose, n. d. ). The medium security prisons are used to jail those people who have committed petty offences and are to be imprisoned for relatively a short period.The inmates in medium security prisons are usually held up in cells that accommodates several prisoners. These inmates are deprived of freedom of movement, access to education, privileges such as participating in sporting activities, vocational and therapeutic programs. In these facilities the prison officials restrict the number of times an inmate can be visited and communication between the visitors and the inmates is carefully monitored by the officials, while communicating the inmate and the visitor have to face each other through a transparent partition made of glass and they have to communicate via telephone.In some medium security prisons the inmates are given opportunities to work furloughs, release and other modes programs which are transitional in nature, but only a small population o f the inmates is given an opportunity to take part in such programs (Marsh, 2004). The offenders who are most dangerous and have committed major offences like rape, robbery with violence, terrorism and murder are imprisoned in maximum security prisons; these facilities usually have very many strict restrictions and rules, the inmates in maximum security prisons are in most cases isolated from each other and they usually spend a lot of time in solitary cells.Very few amenities are usually found in maximum security prisons and the cells are usually sparsely furnished. In most of the developed countries such prisons are usually fitted with video cameras which are used by the prison officials to monitor prisoners in their work areas or in their cells. In most maximum security prisons the inmates are required to remain in their cells for as many as twenty three hours a day leaving them with only one hour for showering and relaxing.The third category of prisons is the super maximum securi ty facilities, which are located within the maximum security prison, they are highly restricted and there is minimal human contact. Inmates in these facilities are confined in small solitary cells for most of the day. They normally live alone with no single chance of meeting and socializing with anyone (Marsh, 2004). For individuals who have committed certain offences which attract imprisonment, but cannot be jailed because they have not attained legal adulthood, the minors are housed in special types of prisons commonly referred to as juvenile correctional facilities.These institutions are similar to dormitories in boarding schools, but more restriction is imposed on the minors in these facilities. Recent Research on Prisons Research shows that in many cases, prisons achieve their main objectives, imprisoning criminals enhances public safety, since they are held in confined places from which it is not possible to threaten the safety of the public. The prisons have also achieved sig nificantly as far as rehabilitating criminals is concerned as they are deterred from committing similar offences in future.They have also played a significant role in reinforcing about right and wrong which are basic social values and norms (Tonry & Petersilia, n. d. ). Despite all these achievements some researches indicate that prisons have consistently been used by the prison officials and the state to continue to abuse the human rights of the prisoners. Various researches show that the prisoners are denied basic necessities such as good clothing and enough food.Studies have also revealed that imprisonment has a negative effect on the spouses and the dependants of the person imprisoned. Imprisonment affects the financial stability of the prisoners and their families, during the imprisonment period and after. Such families also suffer from the society as they are perceived by the members of the community as questionable families and in most cases people avoid to associate with the m. This affects the ex prisoners, their spouses and children psychologically making it difficult to socialize with other members of the society.Such negative altitudes usually affects the ex prisoners even financially as they are unable to secure any form of employment as members of the society do not trust them, this is likely to increase their chances of involving themselves in criminal activities in future so as to be able to maintain themselves financially (Jacobson, 2005). In most countries the cost of running prisons is fully met by the state through the revenues it collects in form of taxes from its citizens. The governments are responsible for the management and the running of prisons; they support their judiciary arms financially to administer justice.The judges, prison officials and other workers in the judicial system are remunerated from the government coffers, since they are civil servants. In some cases the prison departments are expected to raise some money by the gov ernment, through running some commercial enterprises from where they are in a position to partly fund them and the government meets the remaining part of their budget (Krause, n. d. ) Such enterprises are usually in the form of farming activities where the prisoners are the main source of labor. The cost of running prisons for any given country runs into millions of dollars each year.Thus there is need to minimize the expenditure of the prison departments so as save on these costs but at the same time meeting the goals of imprisoning individuals. Some of the proposed methods of reducing the burden on prison cost on the government are through the privatization process. Another method of reducing prison costs is by placing the petty offenders on probation instead of confining them, such offenders can be required to offer some services to the community under the supervision of some court officials or community leaders.By dealing with such offenders in this manner a lot of cost will be saved and the offenders will be given an opportunity to serve the community which they might have wronged in one way or another (Brown, 2009). Privatization of Prisons Studies have shown that governments can save substantially on costs through privatization and thereby tame the rising costs of running prisons. The officials of the state should consider taking advantage of the benefits that are likely to be realized by once they outsource their prisons to private enterprises, this will enable them improve prisons and also save on the tax payers’ money.However, the state should ensure that the quality of the prisons and their intended objectives are not compromised by such a move, hence they should conduct privatization carefully and include all the required stakeholders so as to seal off any loop hole that might be used to compromise the standards of prisons in their states (Mackinac Center for Public Policy, 2004). A study that was done in the year 2003 in New Mexico showed t hat the state saved up to $9600 per prisoner in 2001 as a result of effective privatization. Through privatization the state officials alter the fundamental structure in future government funding of the prisons.A study in Michigan indicated that it was very difficult in coming up with a balanced budget on its prisons since much of its expenditures are law mandated. This therefore, means that it does not matter how much well the economy might be performing, or the amount of money treasury is receiving, the state is under obligation to meet certain expenses (Nguyen, 2008). Conclusion Prisons are very important and form an integral part of the society, they should therefore, be accorded as much support as possible so as to enable them meet their objectives effectively.Prisons should not be perceived as places where law breakers are punished but as rehabilitation center where criminals are given a chance to reflect on their lives so as to be better members of the society once they are t hrough with their prison life. The authorities managing the prisons should under take a reform process which should be aimed at deterring the offenders from committing similar offences or other related offences in future. Their efforts should be aimed at ensuring that the prisoners leave the prison facilities as better people than they were when they joined them.The prison departments should equip the inmates with certain technical skills that will enable them to contribute positively in the society after the imprisonment term is over. It is also very important for the prison officials to educate the public on the need to assist criminals and ex prisoners so that they can be more responsible. Reference: Brown, J. (2009): Cost of running prisons sky high, Retrieved on 2nd May from, http://www. timesrecordnews. com/news/2009/apr/18/cost-of-running-prisons -sky-high/. Federal Bureau of Prisons (n. d. ): Prison Types & General Information, Retrieved on 2nd May from,http://www. bop. gov/ locations/institutions/. Flynn, N. & Hurd, D. (1998): Introduction to prisons and imprisonment Prison Reform Trust (Great Britain), ISBN 1872870376, Waterside Press. Jacobson, M, (2005): Downsizing prisons: how to reduce crime and end mass incarceration, ISBN 0814742742, NYU Press Jachimowicz, H. P. & Jose, E. S. (n. d. ): Jails and Prisons: Types and Kinds, Retrieved on 2nd May from, http://criminal. findlaw. com/articles/1452. html. Krause, M. (n. d. ): Prison costs are running out of control, Retrieved on 2nd May from, http://www. i2i. org/main/article. php? article_id=1311. Marsh, I.(2004): Criminal justice: an introduction to philosophies, theories and practice ISBN 0415333016, Routledge. Mackinac Center for Public Policy 🙠 2004): Prison Privatization: A Growing National Trend, Retrieved on 2nd May from, http://www. mackinac. org/6504. Nguyen, L. (2008): Cost of running adult prisons, jails rises to nearly $3B, report finds, Retrieved on 2nd May from, http://www. canada . com/ottawacitizen/news/story. html? id=5c3617b3-74c6-4b b7-b5e3-fae38f504a6e. Tonry, M. & Petersilia, J. (n. d. ): Prisons Research at the Beginning of the 21st Century, Retrieved on 2nd May from, http://www. nc

Penn foster study guide Essay

Welcome to Fundamentals of Early Childhood Education! We  hope that this course will add to your knowledge and help  you form new opinions about a subject in which you’re  already interested—educating young children. KNOW YOUR TEXTBOOK Your textbook for this course is Foundations of Early  Childhood Education: Teaching Children in a Diverse Setting  by Janet Gonzales-Mena. It’s important that you read the  material in your textbook and study until it’s completely  familiar to you. This is the material on which your examinations are based. The content of the textbook is divided into three sections: Part 1—Foundations of the Teaching-Learning Process:  The Role of the Early Childhood Educator Part 2—Foundations of Curriculum: Planning for  Learning Part 3—Foundations for Formal Education: Planning for  Learning As you read the chapters within those parts, you’ll discover the following features:  Chapter introductions, which provide overviews  Chapter outlines, which identify key topics  Sections titled â€Å"In This Chapter You’ll Discover,† which provide a list of things you should learn in the chapter   Marginal links that connect key content to the National   Association for the Education of Young Children early  childhood program standards  Your examples should be descriptions of specific incidents. For example, a child may have had a problem separating  from a parent the day that you observed. You would  describe exactly how the caregiver or teacher handled  the situation and redirected the child. Giving a general  description or providing brief examples of how the caregiver or teacher interacts with the all the children in the room isn’t sufficient for this part of your summary. 3. What is the guidance and discipline policy used at the  facility? Clearly explain how misbehavior is handled.  4. What did you like best and least about the program?  This part of your summary should state your views of  the program. Discuss three points you liked about the  program and three points you didn’t like. Provide specific examples to illustrate each point. 5. What are some suggestions for improvement? In this part  of your report, discuss some ways in which you feel the  quality of the program could be improved. What do you  think could be done differently that would better meet  the needs of the children in the setting? Remember, even  the best environment can be improved. List at least five  suggestions for improvement. Make any other needed revisions. Revise as many times as  you feel necessary, and then correct your report for spelling and grammar. Your final submission should be typed in a  12-point font with double-spaced formatting.

Shianne Buie Compare and Contrast Chap 17 Both the Essays - Racism

Shianne Buie Compare and Contrast Chap 17 Both the Essays - Racism Shianne Buie Compare and Contrast Chap 17 Both the Jewish people and Native Americans were discriminated and targeted by political leaders, F hrer Adolf Hitler and President Andrew Jackson . Both men subjected these cultural groups to terribly devastating treatment and will forever be known as monsters for their actions. Even worse is the fact that these people were simply subjected to so much torture simply because of their different race s and religio n. The Holocaust and The Trail of Tears showcase the real horrors these cultural groups had to endure at the hands of these men. After Jackson issued the Indian Removal Act of 1830, numerous Native American tribes were gathered up by US soldiers to be taken to a reservation the government had set up for them. These people were forced out of their homes and told that if they didn't cooperate, they would be killed. They were then shuffled, on foot, by the army from their Southeastern US territ ories all the way to the Mississippi River. The Jews were also treated inhumanly by the Nazi army, they were dragged out of their homes in the night and forced into rundown Ghettos. Then they were all crowded into cattle cars and shipped off to Concentration Camps,also set up by the government, where they faced truly unspeakable horrors. Along the Trail of Tears many lives were lost by means of starvation, exhaustion, disease and even freezing to death. There was no regard not burial given for the dead, soldiers merely threw blankets over their bodies and pushed the others on their way. The way the Jews died was pretty much the same, there was also no type of proper burial for the deceased. It is said that there were actually mass graves that the Nazi ' s dumped the countless bodies of the dead in. Even after a century it seems men still hadn ' t learned how to act like human beings, in fact they seemed to have gotten worse. There were also a fair number a differences between these horrific events, one being the final death counts. From 1831 to 1838 nearly fifty-thousand Indians had walked the Trail of Tears, resulting in the deaths of 6,000. While during 1941 to 1945, nearly six million Jews, out of the 9.5 million that had populated Europe, had been killed. While they shared some of the main causes of death with the Native Americans on the Trail of Tears, the Jews also had to face gas chambers, being burned alive, exhaustion from overworking and even fatal medical experiments. Another difference between the two is the fact that the Trail of Tears was more of a periodic occurrence, only happening five times in a seven year period. While the Jewish victims were at the mercy of German soldiers for the entirely of the Holocaust period. The reasoning for these disasters is also different, t he Jews were targeted because Hitler managed to convince everyone that they were to blame for the failure of the economy in G ermany . As for the Indians, it was just a matter of white farmers wanting their land and needing a way to get them off it. Both causes were completely despicable all the same. While reading about the Trail of Tears in this chapter, I happened to recall a presentation my friend gave in high school about political leaders who had committed terrible crimes. Hitler was obviously on the list, but when she mentioned Jackson a lot of people were surprised, one guy even said and I quote, " But he was an American president. " My friend had responded that it didn't matter who the heck he was, because treating people like he did was absolutely repulsive and horrifying. I agreed with her reasoning and thought the presentation itself was really interesting, so I figured comparing and contrasting these two events would prove even more informative to me, as it certainly did.

Definition and Examples of an Implied Author

Definition and Examples of an Implied Author In reading, an implied author is the version of a writer that a reader constructs based on the text in its entirety. Also called a  model author, an abstract author, or an inferred author. The concept of the implied author was introduced by American literary critic Wayne C. Booth in his book  The Rhetoric of Fiction  (1961): However impersonal [an author] may try to be, his reader will inevitably construct a picture of the official scribe who writes in this manner. Examples and Observations [I]t is a curious fact that we have no terms either for this created second self or our relationship with him. None of our terms for various aspects of the narrator is quite accurate. Persona, mask, and narrator are sometimes used, but they more commonly refer to the speaker in the work who is after all only one of the elements created by the implied author and who may be separated from him by large ironies. Narrator is usually taken to mean the I of the work, but the I is seldom if ever identical with the implied image of the artist.(Wayne Booth, The Rhetoric of Fiction. University of Chicago Press, 1961)Too often in my early work, I suggested a total communion between two utterly confident, secure, correct, and wise human beings at the top of the human heap: the implied author and me. Now I see an implied author who is manifold.(Wayne C. Booth, The Struggle to Tell the Story of the Struggle to Get the Story Told. Narrative, January 1997) Implied Author and Implied Reader A classic example of mismatching in kind is The Jungle, by Upton Sinclair. The implied author intends that the implied reader will react to the horrifying account of the Chicago meatpacking industry by taking socialist action to improve the workers lives. In other words, the implied reader of The Jungle already cares about workers in general, and the implied author intends that building on that old value, the reader will primarily be motivated to adopt a new valuesocialist commitment to helping Chicago meat workers. But, because most actual American readers lacked sufficient concern for workers, a mismatch occurred, and they failed to react as intended; The Jungle ended up moving them only to agitate for improved sanitation in meatpacking.(Ellen Susan Peel, Politics, Persuasion, and Pragmatism: A Rhetoric of Feminist Utopian Fiction. Ohio State University. Press, 2002) Controversies As our study of implied author reception will show, there is no consistent correlation between the contexts in which the concept has been used and the opinions that have been put forward regarding its usefulness. In interpretive contexts, both supporting and opposing voices have made themselves heard; in descriptive contexts, meanwhile, the implied author has met with near-universal hostility, but even here its relevance to textual interpretation occasionally attracts a more positive response.(Tom Kindt and Hans-Harald Mà ¼ller, The Implied Author: Concept and Controversy. Trans. by Alastair Matthews. Walter de Gruyter, 2006)

ETHICS and GOVERNANCE Kickbacks Question in textbook Chapter 2 page 61 Essay

ETHICS and GOVERNANCE Kickbacks Question in textbook Chapter 2 page 61 - Essay Example The code of conduct also requires protection of confidential information as well as intellectual property. It also requires the selection of suppliers depending on the business criteria and the adherence to all public reporting requirements. Corporate Compliance Programs for organizations help them in integrating their commitment to ethics and integrity into their day-to-day operations. The global teams of most organizations’ compliance areas ensure that their employees have procedures as well as training on the regulatory requirements that are related to their jobs. In so doing, it makes compliance an integral part of the organization’s everyday activities. The organization monitors and assesses compliance with regulatory requirements and it investigates each allegation related to noncompliance. In case any problems are detected, the management conducts root cause analysis of what has happened and it modifies internal controls to prevent any reoccurrences. They then track their report progress and compliance performance quarterly to their executive management team and the audit committee of their board of directors (Wulf, 2012, pg. 136). Almost all companies and organizations are supposed to prepare their financial statements depending on standards set by the Financial Accounting Standards Board (FASB). The standards set by FASB are generally principles-based. In the recent years, their have been debates on whether principle-based accounting is likely to be more efficient compared to the popular rule-based accounting. The debates have been in response to the popular accounting scandals such as the WorldCom and the Enron. The current way of accounting has faced a great deal of criticism and it therefore means that the stakeholders are supposed to do everything to ensure the situation is back to normal. Rules-based ethics in accounting basically has a list containing detailed rules that have

Compare and contrast the two poems Essay Example | Topics and Well Written Essays - 1250 words

Compare and contrast the two poems - Essay Example Udiah’s work appeared to be more effective in delivering its message and emotion, for the poem’s sentence structures were written with simplicity. Similarities The subject that the two poems similarly discussed was ‘death.’ Both masterpieces conveyed the underlying message that death is part of the lives of mortal beings or it is part of the cycle of life. For instance, there was a line in the poem â€Å"Angel of Death† which said â€Å"fears of my slavery† (Udiah Line 22). This line means that individuals are slaves of death, and that human being’s life on earth is finite. Likewise, the poem â€Å"Do Not Go Gentle into That Good Night† also communicated the same message through the line, â€Å"old age should burn and rage at close of day† (Thomas Line 2). This implies that the poet acknowledged that death is part of life. Since death was the subject matter discussed, both poems communicated the emotions such as struggle, sadness, and mourning. These were made more vivid through the poets’ utilization of metaphors. For instance, night and darkness were used as symbols for death. With this, the vision that the readers may create while reading both poems is darkness, which connotes sadness and loneliness due to desolation. In terms of the structures of the poem and the techniques that the poets used, similarities were also found. Both poems were structured in a formal manner, employing in uniform syllable counts. â€Å"Angel of Death† is composed of four stanzas with six lines in each. The first four lines in each stanza uniformly have six syllables, while the last two lines have eight syllables. The poem â€Å"Do Not Go Gentle into That Good Night† is composed of six stanzas with three lines in each, except for the last stanza which has four lines. Uniformly, each line has ten syllables. Udiah and Dylan Thomas used repeated lines to give drama and heighten the intensity of the mes sage they want to convey. For instance, the first poem repeatedly mentioned the line â€Å"the angel of death at his kill† (Udiah Lines 6, 12, 18, 24), while the other poem repeatedly uttered â€Å"rage, rage against the dying light† (Thomas Lines 3, 9, 15, 19) and â€Å"do not go gentle into that good night† (Thomas Lines 1, 6, 12, 18). In addition, both poets used the irony technique to explicitly express the artistic nature of poems. For example, the phrase ‘angel of death’ demonstrates irony, considering that angels are deemed good, yet they can also be deadly. The line â€Å"blind eyes could blaze like meteors† (Udiah Line 14) in the other poem, likewise shows irony, for it is impossible for a blind eyes to see dazzling light. On a personal point of view, the use of the formal poem structures, i.e. uniform syllable counts and rhyme schemes, have provided the readers with easy and enjoyable read. As a result, the readers may experience ea sy grasp of the subtle message of such masterpieces, and feel the emotion that those poems aspire to convey. Furthermore, the techniques that Udiah and Dylan Thomas used like the metaphor, repetitive lines, and irony have also added beauty to the poems. With those, the effectiveness of message transmission and message reception were elevated. Perhaps, such techniques made both poets effective on how they liked in conveying the

Business analysis Essay Example | Topics and Well Written Essays - 1250 words

Business analysis - Essay Example Requirements 7 2.2.2. Concerns of Stakeholders 7 2.3. Confirmation of Results of Elicitation 8 2.3.1. Confirmed Requirements 8 2.2.2. Confirmed Concerns of Stakeholders 8 3. Analysis of Requirements 8 3.6. Requirements Verification 8 References 9 2. Elicitation 2.1. Description of Elicitation Group Preparations 2.1.1. Preparation for Elicitation 2.1.1.1. Scheduled Resources Business needs stem from identified gaps in the current business conditions of the art institute versus its identified long-term goals and objectives. The Brisbane Institute of Art or BIA has identified several strategic goals and objectives that it wishes to pursue moving forward, centering on the need to improve the financial viability of the institute, which in turn depends on improving services quality, student enrollment and retention, and overall satisfaction levels of students and other organization stakeholders, including sponsors and potential new members. The business needs are therefore to be threshed o ut in terms of how the different aspects of the organization's activities, from business processes to systems used to the programs offered, to the tuition and fees and the course schedules, support or hinder the achievement of the long-term goals (International Institute of Business Analysis, 2009, pp. 53-61). The business case is valid, and stems from the institute's need to upgrade its operational capabilities and to improve its general level of business. There are many aspects to those. Among them, identified in the previous section, are manual processes that hinder operational effectiveness, as well as online properties that are based on somewhat antiquated technologies, that require upgrades in order for the institute to improve services to students and subsequently improve enrollment and revenues (International Institute of Business Analysis, 2009, pp. 53-61

Causes and consequences of childhood poverty

Causes and consequences of childhood poverty Anyone doing background research into the causes of child poverty will soon learn that parental income is only one of a large network of interrelated factors. To name a few; political, communal, environmental, and societal influences all play a role. As an example consider that; with the ever progressive move from a widespread agricultural, to a more localised industrial society, the number of jobs in many areas has decreased severely. And so the average number of non-educated workmen (or women) has subsequently decreased also. More and more Britains are joining the ranks of the poor each day (roughly 2,000). And with parents out of work and not earning, children will suffer as a result. Every day 1 in every 4 children is born into poverty. (Joseph Rowntree Foundation, 1995) This can lead to a number of consequences in children, which follows with them throughout adolescence and into adulthood. For example, children who grow up in families with a low income are more likely to experience mental health problems, and more likely to develop unhealthily. Greg Duncan found associations between poverty and poor health, cognitive development, behaviour, emotional well being and academic achievement. He also found that pregnant mothers who have insufficient resources such as food and warmth are 1.7 times more likely to give birth to a low weight baby, that child is then 2 times more likely to drop out of school, and 3.1 times more likely have an out of wed-lock birth (Duncan 1997). Although short term poverty can be overcome and the effects are reversible, long term poverty can be destructive on a childs life. Duncan found that children who had experienced 4-5 years of their early years of life in poverty, achieved a full 9 year decline on intelligence test scores compared to children from healthy backgrounds (Duncan 1997). The standards of living associated with children from poor families can have a negative effect on their health. For example, they are more vulnerable to asthma due to poor ventilation, as well as pneumonia due to poor insulation. Interestingly, they are also more vulnerable to developing obesity since a high carbohydrate, processed diet is the cheaper option. Those children are often excluded from participating in social activities, through both financial disadvantages as well as feeling the pressure of social stigma which can develop from having to dress inappropriately, or through receiving charity food, books, furniture and other necessities. It leads to a loss of self esteem, can be de-motivating, leads to less elevation after the simplest of pleasures, and poor ability to cope with stressful situations. Not only are they more likely to develop psychological problems as a result, these effects last longer than in those who are well off. And this leads to a vicious cycle of depression, leading to increased likelihood of a stressful event, leading to further depression. In Novaks (1995) view, this can lead to long term, irreversible changes in personality, such as; self defeatist attitudes, hopelessness, helplessness, low motivation, low drive, bitterness, aggressiveness and anti social personality disorder. Children with the latter are seen to be impulsive, have high sensation seeking, but without sense of morals or justice. It is often associated with young offenders, school drop outs, and those serving long term sentences. For these reasons, it is necessary for social workers; to get into family homes, assess their state of living, their needs, risk factors, problems, difficulties and anything else that is helpful for them to make an accurate evaluation, and to give them a better understanding. Late interventions can be damaging, for the longer things are kept untreated the harder they are to change. It is important that children are given opportunities in life to maximise their potential and make a contribution to society. Without the proper gui dance and support, they are likely to sink further and further. So it is clear that help is required. There has long been argument that to tackle poverty, social work (SW) would do best to position itself in and against the state. Workers are known to follow law, policy, the rules and regulations of agencies etc, whilst at the same time assuming a flexible role in relation to the safeguarding and supporting of individuals and families. (Bailey and Brake, 1975; Corrigan and Leonard, 1978; Bolger et al., 1981; Becker and MacPherson, 1988; Adams et al., 1998) Childhood poverty holds great relevance for social workers for it defines their very existence. If the role of social workers is to promote well being in the community, and to help young individuals achieve their potential and to function in society, then those in poverty will be the people who need help most. The Poverty and Social Exclusion Survey (PSE Survey, Joseph Rowntree Foundation 1999), which collected a number of individuals portraying an average society, found that 28% of the population were in poverty. Each of them were presented with 52 cards, each revealing an object or activity, such as central heating, a computer, going to the cinema. They were instructed to form two piles; one for items they believed were vital for living, the other for those which were not. For all those items where the majority voted them to be vital, researchers concluded that every person should have at least these in their lives. Social workers may use this as a base line when assessing families, and when children lack any (or all) of these so called necessities (i.e. are in poverty) then help should be provided; for without it, children will likely grow up depressed, suicidal or conversely, aggressive and violent. Children are vulnerable to feelings of hopelessness due to this lack of necessities.A build up of long term worries accompanying a loss of control combined with a sense of dependence, is likely to lead to distress. Chronic anxiety and even depression is not uncommon, which can be exacerbated by an oppressive society. Children from poorer backgrounds are well recognised as they are the ones who do not go on school trips, may dress differently to the rest, not have the correct equipment in lessons, have a more definable smell (not a pleasant one) etc. For those who spend time with such children it is likely they will be excluded from social groups as a result; for they become associated with the outsider and so they themselves are now too an outsider. Society recognises and treats differently any person (adults too) who stands out for whatever reason good or bad. Of course they are no different from the next person; however it is because others see them as different that they are made to feel paranoid. Paranoid that wherever they are people are staring at them, talking about them, thinking all sorts of thoughts. It is enough to cause any child, adult, man or woman huge distress and can affect their ability to be trusting around complete strangers. Constantly obsessing over ones situation will inevitably drain a child of their strength and make them feel weak, which subsequently will increase the level of stress felt. Here can be seen a vicious cycle, one which is hard to recover from without the appropriate help. Furthermore, it is often the case that parents are made to feel just as bad, if not worse. The negativity that radiates off of a child is bound to have implications, especially when he/she cannot have things that all their friends can. Parents have failed as providers and this can lead to a loss of motivation and of despair. So, childhood poverty causes a knock on effect for the rest of the family, and therefore makes it more probable they will seek social services aid. For example, schoolyard bullying can decrease a childs self esteem and affect their ability to form secure, long term relationships. This can lead to turmoil between parents and children, for parents will feel they have lost family connections. As a result, they become depressed and will seek guidance in parenting techniques. Another example would be a child whose parent cannot afford to buy them nice things such as clothes, toys or school equipment. Daily exposure to those who do have such possessions is likely to cause the child jealousy and envy; both at those children who take luxuries for granted, and also at their parents for not being able to provide. Because of the psychological issues that this can lead to, it is likely the child grows up with a desire to steal, spawned from a lifetime of unfulfilment. If they however, grow up with certain morals and choose not to steal, it is still possible that they resort to drugs/and or alcohol as a means of coping. Coping with the consuming hatred and loathe of society that has become them. Families in poverty are less able to provide for themselves, and so there is large chance that children will have to be taken away into care. Thus, a great deal of social workers time is spent within and around those in poverty (Joseph Rowntree Foundation, 1995; Becker 1997; Smale et. al. 2000; Social Exclusion Unit, 2004). Childhood poverty can lead to severe ramifications, both physical and mental, some of which people recover from in time while others can be long lasting. It is considered the universal belief poverty is as much a cause as well as an effect of mental health problems (Langner Michael, 1963). Evidence for this comes from impoverished families from lower class areas. Not only are these areas receiving low government funding they also have little support from neighbouring councils; research shows that these areas have the largest number of children with mental health problems (Department of Health, 1999b). It is clear that the linearity between poverty and wellbeing is long winded. Two possible theories however have met support, both social causation (breeder) (SC) and social selection (drift) (SS). SS describes how the accumulation of adolescents suffering mental issues, who live in poor areas, is the result of a continuous drifting towards the lower spectrum of education and while losing contact with social networks. In contrast, SC describes how a neglected socio-economic climate can have negative consequences on childhood well being to start with. From this it is to be concluded that: poor children have lifelong experience living in high risk areas, risk defined as: high chance of unemployment, growing up to rely on benefits, of teenage pregnancies, families separated, crime, street violence, rape, vandalism, malnutrition, obesity etc. Those at high risk are more likely to experience mental problems because their minds are already overburdened with every day worry. Furthermore, those at high risk are less likely to be treated for their illness because the local medical facilities are of low quality, have fewer staff and are constantly over worked. Child poverty therefore starts within neglected communities and leads to a number of psychological issues. A further difficulty is that the increase in mentally disturbed individuals can further exacerbate the ability to cope in others. That is, exposure to stressors causes stress, therefore numbers are constantly rising. There is large evidence for a correlation between low income and lack of support, and increased probability of contracting mood disorder. According to SC, the most contributory factor is the mental strain which results from all those issues associated with poverty so far mentioned, for example misfortune or wretchedness, death or separation within the family. While SS explains those born with a predisposition towards developing mood disorders will drift to such low stances, and be unable to crawl back upwards (Jarvis, 1971). Researchers found that when children were taken from their homes and placed into the care of middle class families then the number of those children who subsequently developed mood, or any other form of mental disorder subsequently reduced. This proves that economic status (ES) is an important factor, however it is likely to be the case ES leads to numerous other contributing factors rather than being sole contributor (Bruce Hoff, 1994). Factors include; access to a good education, support from extended family members, healthy living and nourishment, praise and encouragement from parents, etc. I spoke of psychological issues that rise from deprivation. It is a sad fact that children in poverty are often the topic of conversation among others. They are ridiculed, gossiped about, and excluded from social gatherings and out of school activities. It is as if the impoverished are viewed as if they have the plague. Common descriptions, taken from national surveys include words such as lazy, worthless, inferior, and undeserving. This misconception of the poor being the cause for their own predicament, not only removes any possible blame from neglected political responsibilities (which contribute largely), but also creates what psychologists termed a self fulfilling prophecy. This theory is based on the belief that beliefs shape and influence actions. By this one means; those who are seen as inferior are likely to be treated as inferior. So much so that they actually become inferior because of the lack of social support available. Children are particularly vulnerable to the influe nce of their social networks, because they are still developing and creating identities for themselves. The idea of a looking glass self is of relevance here also (Cooley 1902), which theorises that childrens self concepts are based on what others portray. There is high chance that their actual and their perceived self identity become misconstrued, if and when evidence from external sources supports the latter. They familiarise with the concept that they are weak individuals, and the negative emotions that accompany this such as self doubt, or guilt. It is important to recognise the relevance here for social workers, because this part of society categorised as lower class citizens will benefit the most from services such as child support, child therapy, connexions, EMA, every child matters and so on. And so in response to all this, SW agencies have implemented numerous partnership schemes; the women, infant and children (WIC) nutrition programme for example, which is designed to get pregnant women and children under 5 eating more healthily, Head Start provides low cost day care to children from families earning less than the 60% threshold of the average family, and many areas now even have schemes to provide low cost/free health insurance for children of all ages. It is up to the SW to assess families/individuals and to determine their eligibility for government aid. For those who are suffering from mental health as a result of poverty, SWs are able to put them in touch with professionals who can help and advise. For those who have very few or none of the necessities from the PSE Survey SWs can organise for clubs where the children can go meet peers and to join in social activities. For parents who have racked up a series of debt SWs are able to help them devise a set of preliminary steps in a certain time period resulting in a more secure financial situation (See Task Centred Practice). Clients often give off negative reviews of SW because it has failed to be of any use with real concerns; state of housing, living, etc. But task centred practice can actually be therapeutic, because it is the client who becomes the changing agent, deciding which problems they want to tackle and in what order. By using this, service providers are employing a learning experience. One which relies on both self growth and skills development, whilst addressing the more important issues. But what issues should the SW investigate first? It would be a logical idea to get right back to the start and look at what caused the families decline into poverty. Here lies a problem however, for there are different theories on what the main area of focus should be; some theories blame the individual while others focus on the failings of society. Because of this conflict in ideas it can prove difficult for SWs to accurately make assessments, or come to an agreement with each other when conducting a review. Below are a number of theories on the causes of poverty, to give an idea of these so mentioned conflicts. Firstly, explanations can be fit into three main areas; functionalist, individualistic, and Structural (Marxist). So to start, functionalists focus on the idea that any form of poverty, be it adult, child or both, proves necessary, for without it society would not govern properly. Naturally such a statement has spawned a great deal of controversy; however the theory is conceivable because it is based on logistics. Society is viewed on a grander scale than simply the here and now. And so by applying somewhat of a utilitarianistic approach, rather than considering individuals, it looks at the whole picture. Philosophers such as Herbert Gans (1971) have made contributions to this, suggesting that poverty benefits the non poor and also the rich and powerful, who therefore have a vested interest in maintaining poverty. He further suggested 5 reasons why he believed poverty is acceptable. There will always be a need for individuals to fit the jobs seen as dirty, demeaning, and without prospects. Those in poverty would rather do these than starve. Those born into poverty will grow up to replace their parents and so the cycle continues. Industries require minimum wage (or lower) work staff in order to maintain profit margins. Those in poverty are generally of low/no qualification status and so are not liable to receive higher pay. Those born into poverty generally receive poorer education than most and so are just as unlikely to receive desirable qualifications as did their parents. Without poverty, there would be a loss of jobs for those individuals who strive to combat poverty, such as social workers. A large proportion of social work revolves around work with children, so if all child poverty was resolved then many social workers would find it is they who are in need of support. Furthermore, it would also reduce the profits of wholesalers who rely on the desperation of those in poverty. Children often find there is little in the form of food at home, and so any money they have goes towards buying whatever is cheapest from stores. Poverty provides a measure of comparison for those of low opinion of their situation, and works to reassure them that there will always be people worse off than they themselves. This is true for all age groups. The media uses those in poverty as scapegoats whenever anything goes wrong in society, such as incidents of crime, rape or violence. With no one to speak out for them, the blame resides. Children are seen as vandals, and so by putting the blame on them the media is protecting societies own mistakes. Gans makes it clear that he does support poverty; he states that Phenomena like poverty can be eliminated only when they become dysfunctional for the affluent or powerful, or when the powerless can obtain enough power to change society. From looking at this, one may conclude that the reason for child poverty is because people are allowing it to happen in the first place. An increasing number of adult workers are being rid of the opportunity to earn a stable income, and so their families will suffer as a consequence. Although this not explain what the actual cause is, it does give us an understanding of why child poverty has become such a widespread issue, and why not more has been done to prevent it. Individualists are of the opinion that people are responsible for their circumstances, and have devised several theories of their own. Firstly is the idea of culture, which draws from the research of Oscar Lewis (1966) on Puerto Rican and Mexican families. He acknowledged that children are brought up to appreciate certain values, which they identify with themselves and in time teach their own offspring thus continuing the cycle. And so for those families in poverty, who have low self esteem, motivation, a sense of helplessness etc, they will pass on their negative attitudes through each generation. They will also pass on (through learning and modelling) their negative behaviours, such as drinking, violence, staying at home and not finding work, adultery, divorce, etc. And so this creates a culture of poverty, the fundamental cause being family (specifically parental) influences on their children. Lewis has been challenged because he does not offer a suggestion as to what causes poverty to begin with. Furthermore, it was suggested that children in poverty are no different in terms of beliefs, values, or personalities than those from middle or upper class families. The differences there are, are between income, opportunities for skills, learning and development. And so the alternative suggestion is that the so called culture of poverty is a result of responses of living that parents bring to their children. Secondly is the idea of a cycle of deprivation, which is based on the works of Sir Keith Joseph (1970). He suggested that the causes of poverty stem beyond social status, and move into the domain of family problems. By this Sir Keith was referring to, for example cognitive skills, social skills, personality, health and development, etc. Now consider human relationships, what attracts people? More often than not we search for those who hold similarities to ourselves. Therefore, children in poverty, with their existing family problems, will grow up to form relationships with those who similarly have grown up in poverty and have their own family problems. The resulting offspring from such couples will inevitably follow the same patterns of development and hold similar preferences once they reach adulthood themselves. And so the cycle is endless. Child poverty results from both parents growing up in a relatively similar way. Sir Keith has been challenged just like Lewis, for not explaining how poverty actually starts, but also because it was suggested that not all children end up like their parents, and a number of them can in fact escape the cycle. Opportunities may arise for children that did not arise for their parents, they may form relationships with different kinds of people, or they may show a compassion for achieving that, although did not come from either parent, was just good fortune. And finally is the concept of underclass, which Jones and Novak(1999) describe as a brutal victim-blaming theory. They went on to write how poverty is caused by peoples behaviours and not their circumstances. For example there are many who go through periods of unemployment, are made redundant from current jobs, or who lose money due to household repairs, hospital bills, child support, etc. But of those people, not all of them sink into deprivation, the majority pick themselves up and go on to find something else, or look for support from friends and family until something comes along. Novak and Jones saw the problem to be those who come to rely on income support as a way of living. They were even more so concerned with the children who grow up in impoverished families, learning destructive values and beliefs and growing up to become delinquents. For these, poverty will continue across generations to come. Arguments against the underclass concept revolve around the fact that it negates consideration of structural factors as a cause of poverty, and the lack of evidence to support any of the suggestions made. Despite the criticisms to Individualistic theories, they still hold a high power in modern society. Politicians like Tony Blair for example have stated: This cycle of deprivation is bad for everyone. But it is particularly unfair for children who miss out on opportunities because they inherit the disadvantage faced by their parents, so their life chances are determined by where they come from rather than who they are. The final theory looks at structural explanations for child poverty, primarily directed at the economic standards for any area, child development services on offer, and various other components which form the foundations for living. Supporters of this view takes a Marxist approach; that a class system is necessary, for those at the higher end rely on those at the lower end to provide them with work staff, who they exploit and employ on menial wages. And so there will always be poverty, well at least until capitalism is defeated. Or when society moves towards equality of all its members irrespective of their situation and/or upbringing. Such a concept seems unlikely, as it lacks a sense of fairness to those who see themselves as more deserving. Although it is a misconception that those people in poverty have brought it upon themselves, there is a grain of truth in the matter. The actuality is that those well off have earned it, through hard work and good business sense, while many of those in poverty never managed to do well in school, missed out on opportunities, and failed to achieve. Child poverty results from a continuation of generations of un-achievers, and so there will always be able bodies to recruit into the unprofessional workforce. Marxists go on further to suggest that SW is another of lifes necessities, because social workers ensure that poverty is kept stable. They argue that SW does not aim to cure poverty, nor does it aim to remove people from their impoverished lives. Rather, SW looks to protect the well being of individuals and keeps them from distressing and becoming incapable of work. To do this, workers take service users focus away from blaming the system, and persuade them to look at faults of their own, their shortcomings and their failures. By doing this, SW manages to halt any challenge to the system that individuals may pose such as groups forming who speak out against the oppressors. In conclusion, there are numerous causes for child poverty, but at its roots the government has stated that worklessness is their primary concern, which interacts alongside with family dysfunction, neglect and insecure attachments, low quality day-care and schooling, and state of neighbourhood. With fewer work opportunities more people are having to settle for meagre salaries until something better comes along (which it wont). There is also an increase in the number of single parents, due to increases in death rates and divorce among the poor. With only one source of income, and a loss of support when it comes to raising children, single parents are forced to depend on income support. As a result, they will never manage to find their way out of poverty. References Bailey and Brake, Corrigan and Leonard, Bolger, Becker and MacPherson, Adams, The British Journal of Social Work; Poverty and Social Justice, Oxford Journals, 1975, 1978, 1981, 1988, 1998. Blair, T. Breaking the Cycle: Taking stock of progress and priorities for the future; A Report by the Social Exclusion Unit. The Office of the Deputy Prime Minister; London. ODPM publications, 2004. Bruce, M. L. Hoff, R. A. Social and physical health risk factors for first-onset major depressive disorder in a community sample. Social Psychiatry and Psychiatric Epidemiology, 29, 165-171, 1994 Cooley, C. Human Nature and the Social Order, New York: Charles Scribners Sons, revised edn, 1922 Denham, A. Garnett, M. 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