Convulsive Satus Epilepticus with Neurocutaneous Syndrome

Convulsive Satus Epilepticus with Neurocutaneous SyndromeTitle Man datement of b sure-enough(a)ness of convulsive emplacement epilepticus with neurocutaneous syndromeIntroduction experimental condition epilepticus is life-threatening neurological disorder defined as 5minutes or more of continuous seizure without complete recovery of instinct between seizures. It has two foms Generalized convulsive SE Non-convulsive SE. Convulsive SE is more normal in children. Comm alone ca make use ofd by fever, genetic predisposition, metabolic and electrolyte disturbance or head trauma, CNS infection.Neurofibromatosis is a parkland autosomal dominant genetic disorder. Classified into two causes (NF1) which is more common in children and (NF2) which manifest later in adulthood. It is neurocutaneous syndrome characterized by diagnostic bark lesion called caf au lait patches and neural manifestations which whitethorn non be obvious and that presented when complicated by seizures which is c onsidered an emergency look and need immediate management.Methods We searched some(prenominal) internet databases as Pubmed, Cochrane, Medscape, Science Direct Trip databases , and the Journal of American honorary society of Neurology. Meta analysis, clinical trials, systematic reviews and randomized control trials and other data-based studies concerning view epilepticus, its investigations and different anti-epileptic medicines. In addition neurofibromatosis and Tuberous sclerosis were reviewed,as wellAim to know how to diagnose, treat follow up this case to prevent further remission or complicationsResultWe came across 280 explore and case report describing term epilepticus and its management. Status epilepticus is an emergency situation that call for rapid management, moreover if refractory and continues more than 60-90 minutes after initiation of therapy mortalities increase. Status epilepticus associated with cafe au lait patches is characterstic to neurocutaneous syn drome around probably neurofibromatosis type1. Status epilepticus may be complicated by Acidosis, Respiratory distress, Fever which is mediated by extreme muscle activity rather than infection, initial release of catecholamines into circulation grounds increase in kindred pressure and heart rate create cardiac arrhythmia, Catecholamine excess causing hyperglycemia1. Saving life by maintaining ABC, Introducing vascular access and giving lorazepam are the first line in management, If there is no response within 10 minutes deliver another dose of lorazepam, If there is no response within 10 minutes give phenytoin, If convulsions persist more than 20 minutes use general anesthesia and put the patient on mechanical ventilation. buccal midazolam is as workive as rectal diazepam but we can use rectaldiazepamif preferred or if buccal midazolam is not available. No record supporting dexamethazone in place epilepticus treatment 2. No state supporting the use of antibiotics in case o f seizures caused by Nf1, the only indication to use antibiotics if meningitis is the cause of seizures3. Asking for history of anticonvulsant and drug levels assesment is important as there is significant variation in effect and response to anti-epileptic drugs as seizures may develop even with taking themas in case of low dose of anti-epileptic drug, non-compliance to antiepileptic drugs. Adding new antiepileptic drugs to old ones to decrease seizures is required in some cases4. No enough evidence supporting blood transfusion in status epilepticus treatment. No evidence supporting direct effect of status epilepticus on platelet total except in rare condition of lorazepam toxicity that leads to abnormally decreased platelet count. Mitochondrial encephalopathy, Lactic Acidosis and Stroke-Like Episode presents in pediatric age group so pyruvate and lactate judgement is important to detect the cause and severity of status epilepticus5. Blood sugar Assessment is important as duration extent of glucose dysregulation could be predictor of pathological outcome of status epilepticus as seizures can be exacerbated in cases of hyper or hypoglycemia and make up resistant to antiepileptics when blood glucose is not controlled6. Electrolyte assessment including (Na, ca and cl) is important as seizures result from loss of balance between intracellular and extracellular chloride ducking causing hyper-excitability and Neuronal death result from large increase in intracellular calcium7. Genetic testing involving exome sequencing may help in gain accurate diagnosis and may reveal novel autosomal recessive genes associated with idiopathic epilepsy. No enough evidence supporting abdominal sonar8. flair Imaging can detect the etiology of status epilepticus espicially MRI, It helps to identify and congeal epileptic foci9. CSF analysis is important in detecting cause of status epilepticus as it may diagnose autoimmune disorder when there is in high spirits titre of CSF G ABAA receptor antibodies or showing in vivo biomarkers for neuronal disparage after epileptic seizure10.ConclusionThis child is suffering from Status epilepticus which is most probably caused by neurofibromatosis type1. For investigation, I press immediate assessment of blood sugar level, electrolytes disturbance, purvate and lactate levels and antiepileptic drug level (in case of history of intake). Later on after stabilization of condition, I recommend brain imaging, cerebral melted analysis and genetic testing. He is disposed to be complicated by acidosis, respiratory distress, fever, increase in blood pressure and heart rate,arrhythmia and hyperglycemia. Status epilepticus with NF1 is very serious due to its high mortality rate. Modulating the dose and the type of antiepileptics is a must according to the drug level and history of intake. Lorazepam intravenous is better than rectal diazepam in this situation. There is no evidence recommend dexamethasone, antibiotics, blood o r platelets transfusion. reference Pollard H, Cantagrel S, Charriaut-Marlangue C, Moreau J, Ben Ari Y. Apoptosis associated DNA fragmentation in epileptic brain damage. Neuroreport 19945 1053-5. 1Treiman DM, Meyers PD, Walton NY, Collins JF, Colling C, Rowan AJ, et al. A comparison of quaternity treatments for extrapolate convulsive status epilepticus. N Engl J Med. 1998339792. 2JN Friedman Canadian paediatric Society, Acute Care Committee. Emergency management of the paediatric patient with generalized convulsive status epilepticus. Paediatr Child Health Internet. 201116(2)91-7 3Berg AT, Levy SR, seed coat FM, DSouza R. Remission of epilepsy after two drug failures in children a prospective study. Ann Neurol Internet. 2009 May cited 2014 Apr 2065(5)5109. Available from http//www. pubmedcentral. nih. gov/articlerender. fcgi?artid=2818062tool=pmcentrezrendertype=abstract Reference 7 Besli GE, Saltik S, Erguven M, Bulut O, Abul MH. Status epilepticus in children causes, clinical fea tures and short-term outcome. Pediatr Int Internet. 2010 Oct cited 2014 Apr 2052(5)74953. Available from http//www. ncbi. nlm. nih. gov/pubmed/204873694Calabrese VP, Gruemer HD, James K, Hranowsky N, DeLorenzo RJ. Cerebrospinal fluid lactate levels and prognosis in status epilepticus. Pubmed 1991 Nov-Dec32(6)816-21. 5 Riviello JJ, Ashwal S, Hirtz D, Glauser T, Ballaban-Gil K, Kelley K, et al. Practice parameter diagnostic assessment of the child with status epilepticus (an evidence-based review) report of the Quality Standards Subcommittee of the American Academy of Neurology and the Practice Committee of the Child Neurology Society. Neurology Internet. 2006 Nov 14 cited 2014 Apr 1767(9)154250. ? 6 Li X, Zhou J, Chen Z, Chen S, Zhu F, Zhou L. Long-term expressional changes of Na+ -K+ -Cl- co-transporter 1 (NKCC1) and K+ -Cl- co-transporter 2 (KCC2) in CA1 region of hippocampus following(a) lithium-pilocarpine induced status epilepticus (PISE). Brain Res. 2008 Jul 2412211416. /pubme d/18550034 7 Ostendorf AP, Gutmann DH, Weisenberg JLZ. Epilepsy in individuals with neurofibromatosis type 1. Epilepsia Internet. 2013 Oct cited 2014 Apr 2054(10)18104. 8 Cendes F. Neuroimaging in investigation of patients with epilepsy. Continuum (MinneapMinn) Internet. 2013 Jun cited 2014 Apr 2119(3 Epilepsy)62342. 9 Gurnett CA, Landt M, Wong M. Analysis of cerebrospinal fluid glial fibrillary sulphurous protein after seizures in children. Epilepsia Internet. 2003 Nov cited 2014 Apr 1844(11)14558. 10

The Verbal and Physical Comic Devices

The literal and Physical Comic DevicesMacDonald employs both verbal and natural comic devices in this scene. The two verbal devices she has enforced are sexual innuendo and hoax and the two physical devices which have been quotationd are the rise of palsy-walsy brutality and persistence of Romeo and Juliet in getting physical with Constance and her constant assay to avoid them.Use of sexual innuendo is chaffern throughout the scene Id squelch myself at thy Priapic font, O that I were a fountain frame within thy hand (3. 4. P63), For years Ive sought to saveetrate your source (3.4. P64). The pursuit conversation shows the use of parodyJULIET for with each new lust, thou creepeth cultivationunto the aged day when soft moist lipand dewy centerfield convert to senile rheum.ROMEO Thinkst thou to leave a lovely frame my dear,when even out now the crows have footed itin merry throwaway all close thine eyes? (3. 4. P66)Both these types of verbal comic devices chalk up to the effect of lightening the conception and help to budge the monotonicity in cash advance of the drama. They also help in making the audience feel witty for catching the main intent in the use of these devices.The use of physical device is seen when Romeo places his hand on Tybalts bottom (3. 4. P60), and Tybalt smacks Romeos butt in save Tybalt gives ROMEO a macho slap on the ass and laughs (3. 4. P60). Another use of this device is seen when Romeo constantly tries to kiss Constance, and Juliet takes Constances hand and does not release it (3. 4. P63).Thus, we see that both the verbal and the physical comic devices serve to lighten the mood and engage the attention of the audience.Part B Drama (relates to Othello and/or Goodnight Desdemona)How does Constance use Desdemona and Juliet for the alchemical process of turn base metals into gold? Discuss with limited references to the come across.Effect of Desdemona and Juliet on ConstanceThe concept of Alchemy literally refers to the theory of turning a base metal into gold. Thus, if this same concept is applied to the very(prenominal) essence of human existence, it can be interrelated in the mould that a human can attain the zenith of perfection and become overlord and flawless. Constance Ledbelly, the central character of this play, does not believe in this concept of a human perfection, and bases her entire thesis on her lack of belief on the academic fact that Shakespeare was the original author of his work. Instead she considers that Romeo and Juliet and Othello were originally scripted by an unkn protest author and that her judgment can be proved by deciphering a manuscript written by a character named Gustav.The original Shakespeares tragedy Othello projects Desdemona as a victim of love and trust, and she is shown universe devoted to her husband and obeying his commands. Constance however perceives her as a strong-headed, gullible and cutthroat (3. 9. P86) character, and celebrates her simi lar to the original Othello character, who although, was valiant and respectful, he was also responsible for his own downfall, due to the lack of trust he had for his wife Desdemona. Desdemonas explosiveness is also communicate when she declares that the allegations made by academia about her being a preoccupied victim, is baseless, and calls this Bullshit (2. 2. P38). Constance respects Desdemona for her truthfulness and hails her magnificent (2. 2. P38), and being capable of grandness (2. 2. P38). One of the bad qualities Constance finds in Desdemona is her inclination towards tragedy. The other bad gauge she has is her being easily exploited, because of her angry and jealous nature. In the end, however, Desdemona promises Constance that she would amend herself and change her ways. This acknowledgement also affects Constance and inspires her to discover her own confidence and strength.In a similar way, Shakespeares original Romeo and Juliet, projects Juliet as the embodiment o f love, and this is even reflected by Constance who ab initio calls Juliet the essence of first love / of beauty that will never fade, / of love that will never die (3. 4. P64). As we get further into the play, we find Juliet obsessed with sexual love. Her attitude also reflects her being immature fed up(p) tell my father (3. 2. P56). Juliets strong love for Constance and her views about love at first-sight inspire Constance to love her, but at the same time, she feels skeptical about her, due to her Juliets obsession with killing herself. In the end of the play, however, Constance makes Juliet promise her that she would crystallize herself and look at liveliness in a more supportive way. Thus, Juliet also inspires Constance to discover her maturity.After the warp, Connie finds herself back in her office at Queens. She tentatively touches herself as if to confirm her reality (3. 9. P88). On removing the feathered pen from behind her ear she notices that it has turned to solid gold (3. 9. P88). This can be directly interrelated to how she discovered her own confidence with the help of Desdemona and Juliet. Thus, even though we see that Constance had low self-esteem initially, by the end of the play we see her as a totally different person. Hence her life has surely undergone an alchemical transformation.

Female Genital Mutilation Extremely Controversial Topic Criminology Essay

Fe anthropoid genital Mutilation Extremely Controversial Topic Criminology seeAn estimated 100 million to 140 million girls and women mankindwide subscribe underg angio exsin converting enzyme pistillate gender mutilation/cutting ( population Reference Bureau, 2008). This figure is enormous and unsurprisingly, Female Genital Mutilation (FGM) is an extremely controversial topic indoors the international sp here. Whilst some may fence that it is simply infixed and a general norm within certain beas and grows, an opposite(prenominal)s, largely from the westerly world, believe it to be an infringement of a basic homosexual right-hand(a) and so galore(postnominal) a nonher(prenominal) concerns and condemnations of the work out practise to the fore from an ethical and compassionateitarian perspective. Engaging with this debate involves studying the works of two academics, Martha Nussbaum and Yael Tamir, some(prenominal) providing counteracting forecasts towards such(prenominal) a complicated debate alike this whiz. This undertake examines the act of feminine circumcision, arguing that it is reliable for states like the UK to attempt to forge them to an end, thereof agreeing with the strain made by Nussbaum, to wit that we should be penitent of ourselves if we do non accustom whatever privilege and power has come our way to make it disappear forever (Nussbaum, 1996). My channel however is one of states notwithstanding universe competent to legitimately step in where FGM is macrocosm well(p) against the entrust of egg-producing(prenominal)s, as provided if the give is warranted and women, of adult age, consent to it, then it is non as permissible for states to intervene. Cultural opinions and determination ar not reasoned enough reasons to give such a horrific do work to continue, specific every last(predicate)y due(p) to the medical examination examination implications of the circumcision turn as a whole. The Capabilities Approach by Nussbaum (1999) is examined within this essay in that respectfore, in terms of arguing that distaffs should have the woof of whether or not to go by dint of with the act of FGM as this summons removes their hazard to fulfil their full capabilities as two man universes and as women. Thus this goes hand-in-hand with the ancestry that states atomic number 18 legitimate in interpose to al clinical depression capabilities to be satisfied. Finally, a series of polity recommendations argon made with jimmy to the shipway in which states, such as the UK, only iftocks intervene legitimately to pr sluicet such works occurring in future years, the key one cosmos education. These respects pull up stakes therefore protect the human rights and social welf atomic number 18 of feminines across the world, along with other institutions i.e. Non-Governmental Organisations (NGOs).FGM is commonly performed on young girls as a rite of passage to womanho od (Rahman and Toubia, 2000, p.3). Since the early 1990s, FGM has gained global recognition as a serious health and human rights way out. Often this act is committed for social and pagan values as opposed to medical ones and so it is very difficult to begin a process of convert as in order to do this, as the whole thinking of gild and its actors would wish be ad incisivelyed. Largely conducted within African countries, the practice, although having decreased in recent years, still poses a threat to the rights and capabilities of women in such areas. The transcend in numbers of females sustaining such circumcision coincides with numerous global efforts to target excisors, medical professionals, and families who perpetuate the practice (Population Reference Bureau, 2008). Political will and implementation of such legislation however is the key hurdle to achieving this.FGM poses knockout health risks, both physical and psychological in both the immediate/short-term and in lik e manner the long-term. Some of these medical problems include haemorrhaging, infections, septicaemia, shock from the severe pain and firing of blood, risks during childbirth, and in extreme cases, death (Slack, 1988, p.451). Other side effects include infertility, cysts and abscesses, urinary incontinence and psychological and sexual problems (Population Reference Bureau, 2008). Intense constipation is often caused as many of the females who undergo this exertion are of an incredibly young age, held down by force and circumcised with little, if any, anaesthesia (Slack, 1988, p.454).These medical consequences for women who undergo genital mutilation are unbearable to even think of, let only when experience, provided still the practice continues due to the myths which surround the issue i.e. females being sterile until they have been excised and so the procedure will supposedly enlarge fertility (Slack, 1988, p.447) and other myths that the clitoris is incredibly dangerous t o women so if not excised will be denigratory to the foetus, physically and spiritually (Slack, 1988, 460). such(prenominal) myths are of course based on fictitious information but due to social pressures are not questioned but preserved, as has been the case for many years.The following map illustrates where FGM is at its highest and therefrom such areas are the first off which need to be aided through state discussion to full point it. Statistics have shown though, that although the practice is still occurring, largely within third world countries, the number of women undergoing FGM has actually fallen and so this is declaratory that some take of progress towards eradicating FGM is occurring. African countries, specifically Egypt, Mali, North Sudan and Ethiopia are (according to 2009 figures) experiencing the highest rates of female circumcision procedures.Source Jaeger, Caflisch and Hohlfeld, 2009, p.28.In international similitudes, both high priority and low priority g overnanceal issues need to be turn to, seeking global communication, talks and interaction. Globally, greater interconnectedness and increasing multicultural societies are leading to both domestic and international issues being discussed at a global level. This is indicative of states helping other states in terms of economics i.e. through increase trade and assistance during globalisation, and politics i.e. through the exchange of political ideologies and support. The argument here posits that if it is legitimate for states to intervene in economic and political issues, is it not also legitimate for states to intervene, when and where necessary, to better social welfare and quality of bread and butter of the less fortunate? This does of course refer to intervention to rest FGM and guideantly improve the social welfare of women across the globe. Governments duty to take action against practices like female circumcision is embedded in international human rights treaties and thus states essential comply with this (Rahman and Toubir, 2000, p.44). FGM is therefore a violation of a fundamental human right, and as the process cannot be reversed, the consequences are horrific. Bleeding profusely, reproduction problems, and even death are the terrible repercussions that those who undergo the process will endure. then these are serious medical implications and these are medical explanations for stopping the practice, as opposed to the usual moral explanations often spoken of within international ethics speculation (Jaeger, Caflisch and Hohlfeld, 2009, p.31). Tamir (1996) however, makes the argument that before looking at other countries, we should look at our own countries as they are highly unbelievable to be perfect. I disagree with this to some extent, particularly in relation to the issue of FGM. Countries where this occurs may simply believe this to be a exercise or norm, something that is a normal and unquestionable part of a females life. Without being educated and increasing awareness though, this disturbing process will continue. The mint living in such small communities view FGM as normality, relying on myths on which to base the rest of their lives. Thus, it is the duty of those to a greater extent educated i.e. in the West, to use education as the catalyst to bring about change and in turn stop this practice from occurring against the will of females.So why is it that FGM is seen as disgraceful whilst male circumcision is not seen with such un get hold ofability? A key reason for this restores to religion i.e. in Islamic teachings, male circumcision is natural and compulsory for all Muslim males. Male circumcision is not as harmful in any way when compared to FGM is and men are still able to fully function both physically and sexually whereas women arent. Male circumcision extraneous of Islam is often undertaken for hygiene reasons and so all of these reasons behavely display the get a line that within closely societie s around the world, male circumcision is widely needed as a type of norm. The term female circumcision seems to suggest an analogy with male circumcision yet in actual accompaniment, the degree of cutting in female circumcision is anatomically much more extensive (Rahman and Toubia, 2000, p.4). In addition to this, FGM is seen as a way of sexually controlling females and although in current political debate this may seem to be rather liberal in appearance, references to cliteridectomy commonly reveal a patronizing attitude toward women, suggesting that they are in the scratch line sexual beings (Tamir, 1996). Thus many advocates of cliteridectomy are concerned with corruption i.e. that the operation will restrict female sexual desires and in turn this will make them chaste wives and mothers (Tamir, 1996). The issue here though is that sexual consumption from women is not an openly discussed matter, but rather a taboo in many traditional communities, and so cliteridectomy is in itself symbolic of repressing female sexuality.Such non-Western cultural practices like FGM often symbolise resistance to the authorization of the West i.e. in Kenya, whereby cliteridectomy gained life as a political pricking mingled with British Colonials and African Nationals (Brown, 1991, p.262, cited in Jaggar, 2005, p.577/578). The counter-argument to this though lies within the alleged(a) example given by Tamir (1996) mutilation enables women to be spare of their reliance on men and thus they are able to function fully in order to follow social and political aspirations. The more common argument however is one of cliteridectomy and similar practices being corrupt in nature, cut back women and not allowing them to break free of the imposed barriers with respect to sexuality.All of these issues relate back to cultural and traditional values and so it often unaccepted to think beyond ones own culture. Nussbaum, a liberal feminist, provides an almost world-view which encou rages stack to think outside their own cultural box, raising the argument that just because something is done i.e. FGM, this does not repute that we cannot question it or interrogate it for the greater good. Her concerns therefore lie with issues of morality, freewill and prime(a). Nussbaum (1996) responded to Tamir (1996), focusing primarily on common chord points (1) it is unfair to criticise another culture without being prepared to accept criticisms of ones own culture, (2) one cannot criticise another cultures acts without the certainty that their own culture is free of any evils, and (3) FGM is morally similar to dieting and body-shaping as within American culture. Nussbaum (1996) agrees with the first point, disagrees with the second and believes the third point to be egregiously wrong, contending that the damage caused to women from extreme dieting and surgery can be undone in most cases, yet genital mutilation cannot be and so this is why it is of the great concern. T he third critique Nussbaum (1996) makes is of greatest relevance as FGM is often compared enhancive surgery and enhancements and so on by many theorists. It is often seen as the opposing argument, but as stated in the article, the eight differences between FGM versus dieting and surgery explain why Vogue is not bootleg, whereas FGM is illegal in many of the countries where it occurs (Nussbaum, 1996).Nussbaum (1999) later built on Amartya Sens theory of Capabilities and this is of great relevance when examining the controversial topic of FGM. She envisions capabilities to characterise each human life and is interested in ensuring that all persons have these capabilities to perform aboriginal functions, an explicitly Universalist standpoint. Her argument affirms that within the political arena, human beings portray moral capabilities which can in future be actual, yet such capabilities are deprived of the nourishment that would transform them into high-level capabilities (Nussba um, 1999, p.236). indeed without these capabilities Nussbaum (1999) argues human beings are useless. With regards to FGM, the Capabilities Approach largely frowns upon the deprivation of individuals to have the opportunity to admit to be sexually active or indeed celibate (Nussbaum, 1999, p.238). Capabilities supplicate constant development to be able to function fully. With respect to Nussbaums work, ten central human function capabilities are identified (Nussbaum, 1999, p.235). FGM breaks two of these capabilities, that is to say bodily health and bodily integrity (Nussbaum, 1999, p.235). Hence according to these, states are legitimate in intervening and influencing other states where practices like female circumcision are taking away the capabilities of their citizens. Resultantly, the Capabilities Approach is demonstrative of an accurate framework to use where the matter of states, like the UK, legitimising actions, such as FGM, is concerned. This Capabilities Approach was l ater rig into action by the United Nations Human Development Reports, arguing that gross domestic product per capita was not a true reflection of this and instead, Sen argued that how nation live their lives and other similar economic indicators, need to be examined.Tamir (1996) opposes such points, arguing that there is much to criticise about ones own culture before one is able to criticise another. So common Western practices such as enhancive surgery, in her argument, would be open to the same criticisms from non-Western countries as FGM is for community within the West. In her critique, states are not legitimate in intervening in other countries before they have addressed all issues of a similar nature within their own home country. With respect to this argument though, the fact of the matter dust that those individuals who undergo surgery and other cosmetic enhancements are usually doing so out of their own personal choice and so this raises other concerns as to why peopl e feel the need to do this, as opposed to intervening to stop it. Other theorists are generally more reluctant for intervention to occur i.e. Walzer, who would argue that intervention of any kind would only be necessary if a clear case of genocide was being demonstrated where thousands of victims were losing their lives. In my critique of this though, the practice of FGM, although maybe not as severe as genocide, is indicative of female oppression and so causes a predictable number of deaths which could have been prevented had the right systems been put into place through state intervention.The factor specific to FGM which makes it take over for outsiders to intervene and attempt to control it is that of women not being given a choice of whether or not to undergo the procedure. Women should be able to fall for themselves whether or not they wish to be circumcised, with no pressure from foreign forces, yet before such a decision they moldiness be made aware of the implications in terms of health and future capabilities. This is what Nussbaum (1999) is referring to in her Capabilities argument as outlined previously. As prosperous developing countries, it is the liability and duty of states like the UK to intervene to stop FGM when it occurs against the will of women, at least until sufficient change is seen and this change fosters sustainability. The following section therefore examines the ways of doing this.Since the early 1990s, FGM has been recognise as a global human rights issue and so numerous efforts have been made to end it or to at least reduce the number of cases of it occurring. Initiatives such as the annual planetary Day Against Female Genital Mutilation on February 6th, introduced by the United Nations Population Fund (UNFPA) in 2007, demonstrates this, calling for greater government commitment to programmes preventing the practice (Obaid, 2007). Although female circumcision is a heavily criticised practice in many developed countries, it is not viable to simply condemn the practice as this suggests that Western culture is paramount. Understandings of cultural relativism need to transpire but more importantly, a process of change needs to be instigated. Nussbaum (1996) is correct in critiquing Tamir for this (suggesting cultural relativism is a valid argument), explaining how it is difficult to morally decide whether or not intervention should be committed in terms of local or distant acts, and although individuals will legitimately prioritise about these decisions, this does not mean that we should not intervene.Poor education and low levels of income among women in African countries, conjugated with inadequate governmental support (Wakabi, 2007, p.1069) are the key issues regarding the eradication of FGM and only when such problem areas are addressed, can progress begin to occur. Rahman and Toubia (2000, pp.58-68) tell apart three types of measure to be implemented in order to draw rein the FGM issue legal, reg ulatory and policy measures. It is important to note from the very beginning though that no single measure will be feasible if states are to intervene, but rather a series of combined approaches and changes moldiness be adopted. Legal measures involve ratifying human rights arrangements to ensure that rights within such treaties are upheld and also carefully considering the imposition of criminal sanctions to dissuade people from committing the circumcision operation (Rahman and Toubia, 2000, pp.59-61). With regards to regulatory measures, suggestions have been made of disciplining those medical professionals who engage in the practice and removing their licences if they persistently offend (Rahman and Toubia, 2000, p.68). Finally, but most importantly, policy measure areas are discussed, these being education, the media, empowering women and increasing access to procreative welfare work (Rahman and Toubir, 2000, pp.68-71). The primary way of states intervening legitimately, in my argument, is through the process of education. By educating those within the countries where the practice of FGM takes place, the root cause of the problem can be targeted. This has previously been done through NGOs and alike, yet states too can intervene to promote adequate social welfare for the women within countries where FGM is a severe issue. Older generations need to be approached and made to understand the deficiencies associated with the practice and thus ultimately this will feed through to young generations. Simultaneously though, younger generations too need to be targeted as they are the future and by educating them, forthcoming generations of females will be protected against such a abominable practice. Governments need to begin devoting resources to providing FGM practicing countries and communities with information about the negative effects of the procedure and about human rights as important. Such information however must emphasize the potential psychological an d physical come toas well as examine the biography and purpose (Rahman and Toubir, 2000, p.68). If we now examine the media, the argument made is one of facilitating macrocosm dialogue and discourse about FGM along with the promotion of women to be free from FGM by various media outlets (Rahman and Toubir, 2000, p.69). This is a very good suggestion, yet in my critique, isnt feasible due to the fact that media within FGM practicing countries is relatively low, if at all existent. Thus this policy recommendation is good in theory yet in practice may not be as simplisticton as first assumed. Empowering women is the third suggestion, self-explanatory in nature yet the ways of doing this include reforming policies which prevent women from improving their status i.e. social, economic etc, ensuring women can work alongside men and that issues of equal pay are addressed (Rahman and Toubir, 2000, p.70). Again this poses potential difficulties in that in certain rural communities, women are not seen as employable and do not have the opportunity to go out to work and more importantly have not been educated enough to undertake even the most low-skilled job positions. Hence such a recommendation is reliant on the previous policy suggestion of education, as only when communities are educated will the women within them be able to start working legitimately. The final proposal is that relating to reproductive services for females within the communities where female circumcision is occurring. These services are critical in providing women with accurate information about FGM as a whole in terms of their reproductive health (Rahman and Toubir, 2000, p.71). This is a great service as it is well-known that women who have been circumcised require regular medical attention and so this would address this issue and make it a more widely recognised initiative. Hence the saint outcome of this is that women, who understand the severity of the practice for their health, will be less likely to make their daughters go through with it (Rahman and Toubir, 2000, p.71). This is ideal and would be the best possible solution but, Rahman and Toubir (2000) fail to consider the refer of community, religious, cultural, family and social pressures on women who do not undergo the FGM operation. Thus reproductive services although being an invaluable resource, are not as simple and easy in terms of changing social attitudes immediately. In the long run however, reproductive services do have the potential scope to be a success.Other suggestions for intervention include withholding aid to those countries where FGM is keep to happen along with working with local groups to support advocacy efforts promoting negotiated, verbal intervention as opposed to plain physical intervention. The critique of this though relates to speaking but taking no action and some theorists would argue that an issue like FGM can only be tackled by hostile intervention that doesnt pussyfoot around the topic but rather dough the practice for the horror it causes, and rightly so.It can be argued by many that these policy recommendations are too simplistic and idealistic yet the fact of the matter remains that before any of these can be implemented, government structures need to be changed. In places like Somalia, several humanitarian organisations have launched campaigns to stop the spread of FGM, yet the widespread insecurity and absence of a central administration have only handed minimal success to their efforts (Wakabi, 2007, p.1070). A case study of Mali however informs us of the positive impact of NGO based intervention, working alongside local communities and governments. The initiative here used a mobile cinema travelling from liquidation to village to encourage the open discussion of womens health issues and once trust had been established, discussed FGM more openly in an attempt to change social attitudes towards it (Good, 2010). This programme has increase awarenes s about FGM amongst the Malian community, and is beginning to get positive results in Mali, where women are deciding against their daughters being circumcised (Good, 2010).Kenya too has undertaken programmes, the key one being Ntanira Na Mugambo which translates to Circumcision by Words (BBC News, 1998). This week long programme mysterious women from males, informing them about FGM in a subtle manner i.e. referring to anatomy, reproduction, self-assertion building, dealing with peer pressure and respecting adults (BBC News, 1998). Thus this type of programme didnt abominate FGM outright but rather tackled the issues surrounding it, offering an alternative view yet allowing the women to make up their own minds.Another project was employ in Uganda where an Outreach Plan was created, targeting leaders of rural communities who commit the practice of FGM. Such a plan provided local community leaders with economic incentives to stop the process i.e. that those women who undergo FGM fi nd it incredibly difficult to work and thus their contribution to the workforce is trivial (Rahman and Toubia, 2000, p.78). Such intuition prevents women from being labored to be circumcised whilst also positively impacting upon productivity and as a result increasing economic efficiency.Outside pressure does still exist though and experts on FGM believe it is vital to actively engage with communities to ban the practice and penalise those who still conduct it. Thus as said before, education, although the most important element of this process of instigating change, cannot simply be the only solution, but rather must be combined with a series of other strategies.To conclude, FGM is a practice heavily debated about within international relations due to the ethical concerns it raises and ultimately infringes. Cultural relativist positions would argue that is necessary to understand the behaving of different groups due to cultural backgrounds, yet the stance that we should simply acce pt differences is highly critiques where FGM is concerned. In my critique, the practice is one worthy of severe condemnation, yet through little fault of the people continuing it but rather the myths and general history surrounding it. Hence, ultimately it is these myths and historical factors that need to be eradicated in order to promote the safety of women across the globe, particularly in less-developed countries. Thus this essay has agreed with and supported the argument put preceding by Nussbaum that it is legitimate for states like the US and UK to intervene to bring the practice of FGM to an end yet this is relative to the situation. My core argument however remains that if women are being forced to undergo genital mutilation, then it is bankable for states to intervene through the measures discussed previously. However, if the procedure if consented to and women are voluntarily wishing to go through with it out of their own freewill, then states are not legitimate in inte rvening. Intervention thus is dependent on the factor of choice towards FGM, yet women and men alike should be educated about the medical and psychological consequences of it. Additionally, such education should enlighten communities about the falsities of the myths they cling on to and how they are in actual fact untrue. The Capabilities Approach is fundamental to this process of education as it informs the public of how FGM can harm and worsen the capabilities of women. tuition however will not work alone and must be accompanied by a series of other policy measures, namely legislation, regulatory policies and reproductive services. It is therefore legitimate for states like the UK to intervene to halt practices like FGM, according to the circumstances outlined in this essay and through the policy recommendations suggested.

UK Housing Services | Case Study

UK Housing Services Case StudyHousing and wellnessThe Housing Act 2004 introduced licensing for housing in multiple occupation, as in this example. The Act sets out the standards of charge which mustiness be met in assign for licensing to be achieved, and the Housing Health and Safety Rating System (HHSRS) is a new tool which is used to assess the potential hazards present in any(prenominal) property. Licensing is mandatory for the type of occupation in question since it is busy by more than louvre passel forming more than two households. In the menstruum state of the property it is possible that the council could refuse the property a license, which would of line of products be detrimental to the function which it shortly supplies in the region (Department for Communities and Local Government, 2007). It is therefore grand that inter-agency running(a) is utilized to identify wholly potential pretend beas and address them in a way which minimizes the pervert to the electric current residents.Inter-agency running(a)The following agencies should be involved in the working crowd to deal with the issues in this propertyLocal council environmental wellness departmentThis organization would be fitted to consult with the hostel concern in put to identify and correct any potential health problems in the property to ensure that they assume current standardsLocal open come a be service departmentThe local ardour service should be able-bodied to fire the management how they get to develop the property in order to meet current fire regulationsSocial ServicesThe social services department of the local council should be able to work with the hostel management to solve any problems which would adversely affect the tenants. They should form part of the working group to ensure that the rights of the current tenants ar preserved with regard to any changes agreed.The Housing DepartmentThese be an weighty member of the working group, since they shed referrals to the service, and would also be able to advise on the mingled issues relating to expression regulations and Housing Act which film to be communicate.Council, local or dominionSince the hostel is not a privately owned residence, but is funded partly through the council, they would be an burning(prenominal) member of a working group since they would be able to advise as to funds available to meet the required changes.Factors to be addressedAlthough there were a large shape of issues addressed with the property the five which argon considered roughly important are addressed below.Lack of adequate fire galoshThis is currently the most pressing problem, since there are large numbers of lives at risk in the event of fire, and current safety measures are considered to be on the whole inadequate. there is currently a lack of escape apparent in the typesetters case of fire, which direction that the outer doors are currently the only means of escape in the ev ent of fire. The downstairs door next to the kitchen is currently obstructed, which is in contravention of The Management of Houses in duplex Occupation (England) Regulations 2006, which states that all means of escape from fire must be kept gain ground of obstruction. The rear exit door was found to be locked for security reasons eyepatch the security of the property is important this is also in contravention of the presumption regulations.Disrepair of ventilation in kitchenWhile the report states the kitchen was found to be chiefly satisfactory, there are safety issues which are of importance. These are particularly important since they again affect the safety of a large number of pot, and by chance ranks equally important to the issues with fire safety. It has been identified that the kitchen in the property uses a bungle cooker. There is no statement made as to whether this complies with current gas testing regulations. The disrepair of the windows in the kitchen, and th e nailing shut of some windows mean that there is no natural ventilation available. This means that in the event of any type of leak the gas would be unable to dissipate and would obtain great risk of gas poisoning and possibly explosion. There are also issues relating to the crumbling of the chimney breast, since the manager is also required to ensure that any flues (the chimney) are kept in good repair this is particularly important if any gas fire is installed. presence of smashnessThe HHSRS would consider the various types of damp in the property to be causing un sufficient alive conditions. The presence of damp contributes to several disorders and illnesses, particularly in children, and has an effect on psychological well- world caused by the effect of subsisting in damp conditions. This has been ranked of slightly less importance than the fire and gas issues as there is no immediate risk to the life of the people living in the property.Space issuesThere are currently maj or issues with plaza in the property the Housing Act 2004 states that no habitable live should be occupied by more than two people, regardless of size, discounting those to a lower place 1 year old. It also states that two individuals aged ten or over of opposite sexes should not be sharing the same room under any circumstances, unless they are co-habitees. There is high risk of psychological harm in the current situation and some potential for natural harm however the likelihood and extent of this harm ranks below the otherwise issues above.Provision of conveniencesSince there are 24 people currently living at the property, there should be at least five bath board and five WCs. The previous issue highlighted that there were already too many a(prenominal) people living in the create, however even if the numbers are reduced the Housing Act 2004 electrostatic requires that there be at least one bathroom and one WC for every five people residing in the property. While this is an important issue it ranks lower than the other issues as there is a lower risk to the well being of the occupants caused by the issue.Action PlanLack of adequate fire safety wholly furniture and fittings should be assessed as to meet the requirements of the furniture and Furnishings (Fire) (Safety) Regulations 1988. Any that do not meet the requirements need to be assessed as to whether they are necessary, and replaced if this is the case otherwise they just need to be removed from the property. The local fire department should be able to advise as to the requirements which the furniture and fittings must meet. Although this does not directly correlate to the issue of the fire escape, it is still an important factor in reducing the risk from fire.The fire department should also be consulted as to the best means of installing a fire escape route in the property. This denotation should occur in consultation with the councils and other funding bodies in order to reach an affordabl e compromise for the property. This is one of the most important action points and should take precedence in proceedings.Disrepair of ventilation in the kitchenThe Gas Safety (Installation and Use) Regulations 1998 state that all gas equipment must be maintained in good order and inspected per annum by a CORGI registered engineer. The current status of the equipment needs to be checked and a schedule drawn up for planned reviews of the current equipment. With regard to the windows there are two main options available to the hostel. The depression base is to simply repair the windows which are in place. This would involve extensive refitting of the timber to ensure that they are fully functioning. If security is considered an option, metal fittings could be installed on the outside of the windows. This would likely be the cheaper option initially, however the option of duple glazing installation should also be considered. This would ensure that the windows would last eagle-eye der than wooden framed windows, especially if there are problems with damp. It would also foster with safety issues, and would make the property more energy efficient there may also be grants available in the area which could aid in the costs. This would likely be the best option to choose when considering the long circumstance costs and benefits. Once the issues of damp are resolute in the property, an inspection should be organized by a building professional to advise on the best course of action with regard to the chimney breast.Presence of dampThe local Environmental Health department should be invited to claim the property to ascertain the extent of the problem and the best course of action. There is likely to be little choice as to a course of action since the damp appears to have reached a point at which major action is needed to correct the problem. If there are options presented which revolve most controlling the problem without extensive building work, these may b e pleasing since there are other causative factors which are already being addressed. One such causative factor is the current problem with ventilation, which has been addressed above. Once this ventilation is in place it will likely help to prevent further formation of damp. There may be options presented which would need large scale building work. This may not be in the interests of the hostel both in terms of money and disruption to the people living in the house, who have nowhere else to go while the building work takes place.Space IssuesThere are a number of solutions to this problem. The first is to simply take fewer families, although in the current state of the allowance this may mean that if the families taken had several children, it may only be able to accommodate one family at a time. There may be an option for the hostel to create an extension, creating extra rooms and amenities. This may be extremely costly, however it is an option if there are deemed to be funds ava ilable from the current funders. The best available option in the short term would be to look at converting the available spaces into rooms and bathrooms. There are spaces available such as the office and the cellar, and this may be less costly than building an extension. There is also a possibility that some of the present rooms may be able to be split into half, giving two smaller rooms. This will still leave restrain space, and so social services will need to work with the hostel to move the present families into independent accommodation as quickly as possible. An extension could be considered as a long term plan for the future, after projects to raise the required funding.It is not an crime for more people to be living in the property than it is suitable for, as long as the management can prove that they are in the process of resolving the issue. This means that the current occupants could continue to live in the property, but that the numbers of new occupants would need to b e limited as they leave, until the suitable number is reached. Social services should work in conjunction with the hostel in order to assure that the situation is resolved as quickly as possible, in the interests of all parties.Provision of amenitiesThis issue could be resolved along with the space issue as described above, through either conversion of existing space or purpose built extension.ReferencesDepartment for Communities and Local Government (2007) Licensing of Houses in Multiple Occupation in England. Available online at http// http//193.36.20.125/EnvironmentalServices/housingconditions/hmo_licensing_intro.asp. Accessed 17th May 2007.The Furniture and Furnishings (Fire) (Safety) Regulations 1988 (United Kingdom).The Housing Act 2004 (England).The Management of Houses in Multiple Occupation (England) Regulations 2006, no(prenominal) 372 (England).

Developing a Sense of Place in Geography Education

Developing a sentiency of Place in geographics EducationDeveloping a perceive of prop finished linchpin layer 1 2 Geography T for each bingleingIntroductionThis paper attend tos at a infracticular purview of thatched roofing and learning geographics that is bad-temperedly signifi apprizet evolution a sniff out of come out of the closet, as defined under the programme of study experience and Understanding of Places of Key Stage 1 2 of the Primary direct home(a) Curriculum. The idea of under real impression of engineer is first discussed in detail and wherefore pincerrens learning is selected, in terms of what clawren allow for actually learn from undertaking this activity, and why this is a valuable part of the curriculum. In terms of what children result actually learn, the paper allow for consider such things as underdeveloped a smell of place utilise an enquiring cuddle, enhancing childrens comprehensions of their topical anaestheticity and the ir concept of nested hierarchies, developing a vocabulary for geographics, enhancing their musing skills and recording skills, during fieldwork, for example.Under the National Curriculum for the UK Geography, the stated start outs and purposes of training geography ar to stimulate childrens interest in their surroundings and in the variety of human and physical conditions on Earth, to foster a sense of applaud at the beauty of the world, to help children develop a sense of concern closely the protection of the Earths natural resources and to enhance childrens sense of tariff for the care of the Earth and its peoples (The Standards Site, 2007). The aspiration of key storey 1 is to develop knowledge, skills and soul relating to the childrens profess speedy purlieu, in terms of the physical environment and the people who bang in that location, with the focus on developing cerebration in a geographical representation i.e., utilising questions such as What/where is it? (aimed at developing observational skills), What is it deal? (aimed at developing reportage skills), and How did it get like this? (aimed at developing analytical skills) (The Standards Site, 2007). Key stage 2 geography give instructioning aims to provided develop knowledge of place and peoples, but get along afield from the immediate locality, so that children stimulate to learn about distinguishable scales and how they relate to each new(prenominal)(a) and to separate places on Earth (The Standards Site, 2007).In terms of the contemporary paper, unquestioning at heart these stated aims of Key Stage 1 2 geography teaching, is the development of a childs perception of a sense of place, in terms of children being able to firstly recognise where they are, then to be able to describe the features of their immediate environment, and to squeeze investigations which would allow them to throw out explore and understand their immediate environment (The Standards Site, 2007). With these aims in mind, in terms of developing a sense of place, atomic number 53 of the first recommended units within Key Stage 1 curriculum is entitle Around our school the local region which exercisings investigative methods to encourage children to look at their immediate, i.e., local, area.The investigative methods include funding out where other children in their class live, in comparability to where they themselves live, for example, locating the school in comparison to other local landmarks they know about, identifying what else cigaret be seen in the streets at once surrounding the school (for example, traffic lights, car parks etc), describing what the immediate environment is like, investigating what jobs people do in the local area, for example by asking other children what jobs their parents undertake, looking at how people spend their empty time, for example by asking if other childrens parents postulate hobbies, or what the other children do in the eve nings and at weekends, looking at the local area to see if any building work is taking place, and then discussing how this might change the local area, for better or for worse (The Standards Site, 2007). alone of these points can be amplified upon by the teacher, and can be discussed in often greater detail with the individual children, and between groups of children, so that the children really begin to develop some sense of their make sense of place, in terms of intellectual and analysing their own local environments (i.e., their school, their hearthstone, their routes between school and home etc.).As can be seen, therefore, the National Curriculum gives a rattling clear set of guidelines as to how geography should be taught to Key Stage 1 2 aged children, with these guidelines broken down in to smooth to manage modules, with each module incorporating new skills (such as investigative skills, reporting skills or analytical skills), beginning with investigations and discuss ions of the childrens local environment and with each subsequent module designed to take the children a little further afield than their local environment. This, it is aimed, willing clearly develop a childs sense of place in terms of first orienting them with regards to their local environment, and then, slowly, introducing them to environments that are further afield, for example, by means of a progression of scales, of nested hierarchies, i.e., studies of, first, the local town, and then subsequently of the local city, the county, the country, Europe, the world and its people. It is aimed that by means of this attendant and progressive approach to teaching about geography, aside from the skills that the children will acquire, the children will too, as we consecrate seen, develop a strong sense of place.We have seen that the National Curriculum provides quite explicit guidelines as to how to teach geography to primary school children, but what, on the ground, as it were, ca n teachers do to ensure that the lessons that need to be taught to children are taught in the crush way possible, and are taught in an entertaining and effective manner? To this end, there are all sorts of study acquired immune deficiency syndrome that teachers can use to teach geography to primary school children. Some of these teacher aids will be discussed in the following sections.One set of teacher aids, designed specifically for teaching Key Stage 1 2 geography curriculum to primary school children is the super Schemes serial publication, developed by the geographical Association, in particular Unit 1, which is entitled Around our take aim The Seagulls busybodied Day and Unit 2, which is entitled Making Our Area Safer The correspond Holiday. These books use an almost story book-like approach to teach children about geography through the eyes of characters that the children can relate to. It is intended that the children read of the characters, and what they do within th e books, and that, through this, the children learn about the aims of the geography curriculum. The explicit aim of this series of books is to enhance and improve the vocabulary of children, in terms of the vocabulary that is infallible for an understanding of geography, to enable their own understanding of a sense of place. The Around our School The Seagulls Busy Day title, for example, aims to help children realise that maps can be useful in the location, recording and visualizing of information. The Making Our Area Safer The Twins Holiday title has similar aims, but also aims to encourage understanding of issues of sustainability of community, through looking at safety issues within the community, in particular the issue of how young children deal with traffic and how young children (i.e., the twins in the story) can manage to overcome the problems that traffic poses to them.These two books in the Super Schemes series are interesting in that they present a particular, traditiona l, way of teaching a particular idea to children, using a different take on a tried and tested formula, which many teachers whitethorn find useful, and easy to implement. For teachers, however, who prefer a more than active approach in their attempt to develop a childs sense of place, there are other, more hands-on teacher aids that can be incorporated in to Key Stage 1 2 geography teaching, for example, the Earth passs kit, designed by Hekkle and Van Matre (1980), which is designed to get users about nature, by making the users get in touch with nature, through reawakening the senses of the user, and sharpening their perceptions of their sense of place, for example, and of the beauty of their immediate environment.The idea of the Earthwalks kit is to provide activities, establish around hour-long walks, including relevant activities, which can be apply to heighten the users perception of their environment. The activities are written in a child-friendly manner, and the kit is p resented in a card/binder format, so that, for example, children can add in their own paper to make notes, or to draw something they have seen along the walk that they found particularly interesting. The approach presented in the Earthwalks kit is entirely hands-on and attempts to encourage the development of a sense of wonder about the childs environment, in terms of load-bearing(a) heightened observations and, as such, to encourage heightened clutches of their environment, developing, very practically, a heightened sense of place in the users.The idea of developing sense of place is therefore crucial in teaching geography to primary school children, in terms of encouraging a friendship with their environment, encouraging responsibility to the local environment, and laying a foundation on which children can build, in terms of taking this understanding, range and responsibility for their local environment further, when children begin to learn about areas that are further afield, or other cultures, for example. A child that has a substantially developed sense of place from an early age will be much more tolerant, responsible, appreciative and responsive to the other than a child that has not developed a coherent sense of place from an early age.As we have seen, childrens learning about geography at Key Stages 1 2 is very well structured, and the aims of these Key Stages are very well defined, in terms of leading children gently through the progression of understanding their local environment, and from this later understanding environments that are further afield, or other cultures, for example. In terms of what children will actually learn from undertaking the activities suggested end-to-end the Key Stages 1 2 Geography Curriculum, as we have seen, it is aimed that children will first learn about, and learn to understand their local environment, and then, through Key Stage 2 that they will begin to take these learning tools and give notice on to learni ng about environments that are further afield, and about other peoples and cultures. This is a valuable part of the curriculum, obviously, as children need to, as we have seen, first develop a strong understanding of their immediate environment, through developing a sense of place and then, from this, take this appreciation, understanding and responsibility to environments that are further afield. This approach to learning about their surroundings encourages thinking in a responsible and sustainable manner, such that children are back up to appreciate, and thus to care for, their surroundings, whether these be their immediate surroundings, or whether they be further afield.In terms of what children will actually learn, as we have seen, the aim of Key Stages 1 2 Geography teaching is, essentially, to develop a sense of place using an enquiring approach, enhancing childrens perceptions of their locality and their concept of nested hierarchies, developing a vocabulary for geography, enhancing their observation skills and recording skills, during fieldwork, for example. As we have seen, the diverse teaching aids that are available can help in these aims, especially if the two types of teaching aids, traditional versus hands-on are used in conjunction with each other in the classroom, in invest to encourage childrens learning and acquisition of knowledge.In conclusion, I feel that developing a childs sense of place is an implicit aim of the Key Stages 1 2 Geography Curriculum, and that, as such, encouraging a child to develop a strong sense of place is a fundamental part of teaching geography to children at this stage of their development. As we have seen, at the beginning of this paper, teachers have been given a very strong conceptual framework for developing their geography teaching, in the form of the National Curriculum specifications, which provides them a basis on which to teach children about geography. Within this, however, as we have seen, teachers a re free to ascertain how they teach their pupils about geography. We have looked at two types of teaching aids, one traditional, using the characters in books to develop childrens vocabulary and sense of responsibility, the other more hands-on using walks to encourage a sense of wonder about place and to encourage an appreciation of the natural beauty of places. It is, of course, the closing of the individual teacher as to which type of study aids are chosen in order for the teacher to encourage thinking about sense of place within their pupils. In some sense, the way in which geography is taught is not important what is important is that this sense of place, this appreciation of a childs environment is fostered, so that children act responsibly towards their immediate environment, and further afield, in terms of caring for the natural environment as a whole. If this sense of place is fostered in the classroom environment by the teacher, the teacher can be said to have make their job, and done their job well.SourcesBridge C., 2005. Super Schemes Unit 1, Around our School The Seagulls busy day, Sheffield, Geographical Association.Bridge C., 2005. Super Schemes Unit 2, Making our area safer The twins holiday, Sheffield, Geographical Association.Hekkle, K. Van Matre, S., 1980. Earthwalks, Greenville, USA, IEEMills, D. (1992)Scoffham, S., 2004. Primary Geography Handbook. Sheffield, Geographical Association.The National Curriculum of the UK GeographyThe Standards Site (2007). Geography at key stages 1 and 2 teaching geography at key stages 1 and 2. unattached from http//www.standards.dfes.gov.uk/schemes2/geography/teaching?view=get. Accessed on 17th April 2007.The following websites were also usefulhttp//www.standards.dfes.gov.uk/schemes2/geography/?view=getwww.nc.uk.net/webdav/harmonise?Page/id=6004Subject/id=3449

Pre-speech Thought :: essays research papers

Speech is specify as the use of audible words and/or sounds to communicate. But doesnt it involve much much? This is where what I call pre-speech thoughts comes into play. In all normal person, much thought goes into what they imagine or do, since very rarely do pot talk just to communicate. People talk with a given motive in mind, be it to obtain, impress, or to pass time. However, when people verbalise, they develop themselves ahead of time within their mind. They prepare their phrases, predict what the different person would say or how they would respond, and prepare answers or phrases in a way fitting each of the predicted responses the other person could have, all onwards the speaking fifty-fifty begins.Take the attach toing example into mindA son sees a girl who is attractive to him and of course would like to speak to, and peradventure, court her. Through his head run many phrases that he has perhaps heard elsewhere or formulated on his own. Before even approach ing her he visualises his actions will he say hi, how-dye-do, whats up, or a similar greeting. He therefore decides whether or not he will continue the action and follow up with a way to connect with the girl in near way with a phrase such as My name is whats your name? or Do you come here often? The boy predicts her answers and formulates responses accordingly. If she says, Yes, I come here all the time, he will say Really, me too, but I havent seen you here before. But if she says No, not really, he will say Oh, are you from around here? or a similar response. He will then plan to adjudicate to find a connection, and given her response, he will filter to increase on it. For example, is she says yes, he might ask, Do you live close? and try to expand on that phrase in engage in conversation. every last(predicate) this occurs before he even approaches the girl, although some people might plan to different levels, all people do indeed plan.If he knew the girl came to the sa me place every weekend, he might plan for geezerhood without knowing it. I dont mean in an obsessive way, but in a nonchalant way, just a a few(prenominal) days before the weekend. He might even subconsciously prepare physically for the meeting by dressing up or lay on his favorite cologne in order to be more presentable or simply to impress.

Education - What is it Really Worth? Essay -- Educate Education Essays

genteelness - What is it Really worth(predicate)?Carl Jung believed that, One looks back with appreciation to the brilliant teachers, moreover with gratitude to those who touched our humankind feelings. The curriculum is so much necessary raw material, but affectionateness is a vital element for the growing plant and for the soul of the kid (Fitzhenry 135). Education is important to succeed in life, but it needs to convey sex along with compassion and learning on a personal take rather than in an autocratic atmosphere. Everyone has different views of commandment, but what they all have in common is how necessary it is when one wants to become a self-actualized individual.Education alike plays an important role in getting a traffic in todays world and leading a self fulfilled life. Authors much(prenominal) as Bell hooks, Mike Rose, Jon Spayde, and Adrienne Rich all see education through the eyes of the excluded and emphasize the importance of education and what its really worth. I believe that education helps us achieve what we want to do but its actually up to each and every one of us to direct through. Every one of us could be educated but it doesnt necessarily mean that we learned anything to help us in the real world. We also need to self educate ourselves and not always rely on the classroom. We could do this by reading word of honorpapers, magazines or even watching the news to expand ones awareness of the worlds issues. We need to be able to think for ourselves and afford our own decisions rather than relying on what we have been taught in school. I am not saying that we should disregard what we have been taught, we just need to be able to relate to what we have been taught and make our own decisions. Education is peculiarly valued in North America, it is very hard to truly succe... ...homework and session in class, it also round learning to work with others and making choices about the future. Works cited Fitzhenry, Robert I., ed. Th e Harper Book of Quotations, Third Edition. NY HarperPerennial, 1993, 135.Hooks, Bell. Keeping Close to fellowship Class and Education. The Presence of Others. eds. Andrea A. Lunsford and John J. Ruszkiewicz, NY Bedford/ St.Martins, 2000, 93-103. Rich, Adrienne. What Does a Woman Need to hit the sack? The Presence of Others. eds. Andrea A. Lunsford and John J. Ruszkiewicz, NY Bedford/ St.Martins, 2000, 65-71. Rose, Mike. Life on the Boundary. The Presence of Others. eds. Andrea A. Lunsford and John J. Ruszkiewicz, NY Bedford/ St.Martins, 2000, 105-118. Spayde, Jon. acquirement in the Key of Life. The Presence of Others. eds. Andrea A. Lunsford and John J. Ruszkiewicz, NY Bedford/ St.Martins, 2000, 58-63.

Polonius in Shakespeares Hamlet :: GCSE English Literature Coursework

Polonius in Hamlet In Shakespeares dramatic tragedy, Hamlet, the first dupe of the rapier, Polonius, meets death behind the arras in Gertrudes room in the castle. Polonius death contributes to Ophelias death and the deaths of Rosencrantz and Guildenstern and these deaths, in turn, precipitate further tragedies in the play. Polonius, an underestimated character, will be the subject of this essay. Polonius entry into the play occurs at the companionable get-together of the royal court. Claudius has already been crowned Queen Gertrude is there Hamlet is depict in the black clothes of mourning. When Laertes approaches Claudius to give his farewell before return to school, the king asks Polonius Have you your fathers leave? What says Polonius? And the father dutifully answers He hath, my churchman, wrung from me my heavy leave By laboursome petition, and at last Upon his will I seald my unassailable consent I do beseech you, give him leave to go. So right at the outset the reader/viewer respects the lord chamberlain as a very fluent spokesman of the language, and respectful of his superior, the king. Later, in Polonius house, Laertes is winning leave of his sister, Ophelia, and, in the process, giving her conservative advice regarding her boyfriend, Hamlet. Quietly Polonius enters and begins to advise Laertes regarding liveness away from home move on thy thoughts no tongue, Nor any unproportioned thought his act. Be thou familiar, but by no means vulgar. Those friends thou hast, and their espousal tried, Grapple them to thy soul with hoops of steel But do non dull thy palm with entertainment Of individually new-hatchd, unfledged comrade. Beware Of admission to a quarrel, but being in, Beart that the opposed may beware of thee. Give every man thy ear, but few thy voice Take each mans censure, but reserve thy judgment. Costly thy habit as thy purse female genitals buy, But not expressd in fancy rich, not gaudy For the set oft proc laims the man, And they in France of the best rank and station Are of a most select and generous chief in that. Neither a borrower nor a lender be For loan oft loses both itself and friend, And get dulls the edge of husbandry. This above all to thine ownself be true,

The Presence of Darkness in James Baldwins Sonnys Blues Essay

The straw man of Darkness in James Baldwins fellers blue In the story Sonnys Blues the author, James Baldwin, uses the image of night quite frequently. He uses it first when the quondam(a) brother (main character) dialogues about his younger brother Sonny. He says that when Sonny was younger his face was bright and open. He said that he didnt pauperization to believe that he would ever see his brother going d experience, culmination to nothing, all that light in his face g iodine out. Meaning he had gone from good (clean and innocent) to bad ( giving into drugs homogeneous so umpteen of the other young people). The older brother then goes on to talk about his students and how they had limited possibilities stating that all they really knew were two darknesses, the darkness of their lives, which was sack out closing in on them, and the darkness of the movies, which had blinded them to that other darkness, and in which they now vindictively dreamed, at once more together th an they were at any time and more alone. He believes that there is little probability for these kids to get out of the pretty much doomed future they direct with drug addiction and crime being what it is in the city. There was one boy whistling through the harsh, bright air, while the other boys were laughing in their unforgiving way. The brightness of this boys whistling could symbolise that some of them do get out and make something of themselves ( bright futures). The author then uses darkness to describe the faces of the adults on Sunday evenings after dinner when everyone is relaxing with their own thoughts. For a moment nobodys talking but every face looks darkening, like the sky outside...The silence, the darkness coming and the darkness in the faces frighten the baby bird obscurel... ... way they are moving from the bad things all most them into the good, that is, the music. In this way they are in a way escaping from the darkness that is around them every day even if simply for a short time. Its the simply light they have. This is when the author uses the image of darkness for the last time. For, while the taradiddle of how we suffer, and how we are delighted, and how we may triumph is never new, it always must be heard. There isnt any other tale to tell, its the only light weve got in all this darkness. This supports that their music is the only thing that is totally good in their lives. With all the violence and despair that is around them all of the time, music is the only way they can free themselves. Work Cited Baldwin, James. Sonnys Blues. The Norton introduction to Fiction. 6th ed. Ed. Jerome Beaty. juvenile York Norton, 1996. 47-70.

Setting Up A Dummy Corporation :: Get Rich Quick

How to get anything you ever lacked for free...The "system" is a serial of checks and balances. Its an insiders club andunless you know the rules or ar pass oning to break them, youll plausibly neverhave a pot to piss in. Not....Where does it say, we have to pull up with, read about or watch on TV, theexploits of batch like Donald Trump, Robin Leach or one of the "Kennedys".Personally, Im tired sense of hearing about all their bullshit. Who gives a shit whatHillary or Tipper are wearing either?When people like "The Donald" make a brusk business investment and cant paytheir bills on time, what do they do? They renegotiate. Yep, thats undecomposed. They describe the margin "I cant pay" but Im such a mythologic person you shouldrenegotiate my loan. BullshitHow fast do you intend the bank would have you or me out on our ass? In commemoratetime, right? Money is power and unless you have money youre powerless right?Not...Money is an illusion. Po wer is an illusion. Both are projected by tricksy andaffluent people and organizations to get what they want. And, if they cant payfor it, they go bankrupt or renegotiate. Why should they have all that luxuryand not us? Hell, I can default on a loan as fountainhead as any of themAlmost every fraternity in the States will ship you goods on credit if you project theright image, bring the right questions and have the right answers...People willkiss your ass if they think you have great wealth. The best resturants will seatyou "up scarer" if they think "youre a player". Why not? Sounds good to me...Is this manner for acquiring material things legal? Hell no But half(a) the shitBig Brother does to us everyday isnt legal either...Want to put one over around town ina big black merchandise car for free? How about a brand new Pentium computing machine forthe office? The kids want Mopeds? Nooooooo problem Pay attention.Picking a company name...Whats in a name? Busines s wise it could mean everything...if you want to getover. It also has a lot to do with what you want to modernise for free. Lets sayyou want to start a new business and motivation all-types of office equipment.You could call yourself "Sals Pizzeria" but that wouldnt wash too well whenyoure trying to establish a $100,000 line of credit. Most credit managers willdump the application in the round file and require rile cash. Not the best choiceof names. How about something like Tri-Star Industries Intl or RCA Electronics?