CSR Coursework Example | Topics and Well Written Essays - 500 words

CSR - Coursework Example the interests of the society by being considerate of its impact on the society, customers, shareholders, suppliers, employees, communities and the environment in which the business operates from. Socially responsible organizations take the initiative of following the laid down legislation and also takes care of its employees and their families voluntarily without being under any obligations (p.199). They continue to say that CSR just means the strategies that organizations use to conduct their business ethically by being society friendly. CSR involves a lot of activities like partnering with local communities, investing in socially sensitive ventures, having an excellent employee, customers and family relations and lastly being involved in environment conservation activities (Ismail, 2009, p.199). According Gotherstrom (2012), organizations like H&M can use the Stakeholder theory of CSR. It involves the organization management putting into consideration economic and social factors that affect the business during its decision making in its operation.in this case the stakeholders involved include investors, political groups, communities’ employees, trade associations, government etc. These all stakeholders affect the business in one way or another but the business has to find ways and means of keeping them happy. This theory is not only how the shareholders can make more profits but also of how the organization can make decisions that will affect how the society views (p.8). The application of this theory has been on the rise especially due to the rise activists and environmental groups. (p.9) In the case of H&M, we find that it is involved in its CSR activities to atone for the condemnation that it received from Greenpeace in the year 2011for discharging hazardous waste water with chemicals which could affect the environment negatively. This is demonstrated by the way it partners UNICEF to help children in Bangladesh. The next CSR is Legitimacy Theory; this

Early Years Childcare Essay

Early Years Childcare Essay Introduction Early learning is, quite simply, vital for all children as it lays the foundation for everything that is to come (John Hopkins University, n.d.). Research studies indicate that the development of active neural pathways (Shonkoff and Phillips, 2000) in the brain primarily take place before the age of three and that it is during the early childhood period that the brain is most receptive to learning (John Hopkins University, n.d. ; endorsed by State of Victoria, 2010). Therefore, it is critical that children in their early years are given opportunities for social, physical, emotional and intellectual development through high quality early years provision which in turn provides the potential for not only educational but economic and social benefits (Barnett, 2008). The way in which this provision is facilitated is a mark of how well any nation takes care of its children inclusive of their health and safety, their education and socialisation, their material security, â€Å"†¦ their sense of being loved, valued, and included in families and societies†¦Ã¢â‚¬  (UNICEF, 2007, p. 4 cited in Aldgate in McCauley and Rose, 2010, p. 23). Adults who wish to work with children in this age group have to wear many ‘different hats’ in order to facilitate children’s needs which necessitates their having an understanding of their role and responsibilities with regard to interacting with children (Rose and Rogers, 2012). The aim of this essay is to highlight the most important elements which need to be considered in the education, preparation and training of those who wish to work within the field of Early Years Childcare. The Early Years Sector – Work and Training As early as 2009-10, the House of Commons recognised the need for greater rigour in the training of teachers for Early Years age group, stating that standards should be modified in order that this sector was no longer associated with the least skilled part of the children’s workforce (House of Commons, 2009 -10). These comments concur with the findings of research studies such as that of Sylva et al (2004) which indicated that the quality of the provision provided for children is commensurate with the quality of the adults working in them (Miller, 2010 in Cable et al, 2010, p. 55). As from September 2014, Early Years educator qualifications have been introduced in the United Kingdom in order to meet the Early Years educator criteria as set by the National College for Teaching and Leadership. This qualification operates at Level 3 (A-level) and enables practitioners to be â€Å"†¦ included in the ratios specified in the Early Years Foundation Stage Statutory Framework† (National College for Leadership Teaching, 2013, p. 2). This qualification aims to provide learners with opportunities to develop their understanding of how to support and promote children’s early education and development, to develop skills of planning for effective care which prepares children for school, to utilise assessment effectively, to work with children in a safe environment which safeguards their welfare, to develop effective working practices and to work in partnership alongside the key person, other colleagues and parents for the benefit of young children (National College for Leadership Teaching, 2013). A similar qualification is the CACHE Level 3 Diploma for the Early Years Workforce (Early Years Educator- QCF) which has been developed for use from September 2014 to provide a high quality qualification that â€Å"†¦ reflects the priorities of practitioners and employers to meet the needs of young children† (CACHE, 2011, para 4). Minimum entry requirements include the stipulation that all entrants to these type of training courses must have GCSEs in English and Mathematics at grade C or above which should have the effect of raising the â€Å"†¦ overall quality and literacy and numeracy skills of those entering the workforce† (Foundation Years, 2014, para 1). Clearly, once qualified, these individuals will work closely with those who have Early Years Teaching qualifications. Those who wish to embark upon gaining Qualified Teacher Status (QTS) must have a minimum standard of a grade C GCSE in English, Maths and a science subject as well as a degree. Candidates for teacher training must also have experience of the school system, over and above having been a pupil themselves; most courses stipulate that individuals must have at least 10 days experience prior to embarking upon their training (Department for Education, n.d.). Prospective teachers must also pass numeracy and literacy skills tests as part of the application process (Department for Education, n.d.a) prior to embarking upon Early Years Initial Teacher Training. There are four ways in which Early Years teacher status can be accredited graduate entry (a one year full-time course), graduate employment-based (a one year part-time course for graduates in Early Years settings who need further experience and/or training to demonstrate Teacher Standards), undergraduate entry (full-time Level 6 qualification in an early childhood related subject in conjunction with Early Years Teacher status over a 3 or 4 year period) and assessment only (graduates with significant experience of working within the age range [0 – 5] over a period of three months) (Gov. UK, n.d.). In addition to this, a clear set of Teachers’ Standards have been developed by the government in order to ensure that practitioners are â€Å"†¦ accountable for achieving the highest possible standards in their professional practice and conduct† (National College for Teaching Leadership, 2013a, p. 2). The rationale behind these newly implemented criteria and renewed emphasis upon appropriate qualifications is the need to establish an education system which allows children to move from one phase to another seamlessly, as a result of the fact that practitioners recognise that learning is a continuum from the Early Years through to Key Stage 4 and beyond (National College for Teaching Leadership, 2013a). It is based upon the evidence that 94% of children who attain good levels of development by the age of five progress to achieving their expected reading levels at Key Stage 1 and are statistically five times more likely to achieve higher levels (Department for Education, n.d.c). It is clear that these levels of attainment are attributable to the increasing impact that graduate practitioners are having on the quality and the delivery of Early Years provision across the United Kingdom (Mathers et al, 2011). Furthermore, Sylva et al (2004) contend that there is a direct correlation between practitioners’ qualifications, the quality of the learning environment and the attainment levels of children in a pre-school learning setting. Learning and Play In order for practitioners to create quality learning environments, it is essential that they have an understanding of how children learn. Learning is quite difficult to define as it can include the process of thinking and becoming aware, using imagination and creativity, observing, hearing, remembering and problem solving (Malone, 1991 cited in Ostroff, 2012, p. 2). Ostroff (2012) contends that learning is something which is embedded deep in our psyche which is rooted in the need to assimilate new information through actively exploring the environment. She believes that the process of learning is physical in nature, taking place within the sensory systems which feed information back to the brain in order to dictate an individual’s actions. Pollard et al (2008, p. 170) regard it as the mechanism through which â€Å"†¦ knowledge, concepts, skills and attitudes are acquired, understood, applied and extended† whilst Pachler and Daly (2011, p. 17) view it as â€Å"†¦ twin processes of ‘coming to know’ and ‘being able to operate’ successfully in and across new and ever changing contexts and learning spaces, as a process of meaning making†¦Ã¢â‚¬  that occurs as a result of communication and interaction with others. Learning, for children, is the development of their thinking processes and knowledge base as a result of adding new concepts and ideas to what they already know (Wood in Anning, Cullen and Fleer, 2004). The means through which young children achieve this is play. This is an umbrella term (Bruce, 1991) which describes a process of interaction between different individuals which facilitates the development of thinking skills (Dunn, 1993; Meadows, 1993). This is regarded as a social cultural process that is impacted upon by the context and the environment in which any interaction takes place (Robson, 2006). It is an integral part of children’s development physically, intellectually and emotionally (Elkind, 2008). Play allows children to gather a wealth of first-hand experience as a result of the exploration of the environment in which they find themselves and it is the means through which they solve problems and in so doing develop an appreciation of the world around them (Bruce, 1993; Hurst, 1997; Phillips and Soltis, 1998; Edgington, 2004). Play provides opportunities for children to make discoveries not only about the world around them but about themselves. Hughes (2006) indicates that there are many different types of play which contribute to children’s development including the use of language, expressive movement, the examination and use of space as well as physical ‘rough and tumble’ play. It is the vehicle through which children learn to be creative and to utilise their imagination through interacting and communicating with others in their group in a variety of different roles (Edgington, 2004). It is through this vehicle that they learn about cultural conventions (Wood and Attfield, 2005) as well as the means through which they are able to develop physically as a result of exercising through running around (Manning-Morton and Thorp, 2003). Play also appears to have a positive effect upon children’s emotions (Russ, 2004) and it is the mechanism through which they are able to learn about how to control their own emotions and gain an appreciation of the views and feelings of others (Sayeed and Guerin, 2000). However, learning through play cannot take place unless there is an appreciation and a deep understanding of its purpose and function in children’s lives. It is therefore important that the thinking which underlies child centred learning is also taught to, and understood by prospective practitioners. The notion that children could create their own bank of knowledge was first mooted by Piaget who believed that individual children were young investigators of their world who experimented with their environment in order to gather an appreciation and understanding of it (Moore, 2000). He stated that there were distinct stages in children’s development (sensorimotor, 0 2 years of age; preoperational, 2 – 6 years of age; concrete operational, 7 11 years of age; formal operational, 11+) (Jardine, 2006) through which children developed their beliefs and how to express them; it also allowed them to hone their logical thinking as a result of modifying their beliefs and subsequent actions as a result of assimilating new information (Barnes, 1976). Piaget believed that each experience that children undergo is vital to their development which is an opinion shared by Vygotsky. However, it is his contention that learning is a social activity and it is the means through which children develop as a result of learning to communicate with each other using both language and gesture. He believed that children learnt as a result of observing the actions and reactions of others and that through cooperating with individuals within their environment who are more experienced, they are able to achieve a greater degree of learning. The evident gap between that which children are able to achieve alone and with the aid of someone else he called the Zone of Proximal Development (ZPD). It is the function of the practitioner to create an environment in which children learn as a result of individual work and through interacting with those around them in order to develop skills for their future (Brown, 2006). Good Practice The creation of a vibrant, child-centred learning environment is critical in encouraging play and communication, a point which is recognised in the government’s existing literacy and numeracy strategies (Wood, 2004 in Anning, Cullen and Fleer, 2004). The play based curriculum as highlighted in the Early Years Foundation Stage (EYFS) documentation (2012, p. 6) as being â€Å"†¦ essential for children’s development, building their confidence as they learn to explore, to think about problems, and relate to others.† Children should be provided with opportunities to learn through play which they initiate themselves and by engaging with activities lead or guided by adults. It is critical, in creating any learning environment, that children’s interests and needs are catered for, inclusive of the different ways individuals learn. The EYFS states that the characteristics of effective teaching and learning are playing and exploring (providing children with opportunities to investigate and to experience different things), active learning (children are motivated to concentrate and be persistent if they enjoy their experiences) and creating and thinking critically (individuals are provided with opportunities to develop their own ideas, make connections between different concepts and to utilise different strategies to do things) (Department for Education, 2012). It is the function of the Early Years practitioner to lead the child in their learning, supporting and helping them as and where appropriate (MacShane, 2007 cited in Allen and Whalley, 2010, p. 4) which is achieved through the planning and resourcing of appropriately challenging learning activities embedded in play (Wheeler and Connor, 2009). It must be understood that it is planning which ensures a continuity of learning (Wood, 2004 in Anning, Cullen and Fleer, 2004) and that the learning environment which is dependent upon play will lead to individuals having a more rounded educational experience leading to a greater depth of knowledge, understanding and skills (Moyles and Adams, 2001). In order to facilitate the rounded development of individuals, as highlighted by the EYFS, parents must be involved in the educative process so that children have support for their learning in both the home and school environments. The needs of each individual must be discussed with parents in order to create a working partnership (Department for Education, 2012) which can foster united approaches towards teaching and learning to ensure that children are able to maximise their potential. Families can become involved in a number of activities to encourage their child’s learning; for example, reading with children, teaching nursery rhymes, teaching songs, practising letters and numbers, drawing and painting, visiting the library, taking children on day trips and engaging in play with their friends at home (Sylva et al, 2003). If parents are encouraged to take an active role in their child’s education they can have the effect of enhancing their child’s rate of development and progress (Wheeler and Connor, 2009), can ensure that children are fully aware of their cultural background and can foster a positive attitudes towards diversity. Inclusion and Cultural Awareness All prospective educators need to be aware of the idea of inclusion and inclusive practice. This involves modelling positive behaviour towards everyone no matter their background, their abilities or their race in order that everyone is seen as being of equal value. It is critical that every child is provided with equal opportunities to learn about and experience their culture and that they face no barriers to their learning. Furthermore, it is crucial that diversity in all its forms is a matter for celebration (Centre for Studies on Inclusive Education [CSIE], 2014). In practice, this necessitates practitioners and schools providing a curriculum that allows complete access for all in order that they are able to experience success to the extent of their ability (Mittler, 2000). It is also equally important that children are taught the skills that enable them to remain safe and healthy, to achieve everything that they are able, to make a valuable contribution to society and to attain financial stability in the future (Every Child Matters Green Paper, 2003). Within the EYFS, practitioners are expected to treat every child as being unique, to develop positive relationships with every individual in their care, to create environments which enable them to learn as an individual and as a member of a group whilst acknowledging that every person develops and learns at a different rate but still needs to be provided with activities that cater for their needs (Department for Education, 2012). Conclusion Clearly, there are a number of important elements which contribute towards the education, preparation and training of those who wish to become Early Years educators. It is vital that they have an understanding of the importance of this phase of a child’s education and the responsibility that is commensurate with working to cater for their needs. Prospective Early Years practitioners must be appropriately qualified and have an appreciation of how children learn. They must develop the ability to plan activities which cater for the needs of every child in their care and an ability to utilise different approaches towards teaching and learning. It is important that they are able to communicate with not only the children in the classroom but also their parents and develop positive working relationships with them in order that they feel valued and involved in a partnership towards the education of their child. In the classroom, they must be able to provide support, care and encouragement as well as positive feedback to every child in order that they are able to feel positive about themselves and their learning. It is of the utmost importance that each prospective educator is willing to find out about and cater for the differing cultural needs of those with whom they are dealing and ensure that each individual child and their family feel valued members of the community. They also need to demonstrate the ability to reflect upon their performance, display decision making skills, the ability to be a role model, to lead and support others, instil values within their working environment and work competently to effect change (Whalley et al, 2008 cited in Allen and Whalley, 2010, p. 2). In short, they must demonstrate a willingness to cultivate an understanding of how children develop and learn, how practitioners are able to support and enhance that process as well as nurture and cultivate their beliefs about what education should be for children, and how that vision should be supported (Stewart and Pugh, 2007 cited in Allen and Whalley, 2010, p. 4). References Aldgate, J. (2010) ‘Child Well-Being, Child Development and Family Life.’ in McCauley, C., Rose, W. (Eds) Child Well-Being: Understanding Children’s Lives. London: Jessica Kingsley Publishers pp. 21 – 38 Allen, S., Whalley, M. E. (2010) Supporting Pedagogy and Practice in Early Years Settings. Exeter: Learning Matters Ltd Barnett, W. S. (2008) Preschool Education and its Lasting Effects: Research and Policy Implications. National Institute for Early Education Research Rutgers, The State University of New Jersey Barnes, D. (1976) From Communication to Curriculum. Harmondsworth: Penguin Brown, F. (2006) Playwork: Theory and Practice Buckingham: Open University Press Bruce, T. (1993) ‘The Role of Play in Children’s Lives.’ Childhood Education Vol. 69 #4 Bruce, T. (1991) Time to Play in Early Childhood Education. London: Hodder Stoughton CACHE (2011) ‘CACHE Level 3 Diploma for the Early Years Workforce (Early Years Educator) (QCF).’ Retrieved 20th October 2014 from http://www.cache.org.uk/Qualifications/EYE/Pages/CACHE-Level-3-Diploma-for-the-Early-Years-Workforce-(Early-Years-Educator)-(QCF)-.aspx Centre for Studies on Inclusive Education (2013) ‘What is Inclusion?’ Retrieved on 20th October 2014 from http://www.csie.org.uk/inclusion/what.shtml Department for Education (2012) Statutory Framework for the Early Years Foundation Stage: Setting the standards for learning, development and care for children from birth to five . London: Department for Education Department for Education (n.d.) ‘Get Into Teaching – Basic requirements to become a qualified teacher.’ Retrieved 20th October 2014 from http://www.education.gov.uk/get-into-teaching/apply-for-teacher-training/basic-requirements Department for Education (n.d.a) ‘Get Into Teaching – Professional skills tests for training teachers.’ Retrieved 20th October 2014 from http://www.education.gov.uk/get-into-teaching/apply-for-teacher-training/skills-tests Department for Education (n.d.b) ‘Early Years Evidence Pack.’ Retrieved 20th October 14 from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/180884/DFE-00274-2011.pdf Dunn, J. (1993) Young Children’s Close Relationships: Beyond Attachment. London: Sage Edgington, M. (2004) The Foundation Stage Teacher in Action: Teaching in 3, 4 and 5 Year Olds. (3rd Ed) London: Paul Chapman Elkind, D. (2008) The Power of Play: How Spontaneous, Imaginative Activities Lead to Happier, Healthier Children. Cambridge, MA: De Capo Lifelong Every Child Matters Green Paper (2003) Norwich: The Stationary Office Foundation Years (2014) ‘Entry Requirements for Early Years Educators.’ Retrieved 20th October 2014 from Entry Requirements for Early Years Educators Gov.UK (n.d.) ‘Early years initial teacher training: a guide for providers – overview.’ Retrieved 20th October 2014 from https://www.gov.uk/early-years-initial-teacher-training-a-guide-for-providers House of Commons Children, Schools and Families Committee (2009-10) Training of Teachers Fourth Report of Session 2009-10. London: House of Commons Hurst, V. (1997) Planning for Early Learning. (2nd Ed) London: Paul Chapman Jardine, D. W. (2006) Piaget Education. New York: Peter Lang Publishing Inc John Hopkins University (n.d.) ‘Why is Early Learning important?’ Retrieved 20th October 2014 from http://web.jhu.edu/CSOS/early_learning/ Manning-Morton, J., Thorp, M. (2003) Key Times for Play: The First Three Years. Maidenhead: Open University Press Mathers, S., Ranns, H., Karemaker, A., Moody, A., Sylva, K., Graham, J., Siraj-Blatchford, I. (2011) ‘Evaluation of the Graduate Leader Fund Final Report.’ Retrieved 20th October 2014 from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/197418/DFE-RB144.pdf Meadows, S. (1993) The Child as Thinker. London: Routledge Miller, L. (2010) ‘Professional roles in the early years.’ in Cable, C., Miller, L., Goodliff, G. (Eds) Working with Children in the Early Years Abingdon: Routledge pp. 54 – 62 Mittler, P. (2000) Working Towards Inclusive Education: Social Contexts. London: David Fulton Moore, A. (2000) Teaching and Learning: Pedagogy, Curriculum and Culture. London: Routledge Moyles, J. R., Adams, S. (2001) StEPS: Statements of Entitlements to Play: A Framework for Playful Teaching with 3 – 7 Year-Olds. Buckingham: Open University Press National College for Leadership Teaching (2013) Early Years Educator (Level 3): Qualification Criteria. London: Government Publications National College for Leadership Teaching (2013a) Teachers’ Standards (Early Years). London: Government Publications Ostroff, W. L. (2012) Understanding How Young Children Learn: Bringing the Science of Child Development to the Classroom. Alexandria VA: ASCD Pachler, N., Daly, C. (2011) Key Issues in E-Learning: Research and Practice. London: Continuum International Publishing Group Phillips, D. C., Soltis, J. F. (1998) Perspectives on Learning. (3rd Ed) New York: Teachers College Press Pollard, A., Anderson, J., Maddock, M., Swaffield, S., Warin, J., Warwick, P. (2008) Reflective Teaching. (3rd Ed) London: Continuum Robson, S. (2006) Developing Thinking and Understanding in Young Children. London: Routledge Rose, J., Rogers, S. (2012) The Role of the Adult in Early Years Settings. Maidenhead: Open University Press Russ, S. (2004) Play in Child Development and Psychotherapy New Jersey: Lawrence Erlbaum Associates Sayeed, Z., Guerin, E. (2000) Early Years Play: A Happy Medium for Assessment and Intervention. London: David Fulton Shonkoff, J. P., Phillips, D. (Eds) (2000) From Neurons to Neighbourhoods: The Science of Early Childhood Development. Washington, DC: National Academy Press State of Victoria (2010) Making the most of childhood: the importance of the early years. State of Victoria: Department of Education and Early Childhood Development Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., Taggart, B. (2004) The Effective Provision of Pre-School Education (EPPE) Project: Findings from Pre-school to End of Key Stage 1. Nottingham: DfES Publications Wheeler, H., Connor, J. (2009) Parents, Early Years and Learning: Parents as Partners in the Early Years Foundation Stage Principles into Practice. London: National Children’s Bureau Wood, E. (2004) ‘Developing a Pedagogyv of Play.’ in Anning, A., Cullen, J., Fleer, M. Early Childhood Education: Society and Culture. London: Sage pp. 27 – 38 Wood, E., Attfield, J. (2005) Play, Learning and the Early Childhood Curriculum London: Paul Chapman

Eulogy for Mother :: Eulogies Eulogy

Eulogy for Mother Thank you all -- for coming to commemorate my mother’s life. Before I go on to celebrate my mother and what she stood for I must share with you the reality of what life was like for my mother and the family since she was first diagnosed with cancer in October. Of course, nobody suffered more than my mother, but Dad you’re definitely second. We all shared my mother’s pain. It was like we were all on trial.   At any one point, as a family, we were in denial, we were angry, or we were depressed. And there was conflict. We disagreed with the doctor’s findings. We didn’t always agree with each other on a course of action. It was a confusing time.   In the end I felt we all put up a good fight. We did what we could do. I have to ask myself what my mother would want for us right now.   I think she’d want us to heal ourselves and move on. She’d want us to talk with our creator and deal with her death in our own way, but also put her death behind us and live a life that she would be proud of.   I would like to thank all of you for coming here today to help us, as a family, to heal, and to celebrate my mother’s life. So how many square dancers did I meet yesterday? Dozens? A hundred? You guys rock! What a spirit I see in you. For me, thoughts of my mother dozy-dooing alamand lefting around the dance floor makes me feel good inside. Thanks to all of you for showing up here today. I see a few people she used to work with at CFB Borden. How she ever got up at 4AM to work those shifts, I’ll never know. Thank you for coming out. I’m glad we have Maurice, my mother’s younger brother here today. Ella, her older sister, unfortunately couldn’t make it, but I know the news of my mothers death hit her hard. And I know that she prayed with all her will, for my mother. It was nice to meet a cousin I hadn’t met before. Mark and his wife Michelle drove up from Michigan to be here with us today. Thank you. And what of the children in our family? Shawn, Kelsey, Sarah, Michael, Emily and Matthew, you should take comfort knowing that your grandmother is in heaven right now, looking down on us.

Research Paper on Clothes Essay

Fashion, is something that all girls want to talk about. Some people may think that the famous designers just magically came up with an idea to make a whole collection on their own. Well, in some cases that is true but in most cases it’s not. A lot of our clothes that we wear now are actually influenced by the clothes from the 15th/16th century. That’s why the clothes from the 16th century and the clothes now are very similar in some ways through the way women wore then and the way they dress now, the way men dressed and the way men dress now and how the children dressed then and now. The women from the 16th century and the women now aren’t so different. Both women then and now spent so much money trying to get the latest trends. It was/is so expensive to try to get the newest clothes. About 18% of women’s salaries go towards clothes (ABA Journals. com. ) Both then and now, only the upper class can afford these new trends. The upper class women got the most beautiful gowns and clothes that were available because they had the money to be able to pay for the latest and newest trends. This is a picture of a beautiful upper class woman. She is wearing the most wonderful headpiece. (Realmofvenus. renaissanceitaly. net/wardrobe) It must of cost a lot of money to put this creation together. It’s the same with today, the more money you have the more clothes you have. Those clothes that you have are top of the line, made by the most renowned fashion designers on this planet. Now of days, women can really wear whatever they want. They don’t have to wear what everyone else is wearing, which back then was dresses, dresses and dresses. Clothing now reflects personality and creativity. It gives people some freedom, freedom that women back then didn’t really have. The men then and the men now have a lot of things in common. They both got all dressed up for special occasions. Men now usually just wear a suit but back then the men went all out! The most famous suit designers are Michael Kor’s and Calvin Klein (nymsuits. com) Puffing and slashing was the thing that was â€Å"in. † The men puffed and slashed everything from breeches to bodices to capes. Bodices were a tight-fitting Elizabethan arment covering the torso; plural because the body came in two parts which fastened in the middle (Dictionary. com) Both the men then and now also wear drawers or underwear. So that’s something else that the men then and now have in common. Basically, the kids in the 16th century had to wear what the adults wore. The boys wore what the men wore and the girls wore what the women wore. Well, the sizes were smaller. The babies on the other hand usually just wore onsies. What I mean by onsies is that they wore one piece of clothing that covered their entire body. Minus the head, neck and hands. Today, like adults, kids can really where what they want to. But, they do have some limits. In some private schools, kids are ordered to wear uniforms. Like the one below. (windstan. com) This is something that a girl must wear to school. When there is no dress code in your school kids can really wear whatever they want. In conclusion, the clothes now and the clothes back then aren’t really different cause the clothes then and now have similar designs and inspiraions.

Applying Psychology to Homelessnes Essay

Housing is a basic human want and plays an important role in ensuring the well-being children and adults. Stable housing is a necessary need for positive child and youth development in society. Although proper housing is essential for human biological and social development, statistics have shown a rising cases of homeless families with children in recent years because of inadequate affordable houses (The United States Conference of Mayors, 2006). Homelessness is a complicated socioeconomic issue with several economic and social factors underlying it. The socioeconomic factors include; poverty, inadequate affordable housing, some biological and mental ill health, community disintegration and family breakdown. These are the factors which in combinations, would contribute to the frequency, and type of homelessness (The United States Conference of Mayors, 2006). Homeless means to live without proper shelter; many people experience partial homelessness by living in uncertain, temporary, and sub-standard shelters. Homelessness has become national disaster in some countries. Some of the biological causes of homelessness are mental ill health (The United States Conference of Mayors, 2006). Due to the hard circumstances that befall homeless people throughout their lives, statistics have shown that there are higher rates of mental illness affecting this population. During the year 2008 survey conducted by the U.S Conferences of Mayors, showed mental illness the third largest cause of homelessness in the United States (The United States Conference of Mayors, 2006). Mental illnesses can be biological and medical conditions which affect the normal activity of the human brain and mind. It often affects one’s moods, emotions as well as the thought processes. The functionality of the mind is diminished hence reducing their ability of the affected individuals to take care of themselves or their living environment hence may not care even if they are living in the streets (Nielsen, 2011). Mental illness also affects an individual’s ability to make and maintain friendship and relationships and therefore, issues involving mental illness can push those closer to the affected individual away. In such case the people closer may remain homeless by keeping away or they may dispose the affected individual to be homeless in the streets (National Coalition for the Homeless, 2009). The other biological factor leading to homelessness is depression. Depressive disorders have been proved to be the most common factor causing homelessness with nearly 25% of homeless individuals suffering from depression. It controls individual’s outlook on life and their ability to judge circumstances. It results to low self-esteem, a loss of interest in actions that were once important as well as incapacitating effect on people’s ability to relate to others (Nielsen, 2011). Depression can be trigger homelessness because one feels isolated and lonely being homeless (Ravenhill, 2008). The feelings of isolation and loneliness have adverse effects on the relationship and could trigger rooflessness, for example, parental neglect (Ravenhill, 2008) Identify and describe at least 2 social factors that may be related to becoming or being homeless. Talk about how these factors may play a role in homelessness and support your statements with research evidence, where necessary Social factor that can cause homelessness is economic insecurity in a community or family. According to statistical findings, in the year 2005, almost 60% of individuals earning an income of less than 30% of the HUD were paying more than half of their salary on housing and accommodation, and almost the same percentage of people were also living in poor and inadequate housing (Ravenhill, 2008). Inadequate affordable housing for rental and the high economic recession have contributed to the increasing number of homeless adults and children. Economic recession have led to the high number of unemployed and has also increased laying off of employees hence people cannot afford decent housing due to lack of the rental allowance. Violence at home is another social factor that has led to homelessness in the United States of America. Violence often predicts whether children and adults would experience homelessness or not. Research has shown that most homeless mothers with children have at one point in their families experienced domestic violence. Domestic violence may make somebody run away from home to safety and in the process the affected find themselves homeless in the streets. This social factor has mostly affected women and children. Women and children in homeless shelters and those affected by domestic violence shelters are affected by same experiences like exposure to traumatic lives. Intimate family violence often triggers housing instability and in the process, one partner may run away from home. The domestic violence can be brutal beating or sexual abuse to a partner or a child (Ravenhill, 2008). In solving the problem of homelessness, the government should increase housing subsidies and provide permanent accommodation for those people living in domestic violence affected families, and unaccompanied youths. Research has shown that families who get housing subsidies are likely to have permanent housing stability than those who do not receive housing subsidy (National Coalition for the Homeless, 2008). Reference Nielsen, S. (2011). Psychiatric disorders and mortality among people in homeless shelters in Denmark: a nationwide register-based cohort study. The Lancet, 377, 2205-2214. Ravenhill, M. (2008). The culture of homelessness. Abingdon, Oxon: Ashgate Publishing Group. The United States Conference of Mayors. (2006). A status report on hunger and homelessness in America’s cities. Retrieved April 27, 2014 from http://www.usmayors.org/publicationsNational Coalition for the Homeless. (2008). How many people experience homelessness? Retrieved April 27, 2014 from http://www.nationalhomeless.org/factsheets/families Source document

Methods of Preventing Domestic Violence

Methods of Preventing Domestic Violence Methods of Preventing Domestic Violence Introduction It is almost impossible now to remember the old days when no services aimed at protecting women and children from domestic violence were available in the US. The domestic violence field has changed to a great deal since the early 1970s. However, in more recent years, women and childrens experiences of all the public sector services have been that they are inadequate, with practitioners often assuming judgmental or woman-blaming attitudes. This was the case especially up until the mid 1990s. For example, two key British studies in the 1980s illuminated women's help-seeking efforts at the time and the difficulties and barriers which they faced at every turn (Binney et al., 1981; Dobash et al., 1985). Many women in these and subsequent studies have spoken of trying one agency after another and of the long trek between them to find help, sometimes leading to an ever increasing sense of desperation and disillusion. The previous lack of attention paid to violence experienced by women and c hildren have continued to have their effects, despite service improvements. In the 1980s, there were various attempts to work with women in respectful ways and to recognize them as active participants in trying to stop the violence they had experienced. Nevertheless, women survivors of violence have continued to be stereotyped, very often, in public discourse and among helping agencies as passive and incapable (Aris et al. 12-24). Despite the efforts of the support groups, abused women are still rarely regarded as competent participants in the policy process. This paper, by referring to a number of scholarly articles and sources, discusses and analyzes various methods of preventing domestic violence, focusing on the recent government actions, policy interventions, support group actions, and innovative means of combating this problem. Governments Response to the Issue of Domestic Violence Governments of the developed nations are currently trying to introduce measures to resolve the domestic violence problem. In the UK, the Women's Unit of the Cabinet Office (now named the Women and Equality Unit and moved to the Department of Trade and Industry) published an action plan for violence against women (Batsleer and Humphries 56). This action plan was far from comprehensive, but was a beginning nonetheless. It was accompanied in 2000 by the production by the Home Office of a useful set of Briefing Notes summarizing what works in addressing domestic violence. These developments, among other official initiatives, were important in terms of signaling a new willingness by government to take on the issue. The Briefing Notes detailed both inadequacies in services and also innovative new developments within different agencies and policy agendas (Beresford and Croft 298-300). They provided evidence that, currently, many committed attempts are being made across the field to improve the way that agencies deal with domestic violence. Indeed, the Home Office Crime Reduction Program on Violence Against Women has funded a set of projects aimed t combating domestic violence. In some of these projects, efforts to find out abused women's views have been conducted and satisfaction with services received has increased in consequence. The Cheshire Domestic Violence Outreach Service, for instance, has conducted and published qualitative surveys of what service users think of the service and the project team has acted on the results (Hague et al. 90-93). More commonly, though, it seems that women remain dissatisfied and unsafe even after they have sought help in a systematic manner and made use of all the relevant services that are available. It is not only women who urgently need improved services It is known that domestic violence can have varied and serious impacts on children who witness, live with or otherwise experience it (McGee 34). However, children's voices are very rarely heard in relation to their views about the abuse experienced by adults and about policy and practice responses. Until recently, for example, studies of domestic violence and children in the US used mothers and professionals as their research respondents, although recent work includes consultation with children. The situation is very similar in the UK. A study in the Economic and Social Research Council's Children 5-16 years: Growing into the 21st Century Research Program (Mullender et al., 45) has revealed that children are far from being passive victims of domestic violence. Rather, they use a wide range of coping strategies, often in an active way, to deal with the violence they experience. The research found that children would, generally speaking, like to be consulted about responses, and that t hey can be a rich source of good advice for other children and adults (Mullender et al. 67). However, while there are many new practice developments within agencies in regard to domestic violence that attempt to address children's needs, once again few of these have consulted children directly. Relevant agencies could usefully seek the views of children who have experience of domestic violence (in a sensitive and careful way and where it is safe to do so) about policy and services (Pleck 89). Practical Methods of preventing Domestic Violence Survivor involvement within domestic violence work is possible as long as it is thought about carefully, built into funding, and developed with sincerity and commitment. Sometimes, it is important to realize that it is nothing to be scared of. Rather, the important thing is to give user involvement a try in the domestic violence field, rather than being frightened of rocking the boat or of what might happen as a result. The participation methods presently being tried in various parts of the country are below, and include survivors' forums or advisory groups, women's focus groups and the active involvement of local women's organizations to represent abused women. Special initiatives may also be put into place on a one-off basis and many agencies use established (Pleck 93). Cooperation with activist groups is also a vital component of any consultation strategy, and political and feminist parties have their role to play in raising the voices of abused women and children. Campaigns and activism have always involved projects and domestic violence survivors themselves. The core has traditionally been the social movement of women for liberation and justice and it continues to be so. New and innovative methods of preventing domestic violence: Domestic violence survivors' forums or advisory groups. Active involvement of women's organizations and other women's projects to represent abused women's voices and to act as a conduit for information exchange. General cooperation with agencies representing abused women and children, e.g. women's support groups, campaigns and refuge organizations. Political and community parties. Women and children focus groups. Specific individual mechanisms, e.g. one-off meetings between abused women and senior managers. Questionnaires, surveys and research projects on service user views. Internet consultation. Regular feedback and consultation slots at, for example, domestic violence forum meetings, together with protocols for acting on them. Survivors and ex-service users taking roles as managers, workers and volunteers (Harwin 48-49). Domestic Violence Survivors' forums and Groups One of the goals of the modern anti-domestic violence movement could be to establish consultative groups to help women and children who have fallen victims to abuse. In a few cases throughout the country, groups of this nature which are ongoing have been established over a longer period to provide a structured mechanism for survivors, including service users, to be involved in policy development and multi-agency work (Eschle 20-22). Domestic violence survivors' forums or advisory groups consisting of abused women and children have been established to work together with some local forums. These groups are often also support groups, and can offer an inspirational way in which policy-makers begin to be directly accountable to abused women service users. In some cases, existing support groups may set aside time to look at the work of the main domestic violence forum in the area. In other cases, the group may only meet occasionally and may have been specifically crated to make comments on abused women's needs, on what services are required, on new service and policy initiatives and on progress in combating domestic violence in the locality in question (Aris et al. 60-64). Working with survivors' forums can be a very effective consultation strategy for policy-makers because there is an existing mechanism for accessing women's views in a transparent way. But survivors' forums of this type also have the potential to develop beyond consultation to involve service users and ex-users more fully in the policy process. At their best, they can become accountability committees that can advise on and monitor service development and have a deciding word on policy. Currently, there are a few of these groups in different State authorities around the country and they are usually actively facilitated by an employee. Key Issues of Domestic Violence Prevention Measures One key matter to be considered is who is to serve on a domestic violence survivors' forum or advisory group. How to constitute these groups to make them at least somewhat representative is clearly an issue. Being able to speak for others is particularly important for an ongoing group of this type which comes directly into policy development. There are also important equality issues in terms of ensuring that different communities are not excluded. Formal representation does not seem to work well as it imposes too much of a restraint on the flexibility and humanity needed, but, equally, diversity cannot be ignored. It is all too easy for a survivors' forum to consist of white women only, for example, to the exclusion of other interests, views and experiences (Abrahams 78). There can also be a measure of discomfort in an ongoing group, with participants sometimes feeling that their whole life and personality have been reduced to their experience of abuse. Consultation mechanisms can make it seem as if this is all that anyone else is interested in, so that participating in them can come to be psychologically difficult. One help for this may be consciously and openly to share women's positive efforts to survive, to resist and to find effective help, including for their children. As for other consultation or participation methods, issues of safety and confidentiality need to be considered. This has implications for choice of venues, which need to be both accessible and safe, and for transportation to and from the survivors' forum meetings. To be a member of an established group over time can mean a certain measure of public visibility, and this can be particularly damaging, or even dangerous, for women who have escaped violent partners and who are either a ctually in hiding from them or who do not want their ex-abusers to know where they are. It is important not to exploit participants in these or other ways, especially where the group is expected to meet more on a long-term basis than on a short-term one. One could also ask why forum members should keep on attending over time, unless there is positive feedback and some compensation offered. Some scholars emphasize that user groups require constant effort to maintain an adequate level of membership, and this problem is worsened when the work being done becomes boring. Conclusion In conclusion it should be stated that it is essential that resources are provided for support, training, supervision and consultancy on the one hand, and for the provision of general expenses, childcare, transport, translation/interpreting and accessibility policies on the other, to assist survivors' forum members to do the job (Aris et al. 72-76). Working as a survivors' forum alongside is a complex role to fulfill. It needs support in terms of both resources and, often, professional assistance. An issue to be considered, for example, in domestic violence prevention programs can be crises and personal difficulties for members over time. Groups and organizations need to experiment and to be willing to try new approaches which may or may not work. It cannot be done quickly or half-heartedly. This is especially the case because the underlying cause that has brought participants together, namely domestic violence, is such a painful and destructive one. Partly as a result of these difficult realities and partly because any long-term group is likely to have its ups and downs, there is sometimes a tendency for groups to encounter difficulties in interactions between members. This may require support, consultancy or some other form of help with conflict resolution. In summary, this paper has discussed the innovatory work of domestic violence forums and advisory groups in the developed nations, and the positives, sensitivities and difficulties involved. They offer a helpful way of development and are growing in popularity, particularly in regard to advising domestic violence forums and policy groups. While they can be used as a solely consultative exercise, they also have the potential to give service users real power in the policy process and to lead towards accountability of services to survivors, as in the international examples described in this paper.

Five Reasons Why Blogging Improves Your Writing

Five Reasons Why Blogging Improves Your Writing Five Reasons Why Blogging Improves Your Writing Five Reasons Why Blogging Improves Your Writing By Ali Hale Do you have your own blog? If so, do you sometimes feel guilty about spending time writing for your blog rather than working on something which you consider more â€Å"worthwhile†? If you don’t have a blog, have you ever thought of starting one? Perhaps you’re not sure whether it would be worth the investment of your time and energy. Here are five great ways that starting your own blog, or continuing writing the one you already have, can improve your writing. 1. You’ll get into the habit of writing regularly We’ve covered ways to write every day before, and this really is a good habit to establish if you have serious writing ambitions. Blog posts tend to be short and can be online as soon as you’ve written them: it’s much easier to write daily on your blog than to keep plugging away on stories and articles that might not be published for months, if at all. 2. Instant feedback lets you know how you’re doing If you are writing purely for yourself, you don’t need feedback. Most of us, though, feel that a piece of writing is not complete until it has a reader. (Indeed, there is a school of critical theory that insists a piece of writing only truly exists whilst it is being read.) One of the best things about blogging is that not only is publishing instant, feedback is too. As soon as your piece is posted, readers will start adding their comments, emailing you, or even linking to it from their own blogs. You’ll know when your writing is good because you’ll get positive responses. Negative feedback, or none at all, will tip you off that your style might need work, or that the content of your piece may be boring, trite or over-done. 3. Having readers for your work is a big motivation Do you have days when you sit down to write †¦ and stare at the screen for ages before giving up in frustration? Sometimes you just aren’t â€Å"in the mood† to write. When you’re feeling motivated, though, the words come easily. Knowing that real people are reading what you write is a huge boost – something you can only appreciate once you’ve experienced it. Even on days when you’re feeling less than inspired, the thought of your readers can be enough to get you writing. 4. Your writing will improve The best way to get better at anything is to practice. Writing frequently for your blog means your writing will improve – both as you react to feedback, and as you learn how to craft effective sentences and choose perfect words. If you already write a blog, look back at your earliest posts. Do they make you cringe, when compared to your writing now? 5. Blogs are an ideal medium for experimentation Sometimes, you might want to try out a new style or form of writing. Short sentences. (With no verbs.) Bullet pointed lists A more verbose, elegant and poised style, using the rhythms and cadences of the English language to transform a piece of writing into a work of art. Writing a whole story, article or even a book in a new style could be a big risk – what if it doesn’t work? A blog post, on the other hand, is quick to write and free to publish: if it fails, you’ve not lost much. Blogging gives you the freedom to experiment, to try out something new. If blogging’s made you a better writer, let us know how in the comments below. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the General category, check our popular posts, or choose a related post below:Dialogue Dos and Don'tsâ€Å"As Well As† Does Not Mean â€Å"And†90 Verbs Starting with â€Å"Ex-†

MS Word tips for a great-looking resume

MS Word tips for a great-looking resume No matter how impressive your education and career have been so far, if you can’t find a polished way to put it all down on paper no one will give you a second look. Put it this way: according to TheLadders, recruiters only spend six seconds looking at each resume. If what they see in that flash of time is sloppy, disorganized, and hard to follow, you won’t be contacted any time soon. Your resume is such a crucial document, so why not make it the best it can be? We’ve compiled some basic Microsoft Word tips you can fold into your resume that will help you show off in a way that’s organized and easy to scan.Save and send as a PDF.Not only does saving your resume as a PDF (â€Å"Save As† and then change file type to PDF) increase the security of your document, it ensures that the person reading your resume will see the document exactly as you intend them to- with no risk of their computer or software messing with your carefully chosen formatting. Just make sure to open up your saved PDF and do a quick check to make sure it looks the way you want it to before you send.Get extra space with a header.If you’re having trouble cramming all your information into the one page and everything is squished together, try creating a header and moving your contact information there. Just make sure you match the formatting (font and general style) to the rest of your resume so it looks like a cohesive document.Use bolding and underlines to set sections apart.Set your job titles and section headings apart from the rest of your text by bolding them. This makes it easier for recruiters and hiring managers to skim through your experience. Also, adding a line beneath section headers can increase readability if space is tight.At the same time, take care not to overuse bolding- its purpose is to call attention to key parts of your document. If too much is bolded, the eye doesn’t know where to go and the point is lost. Stick with headings and you’ll be fine.Use bullets with lists.Bullet points are a great way to organize subsections,  such as a list of your relevant skills, in a way that’s easy to skim. Make sure to list the big ticket ones first, as these will be the ones a recruiter or hiring manager will definitely see at a quick glance.Separate text in the same line with bullets.Setting items apart within a single line (say, a list of skills in a summary or headline that stretches across the top of your document) is a polished way to make a list that doesn’t take up a lot of vertical room. Select the space between words, go Insert/Advanced Symbol, then select your desired bullet.Align your dates.Use the spacebar or tab key to move your dates all the way out to cozy up to the right margin, making sure they all align going down the page. This makes your job titles and descriptions look less cluttered.Cheat on line spacing.If you need to free up space and can’t cut any text, try decrea sing the line spacing in sections that can be tightened without becoming hard to read. Highlight the text in question, and then fiddle with the Line Spacing Options in the character spacing tab on your home tab. If it looks silly to you, though, it will look silly to a recruiter. It’s better to cut text than to have a block of small text mashed together that’s impossible to read.

Dimming the sun is not alarmist Essay Example | Topics and Well Written Essays - 1000 words

Dimming the sun is not alarmist - Essay Example The decline in the solar energy produces catastrophic affects like decrease in the evaporation that affect the formation of clouds and effecting the rain cycles of a region. However, in this research, I will discuss although the affects of the phenomenon named as the â€Å"global dimming† are catastrophic but the phenomenon is helping in maintaining the global temperatures of the world. Like the increase in the global warming verses increases in the global dimming. Scientific Data and Reasons The documentary regarding the global dimming seems to be not such that alarming as the effects of the global dimming are not as disastrous as other phenomenon like the global warming. The cause that made the issue of global dimming is the diffusion of the carbon, sulphur and nitrogenous particles to the region of lower concentration that is environment from the region of higher concentration, like the chemical and other factories, vehicles, and power generation systems. The aerosol partic les are much lighter in weight and remain suspended in the air. These aerosol particles block the solar radiation by acting as mirrors, reflecting the solar radiation back to the outer space. ... The particles in combination with the water particles act as a mirrors, reflecting the solar radiations back to the space (Ackerman et al., 1993). Before the discovery of the global dimming phenomenon, global warming was the major issue that impacted the average temperature of the world. An increase of about 0.6 to 0.8 degrees on the Celsius scale was recorded during the past decade. However, global dimming attracted many scientists all over the world. If the actions are taken to minimize the global dimming, then the amount of solar radiation received by the sun increases and thus the green house effect increases due to the increase in the atmospheric carbon-dioxide. That consequently increases the temperature of the world to a remarkable level. Scientific Data Collection and Reduction in Solar radiations Global Energy Balance Archive (GEBA) is the most reliable sources, which is maintained by the World Radiation Data Center (Gilgen et al., 1998) that can be utilized to observe the r adiation level all over the world. According to the observations by the GEBA, the regions with more industrial zones and more number of vehicles and with excessive population are the major contributors in increasing the global dimming as well as global warming as compared to the low populated countries. According to the observations, an average decline of about 4% in the solar radiations is noted in the past three decades to 1990s all around the world. However, after 1990s a major reduction in the solar radiations is noted industrial revolution, increase in the need for power and increase in the number of vehicles all around the world (Liepert 2002). There is more reduction in the solar

With reference to the British Museum discuss whether Britains imperial Essay

With reference to the British Museum discuss whether Britains imperial legacy still has an influence on British cultural identity - Essay Example The society as a whole would start to worry about their loss of individual identity, and their emotional pursuits. Cultural identity of a legacy is a primary source for people to identify themselves with and obtain belongings. Museum has the responsibilities to protect a people’s cultural heritage through various exhibitions and collections to promote cultural identity. Based on this, this essay seeks to examine the ways British Museum prospects of Britain’s imperial legacy and its impact on the cultural identity of Britain. Museums in the simplest aspect is the result and reflection of social progress and development (Bennett, 1995 p14). The developing ideology of British Museum is to let the public become the center of museums, and let the museum become the center of the society. British Museum takes many measures and works to make it become a real physical space through imperial legacies. British Museum is one of the world’s first national museums if it is juxtaposed against the world’s three most famous museums in Metropolitan Museum of Art in New York (Smith & MacGregor, 2007 p26). British Museum was established on the basis of British political, economic and cultural progress. The collections in British Museum are the reflection of the power of Britain because most artefacts and souvenirs are housed in there. It is important to note and mention that the cultural tenets and foundations are also preserved and housed in the museum. The term culture refers to a way and lifestyle of a people. Cultural identity refers to the cultural inclination and recognition of human beings. Individuals obtain cultural identity through belonging to their cultures and cultural groups (Klanten et al., 2013 p142). Therefore, cultural identity is a social psychological process of keeping and innovating their cultural society. Cultural inclination also identify a process to construct identity

The Social Media Essay Example | Topics and Well Written Essays - 500 words

The Social Media - Essay Example I support the view that ‘Social media is constructive’; it constructs relationships, it constructs one’s knowledge, and it is beneficial from personal to professional levels. Those who are in the habit of using social networking websites are more knowledgeable than ordinary people. Social networking websites, to be specific ‘Facebook’ which is the famous website used in the world, helps in cross-cultural communication, i.e. we communicate with people not only from different cities of our country but also with people all over the world. This communication helps to develop understanding of different cultures, lifestyles and opinions of people. During the communication different people share different experiences in the form of narratives and we in return share our experiences, this therefore leads to development of knowledge about experiences, cultures and people. One of the main roles that Facebook plays is that of reconnecting people and older acquaintances. This reconnection is so simple that a limited knowledge about the target person is enough to re-establish a relationship. There have been multiple incidents where departed relatives have met again only because of the social networking websites. In words of Browling (n.p), social networking websites provide a mean of reconnecting to the past. ‘Spread the word’ seems to be the major task of such websites. People create different communities and groups on Facebook. These groups can be any group based on any constructive idea promoting one common goal. Spreading the messages gets easier and faster through such websites. The examples are endless from all the corners of society, be it personal or professional. The point is clear that social media is more than a technology. It is a sub-culture adopted by the people around the globe. To conclude it can be said that this

Cheating In School Essay Example | Topics and Well Written Essays - 1750 words

Cheating In School - Essay Example This report stresses that parents can contribute to their children lack of study due to busy schedules where they may end up typing their assignments or assisting them in their science projects. This type of behavior from parents sends the wrong message that if someone parents another person’s work is okay and the kids understand that getting higher grades is more important. In Kindergarten to the second grade, cheating is considered a very old school where it entails copying another classmate’s homework, also seeking someone work. Cheating sometimes is seen as a tool for getting ahead, and this makes students develop cheating skills to be successful. This paper makes a conclusion that cheating in school is increasing at a high rate due to lack of tough laws and regulations that deal with suspected students who have been accused of cheating. Schools have stipulated that cheating occur in different forms like plagiarism, copying in exams, assisting a student to do their exams or prohibiting a student not to finish their assignment. Curbing cheating should start at the elementary level so that kids can grow to know that cheating is wrong, and this creates a moral code in their lifetime. Some kids at the elementary level do not know that some form of cheating falls under categories of cheating and therefore it is the role of the teachers and parents to make sure that they inform such young children what exactly is cheating. This extends to submitting another person’s work as their own.

Has the Obama Health Care Law Affected Floridians For the Better or Essay

Has the Obama Health Care Law Affected Floridians For the Better or the Worst - Essay Example Under the PPAC, the American health insurance sector became a mandatory and dictatorial part of each and every person's life. Health care is no longer optional and anyone who dares to defy the law will be duly punished. The law has been viewed by many to be unconstitutional and a violation of basic human rights. That is why state legislative houses across the country have been doing their best to repeal the law on the state level. One of the states that has been trying to repeal the PPAC because of the far reaching negative effects that it has on the overall population of the state is Florida, under the able leadership of Gov. Rick Scott. In Florida, a state which houses a large number of retirees, 80 % of the retiree population will be looking at higher insurance coverage costs as Obama-care as the PPAC has come to be known, forces the Floridians to purchase health insurance coverage that they either do not need or does not totally apply to their medical needs according to Rajasekhar (2010). The main problem with Obama-care is that even though the legislators had the best intention of the people at heart, they neglected to take the individual needs of every state in their drafting of the law. Most of Florida's population is comprised of retirees who rely mostly on Medicare and Medicaid for their health insurance coverage. Obama-care promised to provide cost savings to the Floridians. However, Rajasekhar (2010) explains that what happened instead is that the law carved out $529 Medicare savings that instead got funneled into other, more expensive health care projects. Such a move cannot serve to benefit the poor Floridians who will be forced to take on Medicaid coverage instead.

Violence and Its Impact Upon Adolescents Research Paper

Violence and Its Impact Upon Adolescents - Research Paper Example It was also used to describe to indicate a power relationship that is aimed at constraining or subjecting another person. Over the centuries that followed, violence was given a fundamental role by western civilizations where on one had it was seen to quite fiercely denounce the excesses of violence and openly declared it to be illegitimate, However, on the other hand, Western civilization was also seen to give violence a rather elevated position where it was legitimized so as to validate the actions of knights who were forced to shed blood in the noble defense of the orphans and widows as well as defend the just causes of the Christian kings against the Infidels, and trouble makers (Muchembled 7-9). The brutality of all human relations was accepted as being a universal social language in addition to its being considered to be absolutely normal and quite necessary in most western societies up until the seventeenth century. While cultural ideals might have gradually evolved over time, violence is seen to still play a prominent role in modern society and equally affects people of all ages hailing from the different walks of life. The violence perpetrated against the young people is found to be particularly worrying as it can significantly affect their future development and negatively impact the future human society. There are a number of different development models that are used in the assessment of the impact that violence has on a child’s development. These development models are seen to variously include: The Transactional Model of Development: â€Å"This development model is seen to greatly emphasize the importance of the roles that are seen to be played by both the environment and the child in the determination of the child’s development† (Addison-Scott 17). The main premise of this model is that as opposed to a child acting within its environment, both the environment and the child mutually end up altering each other. Any positive outc omes from this interaction are largely considered to be a consequence of a nurturing environment having been provided to the child while children in a mostly negative environment are normally thought to be at a rather high risk for later difficulties (Addison-Scott 17). According to this model, it can also be argued that a child’s future cannot be solely and accurately predicted by looking at either a single environmental event or a biological event, the model generally assumes that a child’s development is generally made though a reciprocal and bidirectional interaction between the environment and the child (Addison-Scott 17). The transactional model has been largely criticized for the fact that although it attempts to look at the establishment of bidirectional relationships between the environment and the child, it however fails to try and explain the variance that is usually found to exist between them. It is also pointed out that the transactional m

Has the Obama Health Care Law Affected Floridians For the Better or Essay

Has the Obama Health Care Law Affected Floridians For the Better or the Worst - Essay Example Under the PPAC, the American health insurance sector became a mandatory and dictatorial part of each and every person's life. Health care is no longer optional and anyone who dares to defy the law will be duly punished. The law has been viewed by many to be unconstitutional and a violation of basic human rights. That is why state legislative houses across the country have been doing their best to repeal the law on the state level. One of the states that has been trying to repeal the PPAC because of the far reaching negative effects that it has on the overall population of the state is Florida, under the able leadership of Gov. Rick Scott. In Florida, a state which houses a large number of retirees, 80 % of the retiree population will be looking at higher insurance coverage costs as Obama-care as the PPAC has come to be known, forces the Floridians to purchase health insurance coverage that they either do not need or does not totally apply to their medical needs according to Rajasekhar (2010). The main problem with Obama-care is that even though the legislators had the best intention of the people at heart, they neglected to take the individual needs of every state in their drafting of the law. Most of Florida's population is comprised of retirees who rely mostly on Medicare and Medicaid for their health insurance coverage. Obama-care promised to provide cost savings to the Floridians. However, Rajasekhar (2010) explains that what happened instead is that the law carved out $529 Medicare savings that instead got funneled into other, more expensive health care projects. Such a move cannot serve to benefit the poor Floridians who will be forced to take on Medicaid coverage instead.

Asian Drama- How do plays 2- 3 plays(you pick) following the Han Research Paper

Asian Drama- How do plays 2- 3 plays(you pick) following the Han Dynasty in China reflect back to Confucianism - Research Paper Example 137). When the Han dynasty replaced the Qin dynasty what came alive was the fundamental question of governmental and social philosophy: is the new dynasty going to resemble the Qin, a legalist dynasty that was purely dedicated to the principle of bureaucracy and moral governance in the state interest and wealth? On the other hand, was it to return to the feudal times experienced in the past, adopting, perhaps, the values of Confucian governance by tradition and virtue? Alternatively, the new dynasty would have offered a more fundamental reaction against the previous dynasty of Qin. The answers that answered these questions were to shape the future of china. Usually, the early Han is referred to the western Han. This is because its capital city, which was the chang’na city, was located in the western part almost in the same location as Qin capital and the western Zhou. The dynasty of Han that was revived ruled from the eastern Zhou capital site of the river Luo, in the Luoyang city. The founder of this Dynasty, the Han dynasty, was born a peasant. The emperor of Qin was thrown into chaos when people started rebelling against it. Despite the fact that the initial rebel, Chen She, was killed just after the rebellion began, his success inspired men who had leadership abilities or local renown to forming their own armies to fight against the Qin dynasty. Among these men who were rebelling, there was the acknowledgement of a young man who was well bred and ruthless who came from a society of aristocracy in the state of Chu. He was called Xiang Yu. He was acknowledged the leading figure in the entire china for a very short time after the Qin dynasty fell. Liu bang, a fellow rebel, competed for primacy during the rebellion against Xiang Yu. It was Liu’s army that fought and led a rebellion against the Qin into its homeland and received the Ziying, who was the heir of Qin, surrender. Since Xiang Yu had superior powers, Liu was

Strengths And Weaknesses Of Ids Information Technology Essay

Strengths And Weaknesses Of Ids Information Technology Essay Although IDS is a useful addition to ensure security, it does well on some points, but there are still some limitations with it. Table 5.1 summaries some the strengths and weaknesses of IDS. Strengths Weaknesses Monitoring user behaviors and system event logs. Detection but not prevention. Testing the system configrutions of hosts. False positive detections. Setting up baseline for the security state of a system, and tracking any changes to that baseline. False negative detections. Protecting against known threats. Spoofing attacks. Recognizing patterns of activity that are abnormal. Cannot automatically investigating attacks without human intervention. Centralized management. Delays of signature update. Alerting to appropriate administrators with appropriate means. Easier to perform security monitoring functions for non-security experts. Table 5.1: Strengths and Weaknesses of IDS. Monitoring user behaviors and system event logs One of the strengths of IDS is that it provides ability to monitor the system event logs of every host, which make administrators to be aware when any changes on the hosts. They can also utilize this information collected by IDS to analyze user behaviors, thereby planning the security strategy and policies for their organizations accordingly. Testing the system configrutions of hosts IDS are also able to test the security states for every host, when the system is configured below par or a baseline, it alerts to administrators which host is set below a security level. Thus, administrators can make further configurations for that host. Setting up baseline for the security state of a system, and tracking any changes to that baseline With IDS, administrators can set up their own expectation as a security baseline. Based on that baseline, IDS keeps tracking the differences and changes on the hosts, allowing administrators to have all hosts in the same security level they expect. Protecting against known threats The Signature detection techniques make IDS to protect systems and networks well against known threats. It ensures recognizing patterns of system events that compare to the known threats. Recognizing patterns of activity that are abnormal When a new attack does not exist in known threat signatures, IDS has Anomaly detection techniques for it. This technique is good at comparing system activities or network traffic against a baseline to indentify abnormal behaviors, recognizing new attacks that Signature detection techniques miss. Centralized management IDS provides a centralized management for administrators easier to change logging mechanisms, perform software upgrade, collecting alarm information and updating security setting etc. Many IDS products even have a very simple menu to have the configuration of IDS set up, which helps administrators a lot to monitors a numerous of networks and hosts. Alerting to appropriate administrators with appropriate means Based on scan and match principle, IDS always send alerts to appropriate people by appropriate means. Administrators can decide who should receive the alerts and define different activates they want to be alerted. These appropriate meaning of messages to appropriate people can be more effective and efficient to an organization. Easier to perform security monitoring functions for non-security experts Many IDS products now already provide basic information security policies, plus easy configuration, allowing non-security expert to perform security monitoring functions for their organizations as well. This is also a strength that makes IDS to a success. On the contrary, there are some weaknesses have been suggested as shown in Table 5.1. Detection but not prevention IDS concentrate on detection method but not prevention, it is a passive activity. It is sometimes too late to detect an intrusion, especially now some attacks are transporting very fast on the current high speed networks, when IDS sends a alert to administrators, the actual situation may be worse. False positive detections The detection capabilities of IDS can be defined in four measures: True positive, False positive, True negative and False negative. Figure 5.3 illustrates the differences of them. True positive indicates that the real attacks are identified by IDS correctly; True negative indicates that IDS is identified correctly that are not attacks; False positive indicates that IDS is identified incorrectly as true attacks but actually that are not real attacks; False negative indicates that IDS is identified incorrectly as not attacks but actually that are attacks. Figure 5.3: Measures of IDS IDS often generate too many false positives, due to the inaccurate assumptions. One example is looking for the length of URLs. Typically, a URL is only around 500 bytes length, assuming that an IDS is configured to trigger an alert for denial of service attack when the length of a URL is exceed 1000 bytes. False positive could be occurred from some complex web pages that are common to store a large content now. The IDS is not making mistake, the algorithm is just not perfect. In order to reduce False positives, administrators need to tune the assumptions of how to detect attacks in an IDS, but which is time consuming. False negative detections False negatives are also a weakness of IDS, hackers now can encode an attack file to be unsearchable by IDS. For example, cgi-bin/attack.cgi is defined as a signature in an IDS, but the file is encoded to be cg%39-b%39n/a%39tt%39 by the hackers. While cg%39-b%39n/a%39tt%39 is not defined in the signature files, the attack will pass without any notice, then a False negative occurs. Spoofing attacks Hackers can utilize spoofing attacks to blind the administrators. For example, hackers can use one of the IP in a network to make many False positive detections, administrators may then set the IDS to ignore local traffic for this IP, after then hackers start the real attacks. Cannot automatically investigating attacks without human intervention Even IDS can detect most of the attacks in the hosts and networks, but it still need administrators to investigate and perform reaction. Hackers can utilize this weakness of IDS to perform an attack, for instance, a hacker can make a large of attacks to host A, since IDS is not able to analyze all the attacks automatically by itself, administrators needs to spend time to investigate each alarm from host A. Thus, the hacker may have more time to make a real attack to host B. Delays of signature update IDS rely on its signature database to detect a known intrusion, IDS products typically updating the signature database by the IDS vendors. The potential problem is the delay of signature update patch, IDS vendors often take a long time to identify a new attack and finish an update patch. However, even IDS vendors provide the most update signature as soon as they can. It is still a time period that the IDS are not able to identify a new attack before updating the signature database.

History Of Rock And Roll Essay example -- Music History Research Paper

History of Rock and Roll   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  INTRODUCTION Rock and Roll started after the year 1955 with its roots being in Blues, Gospel, and Jazz. This influenced vocal music, which was popular with the African American population. Hep Harmony which added rhythm and harmony was sung by groups such as The "Mills Brothers" and the "Ink Spots".   Ã‚  Ã‚  Ã‚  Ã‚  Small Swing Bands or Jump Bands featured saxophone soloists and repeated phrases. These city style blues featured singers such as Joe Turner, Dina Washington, T-Bone Walker, and composer-singer Percy Mayfield.   Ã‚  Ã‚  Ã‚  Ã‚  During this era, country blues traditions of the south became influential in the North as well. Blacks moved from the South to the North and Chicago became the center of blues recordings. This emphasized electric guitars, harmonicas, and drummers who emphasized after beats (beats 2 and 4 of the measure). Black gospel music was very popular and given the label of rhythm and blues (R&B). This music was carried on radio and popular with the disc jockeys.   Ã‚  Ã‚  Ã‚  Ã‚  In the mid 50's, Chuck Berry and Little Richard were popular and changed the face of music, which was named rock and roll by the D.J.'s.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1956-1962   Ã‚  Ã‚  Ã‚  Ã‚  At age 21, in 1956, Elvis Presley was introduced to the public with his rockabilly style of music. His first record, "Heartbreak Hotel" was recorded. It was the first of a consecutive 14 records to sell over one million copies.   Ã‚  Ã‚  Ã‚  Ã‚  He inspired other country singers to sing rock and roll. This started a trend for "cover" recordings. This was when white singers simplified versions of Black recorded songs. White singers were played on more radio stations and became very popular.   Ã‚  Ã‚  Ã‚  Ã‚  Young listeners became their largest audience. Young singers were hired to record songs featuring adolescent issues. "Young Love", "16 Candles", and "Teenage Crush".  Ã‚  Ã‚  Ã‚  Ã‚   Such singers as Little Richard, Chuck Berry, and Jerry Lee Lewis became famous and popular.   Ã‚  Ã‚  Ã‚  Ã‚  Love ballads also became more popular, with the musical audience looking for sentimental and honest expression. This turned some of the more popular music from rock to folk ballads. Joan Baez, Bob Dylan, and Peter, Paul, and Mary were the more popular folk singers.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   1963-1969   Ã‚  Ã‚  Ã‚  Ã‚  During this period, the Beatles became the most popular band of the 1960's. In the 1... ...r first album, Led Zeppelin, in 1968. Other popular albums included Led Zeppelin II (1969), III (1970), and IV (1971), Houses of the Holy (1971), The Song Remains the Same (1976), and In Through the Out Door (1976). Their most famous song was `Stairway to Heaven' (1971). With the death of Bonham in 1980, the band was at a great loss, and band members (Plant and Page) went on to solo careers. The reunion of the remaining band members was in 1985, for a Live Aid benefit concert in Philadelphia. Another reunion took place in 1988 for Atlantic Records' 40th anniversary celebration (John Bonham's son, Jason, played the drums).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  SUMMARY   Ã‚  Ã‚  Ã‚  Ã‚  There were many other bands not mentioned in this report that influenced music in the 60's, 70's, and the 80's. Some of these bands include Pink Floyd, The Doors, Eagles, Genesis, CSNY (Crosby, Stills, Nash, and Young), The Monkees, Jimi Hendrix, Janis Joplin, Chicago, Fleetwood Mac, Jackson Browne, Michael Jackson, and many others.   Ã‚  Ã‚  Ã‚  Ã‚  Rock and Roll has been an important part of young peoples lives for decades and decades to come. Music is a way of expression for some and a way of relaxing for others.

Bob Dylan Essay -- essays research papers

Bob Dylan, born Robert Zimmerman on May 24th, 1941, has perhaps been one of the most influential singer songwriters of all time. Young Dylan lived the first five or six years of his life in Duluth, Minnesota, until his father became ill with polio and lost his job. The family then moved to Hibbing, Minnesota, where they slept in the living room of his fathers parents house for about two years. As a boy he started listening to late night rhythm and blues stations from Chicago. He pestered the local record store for the newest singles from Hank Williams, Chuck Barry, Howlin' Wolf , and John Lee Hooker, just to name a few. These early influences played, and still play, a big role in Dylan’s unique musical style. Somewhere around the age of ten, Dylan realized that he wanted to be a guitarist and a singer. Soon he formed his own bands, The Golden Chords, The Shadow Blasters, and Elston Gunn & The Rock Boppers. His fellow students were shocked to hear such a voice come from the small kid, when he sang at a high school talent show. After high school graduation in 1959, Dylan enrolled in the University of Minnesota, but never graduated. Instead, he started playing in nearby coffeehouses, and was quickly taken in by the artistic community. There he was introduced to rural folk music of artist like Big Bill Broonzy, Leadbelly, Roscoe Holocomb, and the great Woody Guthrie. Throughout his life, Dylan will blend these three (blues, rock 'n' roll, and folk) mus...

Compare and Contrast the ways in which Christina Rossetti communicates her attitudes towards death in “Song” and “Remember” Essay

In both â€Å"Song† and â€Å"Remember†, Rossetti conveys her own attitudes towards death through writing about how others should treat her death and how she wants to be remembered, respectively. She addresses important ideas as well as using word choice and the metrical template to paint a clear picture of her perceptions of death. As a poet, Rossetti uses her choice and form of words as a way of conveying her initial feelings towards death. In â€Å"Song† the tone is immediately set by the ingenuous and candid first line, â€Å"When I am dead my dearest†. It portrays a surprisingly pragmatic approach to death on behalf of the poet and demonstrates an emotionally detached attitude to it, believing that it is inevitable; hence she does not disguise the subject of this poem in clichà ©d euphemism. The rest of the verse develops this, where she uses imperatives, â€Å"Sing†, â€Å"Plant† and â€Å"Be†, stressed at the beginnings of their lines, to show that she is adamant that her partner should dispense with all the conventional trappings of grief. The verse is heavily embellished in connotations of mourning, Rossetti making reference to as many symbols of it as she can, â€Å"roses at my head†, â€Å"sad songs† and a â€Å"cypress tree†, almost to satire the traditions of the day. Clearly, her views are that people should accept death as fated, although she also carries a tone of indifference as to what her partner should do, telling him that she does not mind whether he wishes to remember or forget her, â€Å"And if thou wilt, remember, And if thou wilt, forget†. This apathy is just as effective as the orders to not grieve, as she rejects the traditional and overt emotional intensity of the Pre-Raphaelites, demonstrated in poems such as â€Å"The Blessed Damozel†, parodying them. She finishes the poem in this manner, using the ambiguity of â€Å"haply, whereby it could be an archaic form of happily, so she will not be sad, or it could mean â€Å"perhaps† showing her casual and impervious attitude to whether she dies or not. In â€Å"Remember†, imperatives are also used to give a sense that she wants her death treated in a certain way, the first line being demanding and insistent, â€Å"Remember me when I am gone away†. Immediately, her perceptions of death seem to be that it is a final thing, hence she needs her partner to be sure to remember her, using this same imperative verb three times in the octet. It could almost suggest that she is scared of death, realising that she will be â€Å"Gone far away† and have no contact with earth again, and â€Å"Nor I half turn to go, yet turning stay† reflect her unwillingness to die, and a sense of fear of it. However, these lines also reveal a flawed relationship, whereby she had been controlled by her officious partner. The use of the imperatives therefore may be Rossetti now trying to reverse these roles and control him, because of her resentment towards him; â€Å"You tell me of our future that you plann’d†. The accusatory tone is emphasised by the spondee on â€Å"you plann’d† and the shift from â€Å"our† to â€Å"you† suggests bitterness. Clearly, she is using her death as a way to make her partner realise his wrongs, and feel guilty through having to think about her for a change, and the fact that now she is going to have to be in a â€Å"silent land† where he can â€Å"no more hold me by the hand†. However, there is a shift in Rossetti’s tone indicated by the volta, â€Å"Yet†, as the sestet begins, moving from this idea of demanding that her partner remember her, to that of indifference to the matter. It seems she realises that their relationship was flawed and that she didn’t really love this man who tried to control her after all, and so she suddenly does not appear to mind if he â€Å"should forget me for a while† and in fact tells him, â€Å"do not grieve† if he feels guilty for doing so. She reaches a fatalistic acceptance that she is going to die, and that it doesn’t matter what her partner chooses to do, because she now appreciates that she should not make him â€Å"remember and be sad† when he could â€Å"forget and smile†, moving on with his life, and not tied to remembering someone who did not love him. However, it could be interpreted that here, Rossetti is again playing with the idea of guilt, and that she puts on this apathy in order to leave her partner in limbo to whether to forget or remember her. Perhaps this is her ploy to make him feel the guilt of trying to control her and through doing so, he will realise his wrongs, and thus been controlled by her, which you could argue as being her object, as the ultimate form of revenge. Rossetti also addresses the idea of religion in both â€Å"Song† and â€Å"Remember† which broadens her portrayal of her attitudes towards death. In â€Å"Song†, as already discussed, Rossetti rejects convention in her pragmatic approach to death, but also consciously rebuffs the traditional religious views of the time. There is no sense of celestial bliss or heaven in her mention of what death will be like, with no mention of a desire for a ceremony. She deliberately talks of her partner being â€Å"the green grass above me†, which shows that she has no belief of her dead body ascending into a divine afterlife, but rather staying firmly buried under the ground. Rossetti thus rejects the Pre-Raphaelites’ Anglican moral influences by her subversive reference to the afterlife. She writes of how she will be â€Å"dreaming through the twilight†, and given our associations of twilight- a time between day and night, it seems Rossetti imagines that she will merely be in an in-between stage, rather than in a true life in heaven or hell. Her reference to how she â€Å"shall not hear the nightingale sing on as if in pain† is also subversive, this time, of literary tradition. In poetry at the time, there would always be a reverent and eulogistic attitude to the nightingale, such as in â€Å"Ode to a Nightingale† by Keats, where he writes how the bird â€Å"singest of summer in full-throated ease† and so depicting a bird with a beautiful song, enjoyed by everyone. However, Rossetti writes that the bird sounds â€Å"in pain†, demonstrating an irreverent and caustically dismissive attitude to such conventional writing. Rossetti describes how death will be a form of sensory deprivation for her; â€Å"I shall not see the shadows, I shall not feel the rain† and again, it is surprising, but she seems to find a comfort in this, writing of these bad things- â€Å"shadows†¦.rain† and what she finds as a horrible noise, and how she will not miss them when she is dead. This shows how she does not fear death but rather sees it for its benefits. In â€Å"Remember†, she rejects religion, writing that â€Å"It will be late to counsel then or pray†. She uses the conflict in her relationship with her partner to form the structure for this clash- advice and guidance, her approach, verses looking to religion for the answer, which would be her partners approach. Thus, from this, we can conclude that she does not see death as something in the hands of any devout power above her. Rossetti also uses the meter, and structure of rhythm and rhyme to her advantage to help convey her attitudes towards death. The poem â€Å"Song† is written in two verses of eight lines, with an ABCB rhyme scheme. The simplicity of this metrical template suggests contentment and serenity, as it is familiar to the reader. The stresses are placed on important words such as the imperatives in the first verse, and the rhyme gives it an easy bouncing rhythm associated with humorous nursery rhymes, which fits the light-hearted feel the poem has when it concludes, with the balanced ending, â€Å"Haply I may remember, and haply may forget†, reflecting Rossetti’s nonchalant attitude towards death. The second verse could be interpreted to be a response to the first, however, whereby Rossetti’s lover is conveying his feelings, although Christina Rossetti herself is still writing. Perhaps he is talking of the relief it will be to not hear her constantly complaining- he will not have to hear her â€Å"sing on as if in pain† as she suffers from her illnesses or even just rambles on about death, or be surrounded by negative feelings, represented in the poem by the â€Å"rain â€Å"and â€Å"shadows†. Given our associations with twilight as a calm and quiet time, it seems he will be able to live in peace without her, and have entire free will as to whether he â€Å"may remember† or â€Å"may forget†. However, considering that Christina Rossetti is credited as the poet for the entire poem, perhaps she is paranoid that this is what he thinks, so is putting herself in his shoes, and feels guilty for this selfishness, and so, when she writes, â€Å"And if thou wilt, remember, And if thou wilt, forget, she is merely trying to ensure that she does not dominate any more of his life. The poem â€Å"Remember† is a sonnet, composing of fourteen lines written in iambic pentameter. The fact that sonnets are synonymous with love makes this poem again subversive, as it deals with love in a surprising way, whereby the relationship has broken down and Rossetti’s obsession now seems to be with her own demise, rather than a lover. It is made up of an octet, with the rhyme scheme ABBAABBA and a sestet, with the rhyme scheme CDDECE, and the latter begun with a volta, which in â€Å"Remember†, is â€Å"Yet†. This clear separation marks how the poem deals with her death in two separate parts, the octet with the remembrance of her, and the sestet, with forgetting her, and hence in turn marks her change in attitude between one where she requires her partner to remember her, and where she realises that there is no need. In conclusion, Rossetti’s attitudes to death, presented in both â€Å"Song† and â€Å"Remember† are highly subversive, and reject the pre-Raphaelite conventions of religion and the belief that the woman is dependant on their partner, in a passive role, and fears death away from their partner who they rely on.