Gandhi and the Foundations of a Bloodless Revolution Essay...

The world knows him as Mahatma Gandhi, a thin, wrinkled, elderly Indian wrapped in white traditional garb and leaning on a cane. Wire-rimmed spectacles frame the broad, aging face that has come to be associated with peace, wisdom, and the independence of India. Because of his untiring efforts to reform the cultural and political systems in India, Gandhi is well-known for his views on vegetarianism, birth control and the caste system. Most know about the peace-loving liberator of India, but what made Gandhi such a powerful force in the destiny of such a great nation? Many factors early in Gandhi’s life, such as his child-marriage, education, and experiences abroad, strongly influenced his philosophies and eventually compelled him to†¦show more content†¦The pressures of taking on the responsibilities of a husband at such a young age deeply impacted young Gandhi. Commenting on his marriage in his autobiography, he says, â€Å"little did I dream then that one day I should severely criticize my father for having married me as a child† (21). He developed a warped perception of sexuality because of his young age at the time of his marriage and it took him many years to form a complete idea of his authority as a husband. These misperceptions and a burdening sense of guilt from the death of his father (he was occupied in what he called â€Å"carnal lust† with his wife when his father died) haunted him for years until he eventually took a vow of celibacy later in life (Gandhi 55-56). Although he pondered it for years, Gandhi didn’t actually decide to take the vow of celibacy until 1906, after he had fathered four surviving children. The vow provided him with a way to control his struggle with lust as well as a method of birth control. He entered into it as a part of the brahmacharya vow, which involves abstaining from certain foods, activities, and even thoughts in addition to celibacy. Hindu tradition considered it a way to brahman – a realization of the god within each person. Gandhi claims in his memoir that â€Å"the existence of God within makes even control of the mind possible. Let no one think that it is impossible because it is difficult.Show MoreRelatedSocial Reformers of India2306 Words   |  10 PagesMahatma Gandhi: (2 October 1869 – 30 January 1948) (Father of the Nation, Rashtrapita, à ¤ °Ã  ¤ ¾Ã  ¤ ·Ã  ¥ Ã  ¤Å¸Ã  ¥ Ã  ¤ °Ã  ¤ ªÃ  ¤ ¿Ã  ¤ ¤Ã  ¤ ¾) was the pre-eminent political and spiritual leader of India durin g the Indian independence movement. He was the pioneer of satyagraha—resistance to tyranny through mass civil disobedience, firmly founded upon ahimsa or total non violence—which led India to independence and inspired movements for civil rights and freedom across the world. Gandhi led nationwide campaigns to ease poverty, expand women

Case Study Maths And Society Education Essay Free Essays

string(52) " form of behavior which is difficult to extinguish\." Abstraction Mathematicss consists of many words such as ‘whole ‘ , ‘differentiate ‘ , ‘limit ‘ and many more. It has been observed that mathematical nomenclature has a contextual significance for pupils in mundane life. This causes issues with the reading of Mathematical footings in the context of the topic and accordingly hinders the apprehension of definitions and constructs. We will write a custom essay sample on Case Study Maths And Society Education Essay or any similar topic only for you Order Now This assignment analyses the issues with the linguistic communication used in the instruction and acquisition of Mathematicss and suggests attacks to relieve these issues. It besides explores how the issue of linguistic communication competence can favor certain pupils compared to others based on their societal background. Introduction Language used in Mathematics causes deductions in the instruction and acquisition of the topic. From reflecting on my experience, I have personally found the vocabulary used in both Mathematics and mundane life difficult to grok in a Mathematical context and besides observed issues that other equals were holding with understanding the nomenclature. Additionally, I have observed in school that linguistic communication is an issue but did n’t gain the extent that it could impede the acquisition of Mathematics, even for those that are able to entree written and verbal instructions. Whilst instruction, I have farther observed how linguistic communication used in Mathematics causes issues for even those that can talk English, as there are many words used in relation to the topic which are besides mundane words, that causes confusion in understanding in a Mathematics context. This assignment explores the issues of linguistic communication in the instruction and acquisition of Mathematicss and how these can favor some societal groups over others. It besides suggests how these issues can be attempted to be resolved. In my sentiment this issue is a major influence in the apprehension of Mathematics which determines overall sequence in the topic ; hence I want to research this country in more item. Literature Review This reappraisal explores and discusses the issues raised by the usage of linguistic communication in the instruction and acquisition of Mathematics, and focuses particularly upon the jobs encountered by scholars, and the stairss which practicians may take to relieve them. As Durkin points out, much of kids ‘s Mathematical instruction ‘takes place in linguistic communication ‘ ( Durkin, 1991, pg.4 ) , and even mental or intuitive dialogue of mathematical jobs by the person is necessarily embedded in mathematical semiologies. It is argued here that the troubles raised by linguistic communication in Mathematicss are multi-dimensional and can forestall scholars from understanding what is said to them, or what is given to them in the signifier of written instructions by the instructor. These troubles can impede scholars ‘ attempts in working independently, by forestalling them from accessing written instructional or text books. Since scholars are largely assessed through end product orientated signifiers of appraisal, those with linguistic communication troubles are at a disadvantage, particularly if they can non grok the inquiries. These troubles can hinder their public presentation and sabotage their assurance in trial state of affairss. Consequently, this can hold immense deductions, both for the person by harming their self-pride and the establishment, as it means that the school concerned will hold poorer overall consequences, damaging their league-table place. Additionally, nomenclature used in the course of study is invariably being altered, so practicians have to accommodate their pattern and proctor scholars ‘ demands to guarantee that pupils understand the new footings and methods. Literacy and Numeracy Standards On assorted degrees, underperformance in literacy can even hold an enervating consequence on rather able mathematicians at cardinal points in their educational calling. As Clarkson indicates, the inability to read texts at the velocity required in trial scenarios provides a cardinal illustration of this ( Clarkson, 1991, pg.240 ) . Students that find it difficult to construe the inquiry or take clip to work out what is required, may cognize how to calculate the reply to the job but are restricted from replying all inquiries and completing the paper due to clip restraint. Alternatively, they may cognize a mathematical construct but can non reply the inquiry because it is phrased otherwise. For illustration, a pupil may be able to reply ‘multiply 4 and 6 ‘ but non ‘what is the merchandise of 4 and 6 ‘ as they may non cognize that ‘multiply ‘ and ‘product ‘ mean the same thing. Clearly, the added force per unit area of ‘exam emphasis ‘ does non assist, even though scholars are normally given sufficient pattern before the existent event under timed conditions. The of import point here is that no sum of readying on similar jobs can take the barriers inherent in a particular or unfamiliar job. It is axiomatic that written or spoken mathematical jobs will normally show the most complex challenges for those whose literacy and numeracy accomplishments are ill aligned, or have developed unevenly. However, the troubles experienced by such scholars are non confined merely to these countries. In primary and secondary instruction, many jobs which are written about wholly in numerical signifier necessitate some signifier of presentation in non-mathematical linguistic communication, in order for the reply to be right construed. Even where no text is present within the inquiry, the scholar may still visualize either the job or reply in prose signifier. It has to be conceded nevertheless, that it is in inquiries that are wholly written or verbalised that the scholar may be unable to entree the job, hence will be incapable of using the needed operations. However, in order to assist scholars run into these challenges, practicians themselves must understand the acquisition processes which each person undergoes. It is likely that the most of import component within this is the careful monitoring and appraisal of the scholar ‘s advancement on a frequent, possibly a day-to-day or hebdomadal footing. Practitioners should be attentive of those pupils who are non lending to inqui ry and reply Sessionss, or are by and large loath to offer replies to jobs put on the board. These cases need to be addressed quickly, before the scholar falls into a regular form of behavior which is difficult to extinguish. You read "Case Study Maths And Society Education Essay" in category "Essay examples" As De Corte and Verschaffel have argued, there are five phases to be in turn implemented when work outing written jobs. First, a complex ‘text processing ‘ activity occurs, affecting the analysis of the job. Second, the topic considers the appropriate operations in order to happen the ‘unknown component ‘ in the representation, which is performed in the 3rd phase. The formulated reply is so located in the original representation, whilst in the fifth and last phase, the brooding scholar ‘verifies ‘ their solution by reexamining its feasibleness ( De Corte, E. , and Verschaffel, 1991, pg.118 ) . The overall success of this procedure is dependent upon two mutualist factors, viz. that, †¢ ‘Word jobs that are solvable utilizing the same arithmetic operation, can be described in footings of different webs of constructs and relationships†¦ ‘ †¢ Constructing an appropriate internal representation of such a conceptual web is a important facet of expertness in word job work outing. ( De Corte and Verschaffel, 1991, pg.119 ) The persons ‘ execution of these phases besides depends on whether the inquiry was constructed around a ‘change ‘ , ‘comparison ‘ , or ‘combination ‘ job. Change jobs involve altering the value of a measure due to an event or state of affairs, combination jobs relate to measures that are considered either individually or together and comparing jobs are the comparings or differences between sums ( De Corte and Verschaffel, 1991, pg.119 ) . The of import point here is that the scholar negotiates the job intellectually, and the more complex it is, or the more phases it involves, the more hard it is for pupils to make so successfully. In other words, no affair what written or calculator operations are required, the scholar will first effort to set the assorted elements of the job together into some sort of logical sequence in order to visualize the eventual end product, i.e. the reply. As an illustration of this, reckoner based oppugning allows t he usage of digital reckoners in job resolution and in scrutiny contexts relieves the scholar of set abouting the needed operations. However, ab initio they must evidently find what those operations should be. There are plentifulness of cases where the scholar ‘s consideration of the job has proved inaccurate and has been misunderstood, taking to incorrect replies, even obtained on a reckoner as the incorrect operations were carried out. The overall point is that scholars think about jobs by visualizing footings like ‘add ‘ , ‘divide ‘ etc, in order to assist them make up one’s mind on the right account. In semiotic footings, the direction is the mark, which in-turn symbolises the ‘signifier ‘ or significance. If the scholar ‘s lingual capablenesss are non sufficiently developed, even the absence of text can non truly assist them and they will happen it hard to even construe symbols. Spoken and Heard Mathematics Similar sorts of jobs can go to the apprehension of spoken Mathematics inquiries or instructions, and, as Orton and Frobisher indicate, some schoolroom patterns may worsen this. They specifically suggest that scholars who have trouble in construing expressed constructs are often offered more pattern at written versions of them, efficaciously maneuvering them off into an epistemic tangent, which causes them to take the incorrect way in footings of the methods required. This is unbeneficial to scholars as more written illustrations can non needfully assist to work out the jobs built-in in aural or verbal Mathematics comprehension. There are different sorts of jobs involved, which need to be addressed in specific ways. As Orton and Frobisher explain, the act of jointing our ideas non merely offers a greater opportunity of pass oning our understanding to others, but ‘allows us to better understand what we are stating. ‘ ( Orton and Frobisher, 2002, pg.59 ) . The corollary to this is that scholar ‘s require ample chance to talk about Mathematicss in a structured environment, something which an accent on pencil and paper methods, and end product orientated appraisal can deny them and can impact the acquisition of the topic. There are many benefits for talking about Mathematicss in the schoolroom, specifically so that pupils can pass on their ideas and thoughts which would give practicians an penetration into the thought procedures of pupils, accordingly assisting them to understand their pupils. Harmonizing to the research of Zack and Graves, positive results have been demonstrated where the pattern is encouraged ( Zack, V. and Graves, B. , 2001, pg.229 ) . In other words, the more scholars are allowed to talk about Mathematicss, the more chance they have to rectify their ain mistakes and reflect on their thought. The other dimension which needs to be considered here is that of the societal context. Learners have to develop the assurance to prosecute in schoolroom duologues with their equals and the instructor. Arguably, those pupils who experience the greatest troubles in spoken and heard Mathematicss will be the most reserved about making this. Consequently, it will be apparent for practicians themsel ves to quickly go cognizant of those scholars who are least likely to volunteer replies and become involved in job resolution activities and treatments. It is so their duty to back up the person in visualizing engagement as a mark, and invent the appropriate scheme. However, this job is evidently exacerbated when the implicit in issues are embedded in literacy instead numeracy comprehension. As primary practicians will be peculiarly cognizant, the literacy and numeracy course of study run parallel to each other, instead than meeting in a structural manner ; they have their ain developmental phases, and these do non take history of cross-curricular demands. In other words, a scholar who is holding troubles with mathematical text will non needfully happen any straight relevant support in their literacy work. This implies that the practician must maintain up-to-date in the context of numeracy instruction, whilst guaranting that the scholar is besides on path with their staged mathemati cal development. Staged Development in Literacy and Numeracy Meanings and values are non merely acquired through the course of study or in the schoolroom, and each person will hold a pre-formed aggregation of perceptual experiences, nevertheless, non all may be accurate. The sum of exposure and comprehension of Mathematical linguistic communication varies highly between scholars, depending upon their cultural, societal and household background, which causes differences in larning behavior. Despite these fluctuations, as Clarkson indicates, scholars need to be secure in the option uses which frequently surround indistinguishable operations ( Clarkson, 1991, pg.241 ) . This job may hold cultural beginnings for some groups of scholars, or as Orton and Frobisher point out, may stem from the fact that much Mathematical nomenclature has alternate significances in mundane linguistic communication, examples include ; ‘chord ‘ , ‘relation ‘ and ‘segment ‘ ( Orton and Frobisher, 2002, pg.55 ) . It is of import that th e instructor understands whether the scholar has jobs with literacy or numeracy, or both. However, it can be hard for the practician to state whether mathematical or literacy jobs are forestalling scholars from come oning. As Clarkson points out, ‘reading and comprehension are two distinguishable abilities which must be mastered. ‘ ( Clarkson, 1991, pg.241 ) . There is surely no simple correlativity between ability in literacy or standard written/spoken English and accomplishment in Mathematics. Language Competence Language competence is an issue for pupils who speak English as a foreign linguistic communication, doing them to underperform in Mathematics. In order to read text books and understand verbal instructions, pupils must work within the linguistic communication of direction. Educational advancement is enhanced depending on whether a pupil ‘s first linguistic communication is that of their direction or non and this clearly affects those from lower societal backgrounds. Mathematicss has many words peculiar to the topic, for illustration, ‘integral, differentiate, matrix, volume and mass ‘ . This can be confounding for non-native English pupils, as they have to larn new significances in the context of Mathematics ( Zevenbergen, 2001, pg.15-16 ) . The same word can be interpreted in different ways by non-native pupils, doing misinterpretations which affects acquisition. For illustration, the word ‘times ‘ is by and large related to the clip on a clock, non to generation and the words ‘hole ‘ and ‘whole ‘ sound the same but have different significances, intending a whole figure in Mathematics ( Gates, 2002, pg. 44 ) . Practitioners may happen this deficiency of linguistic communication background can do a Mathematics category hard to learn. Conversely, accomplished immature mathematicians with hapless English accomplishments can entree the cosmopolitan linguistic communications of figure and operations with comparative easiness so the inquiry to be asked is ; what sort of Mathematicss jobs are at issue? Harmonizing to Pimm, logograph, pictograms, punctuation symbols and alphabetic symbols can ease extended, but non entire mathematical communicating ( Pimm, 1987, pg.180 ) . As Orton and Frobisher indicate, it is up to the practician to find the extent to which mathematical jobs need to be graduated for single scholars and it can non be assumed that their experiences and demands will be indistinguishable ( Orton and Frobisher, 2002, pg.54 ) . For illustration, understanding that the difference between two Numberss is something produced when one is subtracted from another may be hard to understand fo r scholars who have non encountered that manner of job before. Puting by ability In Mathematics, scene is used to group pupils harmonizing to their ability and pupils take tests depending on what set they are in, which determines the maximal class they can accomplish. This seems unjust for lower setted pupils, whose full potency may non hold been realised and who certainly deserve the opportunity to accomplish a higher class. Students with linguistic communication issues may work more easy or misconstrue inquiries and hence, be setted in a lower-level group, which is clearly unjust. Therefore, those kids with the linguistic communication competence and extra external aid are in favor of larning Mathematics more successfully. However, even these pupils struggle with certain nomenclature. Harmonizing to Watson, it is a affair of ‘social justness ‘ to learn Mathematicss to all kids as their accomplishment in the topic is judged throughout their life and participates in finding future chances. Grades achieved in Mathematics affect hereafter surveies and calling waies ; for illustration, to come in university, normally a lower limit of GCSE class C is required, and this demand varies depending on the class ( Watson, 2006 ) . Therefore, as a consequence of scene, ‘those in lower sets are less likely to be entered for higher grades ‘ ( Day, Sammons and Stobart, 2007, pg. 165 ) , accordingly harming their hereafter survey and occupation chances. Besides, some kids have an advanced appreciation of Mathematicss due to an advantaged background, parents ‘ aid or private tuition so puting is unjust as it is biased towards early developing kids or those who have been given excess aid outside of the schoolroom. In schools, the scene system is supposed to be strictly based on ability degree. However, in world, streaming could be decided upon for other grounds. For illustration, two countries of bias encountered can be societal category and cultural dimensions ( Capel and Leask, 2005, pg. 155 ) . Bartlett, Burton and Peim point out that frequently ‘lower category pupils were deemed to hold a lower rational ability than in-between category equals strictly due to unrelated societal issues such as speech pattern or parents ‘ occupations. ‘ ( Bartlett, Burton and Peim, 2002, pg. 182 ) Sukhnandan and Lee ( 1998 ) remark on the fact that lower-ability sets consist of high figure from low social-class backgrounds, cultural minorities, male childs and kids born in the summer, who are at a younger age for their school twelvemonth. Sukhnandan and Lee believe that puting in this manner causes ‘social divisions ‘ . ( hypertext transfer protocol: //www.tes.co.uk/article.aspx? storycode=81217 ) . Therefore, it appears that linguistic communication competence is being used as a major factor in finding which set pupils are placed in and accordingly impacts accomplishment in Mathematics. Decision In decision, it may be argued that there is an ongoing demand to re-assess how scholars internalise the mathematical constructs conveyed in linguistic communication. Practitioners have acknowledged that semiologies, or the relationship between linguistic communication, symbolism and idea, impacts the manner in which learners interpret information. For illustration, as Pimm indicates, sing the construct of negative Numberss, ‘involves a metaphoric widening of the impression of figure itself†¦among mathematicians, the freshness becomes lost with clip, and with it the metaphoric content of the original penetration of utile extension. It becomes a platitude comment – the actual significance. ‘ ( Pimm, 1987, pg.107 ) . Although Mathematics tends to prosecute rationalist or absolute results, it involves much that is abstract ; measures, frequences, chances etc, are all events or values that occur independently of the demand to visualize them, or calculate and enter them. The demand to make so is normally derived from the demand to understand or command events which have happened in the yesteryear, are go oning now, or predict what will go on in the hereafter. As discussed, persons must fit their ain internal apprehension of a peculiar job with its catching value, either in linguistic communication, text, or Numberss, nevertheless, foremost they must do the appropriate nexus. As Lee indicates, there are distinguishable societal and communicative advantages when scholars are allowed to joint their apprehension of these constructs ( Lee, 2006, pg.4 ) . Furthermore, as Morgan observes, the disempowerment of persons who lack the necessary control over linguistic communication continues to do concern and registers the demand for farther research ( Morgan, 1998, pg.5 ) . One of the chief issues arguably lays in pulling the differentiation between lingual and conceptual troubles, and infering the relationship between the two. As De Corte and Verschaff el have argued, scholar ‘s mistakes in word jobs are frequently ‘remarkably systematic ‘ , ensuing from ‘misconceptions of the problem†¦due to an deficient command of the semantic strategies underlying the jobs. ‘ ( De Corte and Verschaffel, 1991, pg.129 ) . Therefore, farther research into the beginnings of such jobs and the agencies of turn toing them is required. As many practicians will cognize from experience, the worst scenario is ‘global ‘ failure of apprehension, where the scholar can non even articulate why they do non understand. In other words, they can non get down to work out the job because they have non understood the inquiry. In these instances, the instructor needs to pass clip with the person concerned, which is non ever easy or executable in a schoolroom scenario. It is of import to observe that ; the earlier jobs are diagnosed, and the appropriate support put in topographic point, the better it is. Unfortunately, there is no cosmopolitan solution which can be applied here ; it is merely good appraisal pattern, effectual planning and the sensitive framing of jobs which can bit by bit interrupt down the jobs involved. Having explored this country in-depth, linguistic communication competence does pose deductions in understanding Mathematicss, accordingly favoring certain societal groups. In my sentiment, practicians should on a regular basis supervise scholars to find whether the person is come oning or requires extra demands. Language competence is non a significant adequate ground for curtailing how high a pupil can accomplish and by utilizing this as a factor in scene is clearly unjust. Sets should be formed and amended on a regular basis, based upon pupil advancement and mathematical ability to guarantee there is no prejudice on societal background. More single support should be made available through an enlargement of the appropriate budgets, so that the necessary action is non compressed into normal lesson timetabling and pupils can have the maximal support possible of their demands, to heighten their sequence in Mathematics. How to cite Case Study Maths And Society Education Essay, Free Case study samples

Portrait Of The Artist As Young Man (1090 words) Essay Example For Students

Portrait Of The Artist As Young Man (1090 words) Essay Portrait Of The Artist As Young ManReligion is an important and recurring theme in James Joyces A Portrait of theArtist as a Young Man. Through his experiences with religion, Stephen Dedalusboth matures and progressively becomes more individualistic as he grows. Thoughreared in a Catholic school, several key events lead Stephen to throw off theyoke of conformity and choose his own life, the life of an artist. Religion iscentral to the life of Stephen Dedalus the child. He was reared in a strict, ifnot harmonious, Catholic family. The severity of his parents, trying to raisehim to be a good Catholic man, is evidenced by statements such as, Pullout his eyes/ Apologise/ Apologise/ Pull out his eyes. This strictconformity shapes Stephens life early in boarding school. Even as he isfollowing the precepts of his Catholic school, however, a disillusionmentbecomes evident in his thoughts. The priests, originally above criticism ordoubt in Stephens mind, become symbols of intolerance. Chief to these thoughtsis Father Dolan, whose statements such as, Lazy little schemer. I seeschemer in your face, exemplify the type of attitude Stephen begins toassociate with his Catholic teachers. By the end of Chapter One, Stephensindividualism and lack of tolerance for disrespect become evident when hecomplains to the rector about the actions of Father Dolan. His confused attitudeis clearly displayed by the end of the chapter when he says, He was happyand free: but he would not be anyway proud with Father Dolan. He would be verykind and obedient: and he wished that he could do something kind for him to showhim that he was not proud. Stephen still has respect for his priests, buthe has lost his blind sense of acceptance. As Stephen grows, he slowly butinexorably distances himself from religion. His life becomes one concerned withpleasing his friends and family. However, as he matures he begins to feel lostand hopeless, stating, He saw clearly too his own futile isolation. He hadnot gone one step nearer the lives he had sought to approach nor bridged therestless shame and rancor that divided him from mother and brother andsister. It is this very sense of isolation and loneliness that leads toStephens encounter with the prostitute, where, He wanted to sin withanother of his kind, to force another being to sin with him and to exult withher in sin. He wants to be loved, but the nearest thing he can find isprostitution. In the aftermath of this encounter and the numerous subsequentencounters, a feeling of guilt and even more pronounced loneliness begins toinvade Stephens being. Chapter Three represents the turning point of the novel,for here Stephen turns his life around. After the sermon on sin and hell,Stephen examines his soul and sees the shape it is in, wondering, Why washe kneeling there like a child saying his evening prayers? To be alone with hissoul, to examine his conscience, to meet his sins face to face, to recall theirtimes and manners and circumstances, to weep over them. Religion pushesits way suddenly and unexpectedly back into Stephens life. After his confessionat the end of Chapter Three, he begins to lead a life nearly as devout as thatof his Jesuit teachers and mentors. Even as he leads this life, however, shadesof his former self are obliquely evident through statements such as, Thisidea had a perilous attraction for his mind now that he felt his soul beset onceagain by the insistent voices of the flesh which began to murmur to him againduring his prayers and meditations. .u751b971169b4f0265ae7cb007250272a , .u751b971169b4f0265ae7cb007250272a .postImageUrl , .u751b971169b4f0265ae7cb007250272a .centered-text-area { min-height: 80px; position: relative; } .u751b971169b4f0265ae7cb007250272a , .u751b971169b4f0265ae7cb007250272a:hover , .u751b971169b4f0265ae7cb007250272a:visited , .u751b971169b4f0265ae7cb007250272a:active { border:0!important; } .u751b971169b4f0265ae7cb007250272a .clearfix:after { content: ""; display: table; clear: both; } .u751b971169b4f0265ae7cb007250272a { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u751b971169b4f0265ae7cb007250272a:active , .u751b971169b4f0265ae7cb007250272a:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u751b971169b4f0265ae7cb007250272a .centered-text-area { width: 100%; position: relative ; } .u751b971169b4f0265ae7cb007250272a .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u751b971169b4f0265ae7cb007250272a .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u751b971169b4f0265ae7cb007250272a .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u751b971169b4f0265ae7cb007250272a:hover .ctaButton { background-color: #34495E!important; } .u751b971169b4f0265ae7cb007250272a .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u751b971169b4f0265ae7cb007250272a .u751b971169b4f0265ae7cb007250272a-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u751b971169b4f0265ae7cb007250272a:after { content: ""; display: block; clear: both; } READ: Brave New World And The Giver: Similar Yet Differe Essay Here it is evident that, even as hislife becomes more and more devout, he can never lead the perfect and sinlesslife of the Jesuit. The offer of a position as a priest is met by memories ofhis childhood at Clongowes and thoughts such as, He wondered how he wouldpass the first night in the novitiate and with what dismay he would wake thefirst morning in the dormitory. Stephen realizes that the clerical collarwould be too tight for him to wear. A walk on the beach confirms this thought inStephens mind through the statement, Heavenly God! cried Stephens soulin an outburst of profane joy. The sight of a woman and the knowledgethat, as a priest, he could not even talk to her, finally convinces Stephen toabandon religion.

Letter free essay sample

Dear Nissim Mordehay, I can only imagine of what the painful and terrible things you have been through. There are so many questions that run through my head, but so little time to consider answering them all. Now I understand that you were born January 8, 1932 in Thtiman, Bulgaria. You were also the son of Mina and Behor Mordehay, and you were nine years of age during the hohcaust, when Bulgaria allied its self with Germany. You also had a younger sister named Lida,she was 5 years old. I also read that your family had owned a very large store that sold textiles and clothing. This building was so large that you and your family hat to give the first floor to the police deparment, which the town jail was in the basement. Your family was surrounded by non-jews but very wellknown and respect ed by them. There. was a law by Adolf Hitler passed by the goverenment for all jews to wear the yellow star . We will write a custom essay sample on Letter or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page But from what I read , you and your sister did not have to wear the yellow star because, you and your sister were under age. There is a quetion I would like to ask, how did you feel when knowing that other childeren had lost their parents to Adolf Hitler, did at least one thought of you loosing your parents ever cross your mind? Did you ever tell your mom or dad that your cusinswere literally tororing you and your little sister lida for being able to attend a public school? Did you ever feel isolated from the world , when you were told you would not be seeing your former friends at school anymore? There was a n intersting part in your lifestory that I loved. IT was about how the of Bulgaria actually fighting in behave of the 20,000 jews who ordered by Hitler to be sent to concentration camps in poland, in the year 1943. By January 1944, massive allied boming of Bulgaria began. But The Jews Of Old, Bulgaria were saved due to the courageous defince of the King Of Bulgaria and his peop le. I believe that you are extremly fortunate to be able to live and survive that horrible and terrifing event. You must be filled with great joy and happyness. Knowing that you lived in a country that was able to protect you and your beloved family!!

Dialogue Essays

Dialogue Essays Dialogue Essay Dialogue Essay Doctor: HI, what seems to be the problem? Patient: IVe been having a chest pain for about four hours. Doctor: 0k and did you have any other problems? Patient: Yes, during my sleep I was woken up by a pressure in the middle of my chest, and it spread to the left shoulder and back four hours ago. I also had shortness of breath, sweating, nausea, and vomiting. Doctor: The pressure in the middle of your chest is a retrosternal pain. Did you take any medication during that time? Patient: Yes, I took three tablets of nitro glycerol and tried to rest but it did not help. Doctor: It ays on your file that you were admitted by ambulance. Your ECG results show a ST elevation in II, Ill, aVF, and CK-MB higher than normal. Did you have any fever, disturbance of consciousness, cough, or abdominal pain? Patient: No, I didnt have any such problems. However my appetite and sleep were bad. Doctor: Did you have any diarrhea or trouble urinating? Patient: No diarrhea and my urine was normal. Doctor: Do you have any past medical conditions? Patient: IVe never had any serious troubles in the past or allergies either. Doctor: 0k thats good, tell me a little about your personal history. Patient: I was born in Dalian, China and got married when I was 26. My wife and children are healthy. I smoked 20 cigarettes per day for 25 years and IVe also been drinking alcohol for 1 5 years. Doctor: Alright, what about your family history? Patient: Both my maternal and paternal grandparents are deceased although Im not sure of the age or cause of death. My mother died of acute myocardial infarction at 53 and my father died of stroke at 45. He had a family history of diabetes, coronary heart disease and hypertension. Doctor: 0k this was very helpful. Now we will run some tests Just to confirm the condition.

Becoming a Medical Billing Specialist

Becoming a Medical Billing Specialist Keisha Marselis SLS 1105-65 Strategies for Success March 20, 2010 Becoming a Medical Billing Specialist I love working with people and on computers. So I looked for a career where I can do both. Deciding to become a Medical Billing Specialist was the perfect choice for me. When I first entered into the medical field, I became a CNA (Certified Nursing Assistant). I love doing my job because I was able to help others in need. As time passed I knew I wanted to do more but I just didn’t know what that was. Then one day I went to the doctor’s office with a patient for a routine checkup and I started talking to one of the medical assistants. She asked me if I liked my job. I told her that I love what I did but I wanted something more. I also mentioned that I had went to school for basic computer training before I went to school for CNA. Then she said that I should think about going to school for Medical Billing and Coding. When I started looking into the field, I was astonished. I would be able to do the two things I love, working with people and on computers. I discover that a person interested in medical billing and coding should have excellent knowledge of the field, is willing to help those in need and have flexibility to obtain additional training for job advancement. â€Å"Medical coding is a key step in the medical billing process. Every time a patient receives professional health care in a physician’s office, hospital outpatient facility or ambulatory surgical center(ASC), the provider must code and create a claim to be paid, whether by a commercial payer, the patient or CMS(The Centers for Medicare Medicare Services)† (American Academy of Professional Coders (AAPC), 2010). A medical coder’s main job is to look over patient’s records and other information to code and classify a patient’s diagnosis or procedure. Then they must assign and input the correct diagnostic code to establish the amount of money a provider receives from the insurer. Coders are also responsible for making sure codes meet all federal, legal and insurance regulations. Jeffress (2003-2010) specifies that â€Å"the healthcare industry depends on skilled medical billing and coding specialists to accurately record and register patient information, verify their insurance policies, and keep track of patient accounts†. When a patient comes in to the doctor’s office, you are the first and last person they come in contact with. So it is important that you get all of the patient’s information to properly start off their file. You also have to make sure the patient has their proper health insurance and understand what their responsibilities are for co-payment, if needed. They would have to fill out different documentation about them and their family medical history. It is also important to help them understand how to fill out these forms so that everything can be properly documented in their file. When the patient sees the doctor, he/she will have a somewhat understanding of why the patient is visiting. While the patient is seeing a doctor, the doctor may tell them a few things that they might not understand. So the patient might come and ask you questions pertaining to what the doctor just told them. By being trained in the field you learn about medical terminology. This is when you breakdown what was told to them. You would be able to explain to them the medical diagnosis or procedure the doctor has told them about. Help them understand what the doctor wants them to do.

Modern Life Essay Example | Topics and Well Written Essays - 750 words

Modern Life - Essay Example Fatalism means practical knowledge of limits, self reliance suggests freedom from dependence, religion is a validation and knowledge is developed outside of metropolitan institutions. (Seitz, 1995, p. 128). In this modern life, women are now working shoulder to shoulder with men, and this progress actually happened gradually. Gradually because there are certain impediments that women had to face to prove their capability and potential to be able to become self dependent; some of which have been aforementioned such as the value of women in existing cultures. Other than external factors, do the women folk even appreciate the value of self dependence themselves? Here, the question being posed suggests that are women an impediment to their own progress towards self dependence? Well, the answer is partly yes, because of the reason is that she is not taught self dependence. (Mill, 2008, pg. 111). Understanding the Meaning of Self Dependence Self dependence simply means to be dependent on one’s own self in order to achieve something such as a one’s goals, aims, desires and the like. Self dependence is a synonym for self reliance. A self dependent person accepts and realizes that fact they are responsible for their lives as an individual. Self dependence is a strong belief that one can face the challenges in life alone with no one’s help and guidance other than oneself. When a person is able to listen to himself., they can trust themselves and move their life according to their will. Women and Self Dependence The word self dependent has been started being associated with women, too. However; women of today do not enjoy the bounties of this term completely. It is partial for them. â€Å"If you want a thing done, go yourself; if not, send.† This axiom is clearly and fully valued by most men but not appreciated by the women. It suggests that one of the very last things women are taught, often thr ough a course of miserable helplessness, difficulties, heart burning and pain, is self dependence which boys are taught from their school days till they are grown men. (Craik, p. 27). There are a number of impediments that come in between women and the development of their complete self dependence in this modern world. First basic reason is the way they are brought up, secondly are the cultural values, thirdly the existence of gender disparity at different environments such as educational institutions, workplace environment and the like. Women and Their Brought Up In today’s societies, girls are brought up in similar ways as they were brought up traditionally. That is, they are still told the differences between the female and male gender since they are children. Females are raised to be dainty and lady like, and males on the other hand are raised to be strong and never show weakness. Since the start of their lives, children are taught their different respective roles in the society. For example, girls are made to wear pink dresses and boys are made to wear blue colored dresses. This small differentiation has great and hidden impact on the minds of both the genders. When playing with toys, girls tend to play with dolls and boys tend to play with cars, trucks. Some of it is an inherited quality and some things in them are shaped by the environment. This is also called socialization, in which girls and boys are brought up with different beliefs. All societies have this norm. Women are not considered physiologically equal to men. Males are made to believe that they are predisposed to becoming aggressive. And women on the other hand are made to believe that they are gentle and tender. (Digital Term papers). Cultural Aspects For Women’s Self Dependence Most of the cultures recognize women as belonging to the

BUS 401 CA MOD 2 Essay Example | Topics and Well Written Essays - 500 words

BUS 401 CA MOD 2 - Essay Example Starbucks, being an international firm might consider factors like geographical variances, cultural differences, regulations of host countries, and market conditions as they intend to export the business to foreign regions. According to Pahl (6), selection of business area, scope of business place, ways to attract customers, and speed and accuracy of business moves etc, are the inevitable factors that an international company should take into consideration while planning to expand its business to new regions. As Starbucks had increased its business areas by launching a number of subsidiaries globally it faced the risk of exposure. Eventually, the company reduced its subsidiaries in USA and exported the business to China. The decision was appropriate that made Starbucks coffee one of the most popular coffee brands among the Chinese people (Fowler). Moreover, Starbucks’ downsizing in the USA and the new Chinese focused business brought remarkable changes in their financial reports. â€Å"The company’s net profit for fiscal year 2008 plunge 53 percent from 2007 to 315.5 million US dollars† (China Daily). More than 70% of the Starbucks’ business is spread in China; and subsequently, the lion’s part of its revenue is derived from the same market. Starbucks had its own unique strategy to enter the Chinese market. For instance, they undertook social responsibility programs as one of their entry level tactic including many charitable works favoring Chinese soci ety. Therefore the Chinese government affectionately welcomed Starbucks’ project home. However, the advent of Starbucks caused the peril of several traditional Chinese industries that prompted the government to initiate certain regulations to control Starbuck’s business operation in China. Therefore, Starbucks declared a $5 million educational program for the well being of the new generation. The Starbucks constituted a committee consisting of Starbucks executives and Chinese

Principles Of Behaviorism Essay Example for Free

Principles Of Behaviorism Essay The principles of behaviorism are represented through a sequence of events and possibly lead to â€Å"time-out† period. Time-out is used by parents as a disciplinary tool towards their misbehaving child. Parents respond to a child’s actions through reinforcement, whether it be expressed by a positive or negative feedback. When a child does something unacceptable or troublesome the parent may use seclusion as a type of punishment known as â€Å"time-out.† After the child has done something wrong they must sit in a quiet area by themselves and ‘think about what they had done wrong. ’ The time-out isolation usually is dismissed after the child has â€Å"cooled down† and acknowledges their behavior and is ready to act appropriately. Time-out usually influences a child’s behavioral development by learning the consequences of disobedience. This type of reinforcement could have many consequences based on the parent’s discretion. Some parents may use the threat of deprivation as a further penalty. The removal of the child’s TV, video games, cell phone or time with friends may be taken away until the child has fully understands why they are being punished. If the parents have successfully reinforced the child’s behaviors throughout development, the child should not be repeating a punishment for the same bad behavior that was once acknowledged. The child’s behavior should have already been handled and the frequency of misbehaving should decrease.

The Simpsons :: essays research papers

The Simpsons   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"The Simpsons† is a cartoon series produced by Gracie Films for Twentieth Century Fox and Fox Network. It began as a series for â€Å"The Tracey Ullman show† on April 19, 1987, and premiered as a series on December 17, 1989, in the 8pm-time slot. It started to be shown regularly on Sunday’s beginning on January 14, 1990. The second, third, fourth, and fifth season’s were brodcasted by Fox on Thursday nights in the 8pm time slot. It then returned to Sunday nights beginning with the sixth season. The first three season’s were animated by Klasky-Csuupo, who also worked on â€Å"The Tracey Ullman show.† Film Roman animated the fourth fifth and sixth seasons. Matt Groening changed television forever when he brought animation back to prime time with â€Å"The Simpson’s.† Groening also wrote and the fox entertainment series â€Å"Futurama.† â€Å"The Simpson’s† was Matt Groening’s introduction into the world of animation. Groening has also published many â€Å"Simpson Comics.† â€Å"Itchy and Scratchy† Bart and Lisa’s favorite cartoon. â€Å"Bartman†, Bart’s secret identity. â€Å"Radioactive Man†, Bart’s favorite comic book. Lisa Comics and Krusty Comics.†   Ã‚  Ã‚  Ã‚  Ã‚  The Simpson’s Family was created in fifteen minutes while Matt Groening waited in the foyer of James L. Brooks office. The Simpson’s family consists of six people. Homer, Marge, Bart, Lisa, Maggie, Grandpa, and Santa’s Little Helper, the family dog. Homer Simpson is 36 years old and weighs around 260 pounds. He works as the safety inspector at the Springfield Nuclear Power Plant. His favorite foods are donuts, pork rinds, and Krusty Burgers. His favorite beverage is Duff Beer. Marge Simpson is 34 years old and weighs about 135 pounds. She has fears of flying and has been convicted of shoplifting at the Kwik-E-Mart. Her hair color is blue #56 and her favorite singer is Tom Jones. Grandpa is around the age of 65 and has two sons; Homer J. Simpson and Herb, the result of meeting a girl at a carnival one night. His real name is Abraham Simpson, he lives at the Springfield Retirement Castle and his favorite past time is napping.   Ã‚  Ã‚  Ã‚  Ã‚  There are three children in the simpsons family; Bart, Lisa, and Maggie. Bart is ten years old and his idol is Krusty the Clown. His best freind is Millhouse and he is famous for classroom disruption, prank calls to Moe’s, practical jokes, and vandalism. Lisa is eight years old and admires Ralph Wiggum and Millhouse Van Houghte. Her hidden talent is picking winning football teams and her rival is Allison Taylor.

Opinion Essay Arranged Marriages Essay

Many people cringe when they hear the words â€Å"arranged marriage†. They cringe because it brings to mind an image of a forced union and an unhappy couple in the middle of it. However, that is not always the case. Arranged marriages can be right and they do have positive effects. The concept of arranged marriages today is totally different; they are no longer the same as they once were. In earlier generations there was no communication before the wedding day, now the parents allow their children to communicate through letters and occasional phone calls, before the day they meet and marry. (Habib, K16) â€Å"More and more, parents give their children a choice in whether they agree to be with a potential spouse.† (Habib, K16) This is because â€Å"younger generations are wanting to take direction over their own choices and their own lives† (Habib, K16) and their parents see this and respect that. Arranged marriages are able to last because â€Å"the integrity, values and belief system of the family guide them.† (Habib, K16) â€Å"Ninety five per cent of all marriages in India are arranged. It’s believed they are more successful than marriages in the west (the divorce rate is as low as five per cent, a fraction of the rate in North America) because real love flows from a properly arranged marriage union between two people and romantic love does not necessarily lead to a good marriage and often fails once the passion dissipates.† (Habib, K16) Love is learned as the ties to the marriage partner grow. Passionate love is a poor foundation on which to base a life-long partnership. Stories in the media like the one of â€Å"Alpna Patel, a Saskatoon dentist found guilty recently of manslaughter in the stabbing death of her husband Viresh in Baltimore because she was in a joyless arranged marriage for less than a year† (Habib, K16) and of â€Å"one woman who reluctantly agreed to marry the son of a family friend in India, then committed suicide by drinking poison before the wedding because she was in love with another man and was afraid to tell her family† (Habib, K16) taint the image of arranged marriages. â€Å"Any marriage can become miserable and violent, regardless of whether couples are thrown together.† (Habib, K16) Arrange marriages are not about parents  forcing their children into an unwanted marriage, there about the pairing two people with the same cultural, economic and religious backgrounds.

Qualities of Good Teachers Essay

There are many internet sources that post lists of qualities that all great teachers should possess. These lists range from 10-15 characteristics, but I believe that they can be summed into a love for children, not only a firm knowledge in their content area but passion as well, and that they take the time to get to know their students by developing a healthy student-teacher relationship. In his book Qualities of an Effective Teacher, James Stronge subcategorizes qualities into the teacher as a person, as an individual, and he lists specific qualities that show caring and responsibility for students. However, I believe what it really boils down to is a joy of being around students and a love for the job. If a teacher genuinely loves children, he or she will do whatever necessary to help that child succeed, including planning, mentoring, differentiated teaching, etc. Harry Wong states in The First Days of School that the students are going to want to know the teacher as a person and if the teacher will treat them with respect. Therefore, effective teachers will take the time to show the students respect and involve them in their own learning process. I don’t think that there is a difference between good and effective. I think that is just a matter of semantics. Of course we might be able to specify a good teacher is one who has a joy and gets the students motivated to learn while an effective teacher is one who performs the preparation tasks well: good planning, classroom management, monitors student progress. However, I think that if a teacher has such a joy for teaching and is enthusiastic, he or she will want to be effective as well and keep good records and plans, etc. The same is true for those teachers who are great at the behind-the-scenes tasks. If someone is so well-prepared, why wouldn’t he have enthusiasm and be able to motivate the students? Therefore, I believe separating these two words is impossible, for all good teachers are effective and vice versa.

Greece drama essays

Greece drama essays In 500 B.C. Greek theatre was the most command way of entertainment. It is important to understand that drama began in the Greek world as a form of religion ritual, but it was good entertainment especially if it contained a lot of blood or gore. Greek drama was not only performed in the theatre itself but also performed for special occasions such as festivals. The actors sometimes performed competitively for prizes that were awarded. The drama was closely associated with religion; the stories were mainly based on myth or history. The theater consists of a large circular orchestra, or a dancing floor, for the chorus. More than half of its circumference is surrounded by the audience. The scene or stage is behind the orchestra, facing the audience. The side of the scene facing the audience, served as a back round. It was decorated as a palace or a temple. The flat roof of the scene was dedicated to the gods, which was called the Theologion. The scene had one of three entrances for the actors. Between the scene and the seats was the other two entrances called Parodoi. If someone was coming from the right of the parodos, that meant he was coming form the city or the port. If he came form the left, he was coming form the fields or abroad. The front seats for the audience were called the Proedria and were reserved for officials and the priests. There were three types of drama that were composed, tragedy, comedy, and satyr plays. Tragedy and comedy were distinguished in many ways. There was the Aristotelian tradition that describes tragedy as a drama which concerns better than average people, like heroes, kings, and gods, who undergo an alteration of good fortune to bad fortune. This serves the purpose of purging the soul of the fear and pity. Tragedy usually dealt with myths, or events that come from the recent past which had become myths. The important thing was that the audience had some recollection of the story...

Human Sexuality Essay Example | Topics and Well Written Essays - 1750 words - 1

Human Sexuality - Essay Example The results of existing research comparing gay and lesbian parents to heterosexual parents and children of gay or lesbian parents to children of heterosexual parents are quite uniform: common stereotypes are not supported by the data. Researchers estimate that the total number of children nationwide living with at least one gay parent ranges from six to 14 million. So far only one state, Florida, totally bans gay adoption. Nine states allow for openly gay and lesbian couples to adopt jointly: California, Massachusetts, New Jersey, New Mexico, New York, Ohio, Vermont, Washington, Wisconsin, plus Washington, D.C. It is more common for one partner to adopt and then for the second to apply as the second parent, or co-parent. Second parent adoption creates a second legally recognized parent for the adoptive children. This is the only way for gay couples to both become legal parents of their children. Second parent adoptions have been granted by the courts in twenty-one states as well as D.C. These states include - Alabama, Alaska, Minnesota, Nevada, New Jersey, New Mexico, New York, Ohio, Oregon, Pennsylvania, Rhode Island, Texas, Vermont, and Washington. In general, state agencies and courts now apply a "best interest of the child" standard to decide these cases. Under this approach, a persons sexual orientation cannot be the basis for ending or limiting parent-child relationships unless it is demonstrated that it causes harm to a child. Today social workers must make a difficult decision: should a gay couple be permitted to adopt? In fact, gay men and lesbians have always adopted, though in the past they usually hid their sexual orientation. Today, as they have become more visible in all aspects of society, they are determined to be considered seriously as potential adoptive parents.

Chemistry of Hazardous Materials Case Study Essay

Chemistry of Hazardous Materials Case Study - Essay Example three main illustrations explain that the tanker is transporting hazardous substance that can negatively affect the health and safety of the safety workers and the members of the public. Hazardous material is considered substances, which potentially damage the well being and health of individuals and also the environment. The hazardous substance in the case is in liquid form; this is illustrated through the dripping liquid, from the tanker valve, that is red to yellow in color. Liquid hazardous materials have identifiable characteristics. They are flammable; hence, they ignite easily and burn rapidly if exposed to ignition source. The materials can also be spontaneously ignitable. This implies heat concentration due to oxidation and microbial activities can ignite the material. Corrosive liquid materials damage skin tissues during contact. Toxic characteristics are applicable to substances that cause negative health effects and even death of the individuals exposed to it. DOT provides guidelines for transporting the hazardous materials. The liquid being transported in the case is Thionyl Chloride. The color of this liquid is red to yellow. The NFPA diamond symbol for the liquid is 4, 0, 2 and W that is slashed. The symbol implies that; the substance reacts violently with water, and hence safety caution should be observed by the health and safety team. The action plan for handling the accident situation entails adequate health and safety planning by the professional team. The team should start by ensuring public safety by protecting the accident scene. Members of the public should not be within close proximity to the accident scene. This measure prevents corrosion and irritation effects that people may experience. The safety personnel should wear protective equipments when accessing the accident scene. The safety materials include; special clothing and gas masks. The gas masks prevent the inhalation of harmful fumes that may irritate the respiratory tract. The

Detection, Control And Prevention Of Rape Term Paper

Detection, Control And Prevention Of Rape - Term Paper Example Rape-related incidents or sexual assaults are taking place not only in open societies but in closed societies like prisons or correctional facilities also. Kaiser & Stannow have pointed out that â€Å"more than 216,600 people were sexually abused in prisons and jails and, in the case of at least 17,100 of them, in juvenile detention. Overall, that’s almost six hundred people a day—twenty-five an hour†. In fact, many of the criminals believe that rape or sexual abuse is part of their prison life and it cannot be avoided, even though rape in prisons was prevented by the 2003 Prison Rape Elimination Act. In short, rape is a social evil which should be detected, controlled and prevented by implementing stiff laws against rape.Detection, control, and prevention of rapeDetection of rape crimes is important in taking preventive measures. In some countries or cultures, victims often try to hide their bitter experiences because of the fear of consequences from the society . In male-dominated societies, females have many things to lose than males, in rape cases. They may face social isolation, harassing, teasing etc. In order to avoid such things, victims quite often try to hide the rape attempts made by the males. The failure of victims in reporting their bitter experiences related to rape, encourage the offenders further and they will repeat their activities again and again. There are many rape cases reported from different countries in which the offender was none other than the father himself.... l abuse is part of their prison life and it cannot be avoided, even though rape in prisons was prevented by the 2003 Prison Rape Elimination Act (PREA). In short, rape is a social evil which should be detected, controlled and prevented by implementing stiff laws against rape. Detection, control and prevention of rape Detection of rape crimes is important in taking preventive measures. In some countries or cultures, victims often try to hide their bitter experiences because of the fear of consequences from the society. In male dominated societies, females have many things to loss than males, in rape cases. They may face social isolation, harassing, teasing etc. In order to avoid such things, victims quiet often try to hide the rape attempts made by the males. The failure of victims in reporting their bitter experiences related to rape, encourage the offenders further and they will repeat their activities again and again. There are many rape cases reported from different countries in w hich the offender was none other than the father himself. In such cases, the victim (female children) will not disclose their experience most of the times because of their fear of their father. â€Å"In one study, seventy-four percent of women who had intercourse before age fourteen and sixty percent of those who had sex before age fifteen report having had a forced sexual experience (Colb, 2004, p.2). The above statistics show the depth of the problem quiet clearly. It is an accepted fact that teenagers are vulnerable to sex related crimes than adults because of various reasons. Molesting a teenager is easy than molesting an adult because of genetic or psychological reasons. Teenage is a period during which sex hormones develop rapidly and therefore teenagers have a strong desire for sexual

The prevention and reform of prostitution in Victorian England Essay

The prevention and reform of prostitution in Victorian England - Essay Example in Burns). Enduring the pains of poverty, these women found themselves incapable of reconciling with Victorian ideals of purity and get into prostitution. For them, earning for a living was more immediate and harsh reality (Cooper 6).However, society and state always put considerable efforts to curb and regulate the practice. The paper discusses different forms of regulations and reforms that were implemented to prevent prostitution in Victorian England. During Victorian age, England experiences economic and social issues which were accompanied by industrialization (Haggard qtd. in Burns).The paternalistic Victorian society was inclined towards wealth accumulation in the form of property and was rigidly divided into classes. Wealth was concentrated in a small upper-class who was ignorant of poverty and poor. Victorians had puritanical conscience when it came to gender and sexuality (Pearson 11). Men and women owned entirely different spheres of society. Public sphere belonged to men while women belonged to private sphere or home(Anderson 13).Those who were outside private spheres were considered public property. According to Rubinstein, absence of factory work, dock and construction workers, sailor population on shore, immigrants and slumming city male experienced women entering into prostitution as profession (11 qtd. in Burns).Economic insecurity compelled even the married women to work as prostitutes during low times of their seasonal works 1(Cooper 30). 1. Major Causes of Prostitution It is often believed that the men who seduced and urged women to get into prostitution were upper-class male and victims (girls) were either very poor or their domestic servants. However, Bartley argues that such ideas of seduction are not more than myth (4).Some stress that men enticed young girls with money and or toys or procured them from brothels by convincing them that they will help in entering the domestic service. Reformers believed that female child between the ages of eleven to fifteen were either kidnapped or lured into prostitution; approximately four hundred men earned their livelihood by doing this. However Bartley doubts any of such causes of prostitution because he asserts they lack evidence, he asserts that most of the girls were convinced by other girls in the trade (4).Drinking is also closely linked with the practice because it lowers the moral values and most women were considered to be drunk when commit it first time. Rescue workers, missionaries, magistrates, policemen, law officials, and reform workers believed that there were complex social, psychological, economic factors are involved, in addition to the idea that prostitutes were the victims of social injustice and male sexual profligacy (Bartley 5).Religious reformers believed in training and reforming girls who repent. They also strengthened the repeal movements (McHugh 187).Numerous evidences; however, confirm poverty and economic reasons as the major contributing factor to prostitution. For instance, a prostitute known as ‘Swindling Sal’ reveals the reason of her coming into prostitut

Childhood setting in enacting the rights of children

Childhood setting in enacting the rights of children One basic human rights principle laid down in the Universal Declaration of Human Rights, 1948 is that all human beings are born free and equal in dignity and rights (Article 1 UDHR). However, specifically vulnerable groups such as women, indigenous people, and children have been assigned special protection by the UN legal framework (Steiner Alston, 2000). The UN Convention for the Rights of the Child (UNCROC), 1989 remind us that children, whilst retaining their entitlement to the full range of human rights, are often marginalised or excluded, and represent a special case required additional safeguards (DCI, 1995). In this 21st century, the status of children in Australia needs to be improved nationally and internationally for economic and political success in the future (Nyland, 1999). Teachers and caregivers have opportunities to incorporate rights education into any part of their program that creates openings for teaching children about rights (Waters, 1998). In this essay, I will discuss the role of early childhood settings in enacting and promoting the children rights envisaged in the UNCROC and in making these rights available to Australian children. Childrens Rights: Setting Standards Legal conceptions of children The adoption of the Convention on the Rights of the Child marked a fundamental shift away from past conceptions of children and childhood to a new one. Until then, the law had seen a child as property the property of the father to be dealt with and disposed of as he saw fit (Hart Pavlovic, 1991). However a conceptual shift took place during the 19th century, based on the perception of children as vulnerable and so in need of protection from poverty, the voices of industrialization, immigration and urban living. In addition, to being considered property, the child began to be considered as a resource to society (Hart Pavlovic, 1991). The human rights movement of the 20th century, previously focused for adult rights was extended to children (Hart Pavlovic, 1991) though children were still seen as vulnerable and in need of protection but this status was subsumed in a broader understanding of children as full human beings with all the human rights and fundamental freedoms that all human beings have. Their need for protection was transformed into a right to protection. Now children are considered as rights-holders (CRC GC7, 2005) like adults. The UN Convention on the Rights of the Child, 1989 The UN Convention on the Rights of the Child is the universal statement of this new conception of rights-holders. The United Nations General Assembly on Nov 20, 1989 adopted the UN Convention on the Rights of the Child (UNCROC). In 1990 Australia ratified the UNCROC and to date 191 countries have ratified the Convention, while USA and Somalia have become signatories. The Convention is the most full and complete international legal document on childrens rights, covering their protection, growth and wellbeing (Alston, 1991). The Convention deals with child-specific needs and rights, and requires that states act in the best interests of the child (Nyland, 1999). The objective of the Convention is to protect children from discrimination, neglect, abuse and to promote childrens rights and serves as a focus point and a useful tool for civil society and individual people (Nyland, 1999). The widespread ratification of UNCROC by the international community has made it a powerful catalyst for action on behalf of young children and has gradually become embedded within the policies and practices of all who works with children. According to Arnold (2004) The CRC has more signatories than any other international convention, and it is important for us to recognize the legal implications of this achievement in how we position our work (p.4). The effect of the Convention for Children in Australia From the ratification of the UNCROC in 1990 by Australia until the present, we can say that the Convention has realised neither the brightest hopes of its supporters nor the most terrible fears of its opponents. The ratification of an international instrument by Australia, such as the Convention, does not ipso facto make that instrument part of domestic law hence the UNCROC is not part of Australian domestic law. Therefore, it has not revolutionised public policy making for children, nevertheless it has led to many very significant initiatives and reforms. Thus for the purpose of human rights and equal opportunity, the Convention has been affirmed an international instrument relating to human rights and freedoms (Alderson, 2000). Consequently, the Convention has provided the legal and conceptual basis for the establishment of childrens commissioners in most Australian jurisdictions. Childrens rights and early childhood settings Early childhood, the period from birth to 6-8 years, is a significant and unique time in the life of every individual. Children mainly stay at home, schools and recreational institutions in their everyday lives during these years (Rasmusen, 2004). These environments have been created by adults therefore adults play a powerful and unique role in building quality early childhood practice. Quality experiences for each child are supported and ensured by the experience, qualification and competencies of adults, in addition to their capacity to reflect upon their role (Wyatt, 2004). This challenging and vital role in the life of the young child needs to be appropriately supported, resourced, and valued. Therefore, quality early childhood care and education must value and support the role of parents as well as that of the staff (Thorpe Thomson, 2003). The best interest of the child is promoted by the open, honest and respectful partnership with parents. Basing early childhood services on childrens rights Childrens rights are relevant to early childhood education and care. The Convention on the Rights of the Child is directed towards the well-being of every child and the full development of every child to her or his full potential (Butler, 1993), and early childhood education and care settings share that direction and commitment. The Convention states that the first objective of education is the development of the childs personality, talents and mental and physical abilities to their fullest potential (Art. 29 (1)). Quality Early childhood education and care contributes to the full personal development of children. Early childhood institutions contribute to implementation of the requirements of the Convention in relation to the childs right to the highest attainable standard of health care (Art. 24), the right to education (Art. 28), the right to protection from exploitation, abuse and neglect (Art. 19), the right to play and recreational activities appropriate to the age of the child and to participate in cultural life (Art. 31). Institutions also have particular regard for the specific needs and rights of particular groups of children specified in the Convention: refugee and asylum seeker children (Art. 22), children with disability (Art. 24), children of ethnic and religious minorities and indigenous children (Art. 30), children placed in alternative care (Art. 20), children who are the victims of abuse and neglect (Art. 39) (Alderson, 2000). In Australia, the importance of childrens rights to early childhood care and education is recognised in many of the key documents that express the values and goals of the sector. The first commitment to children in its Code of Ethics is to act in the best interests of the child and the second commitment is a more general one, to respect the rights of children as enshrined in the UNCROC and commit to advocating for these rights (ECA Code of Ethics, 2006). Its policy positions are based on principles that reflect adherence and commitment to the Convention on the Rights of the Child (ECA position statement consulting with young children). Childrens rights issues for early childhood institutions Early childhood education and care institutions address childrens immediate needs and well-being, that is, childrens lives as children (Rasmusen, 2004). They provide children with opportunities for learning, play and socialisation. They provide the foundations for literacy, numeracy, later learning, and future life opportunities. They also focus for addressing the rights of particular groups of children such as indigenous children, refugee and immigrant children, and children with disabilities. The way childrens rights are interpreted and acted upon in early childhood institutions has some cultural/social implications (Nyland, 1999). For example, when children interact in the complex cultural environment of a day care setting that can provides us with insights into how they construct their views of the world and culture. Therefore as adults we should observe children very closely in order to understand what they are trying to tell us about their surroundings. Mostly caregivers support childrens developmental activities on observed activities that focus mainly on the individual child and areas of development and divide children into developmental areas which is a problem because one area or dimension can not exist by itself. Therefore practitioners should be motivated to plan for the different areas of development and therefore move away from play-based curriculum since tasks are developed to aid a particular area of development and overlook or neglect the ideal of whole child (Nyland, 1999). Another constraint of current mode of recording children behavioural observation is that we record observed behaviour meaning something already has been done by a child (Nyland, 1999) so we look at the child of yesterday and not at the child potential in upcoming future. In a child care centre caregivers can create an environment focusing on strengthening childrens development in a more holistic way, which will give to the caregivers a better understanding of the physical and social settings of children from where they belong. In the child care centre the caregivers can also identify culturally regulated customs (Nyland, 1999). The adult/caregivers role in these developmental areas/physical and social settings is one of scaffolding the child experiences through an environment that is carefully considered in relation to three metaphorical zones (Cole, 1996) i.e. zone of free movement (ZFM), the zone of promoted activity (ZPA) and the zone of proximal development (ZPD) (Valsiner, 1987). ZFM is understood as the childs access to the environment, objects, events and ways of acting (Cole, 1996). ZPA covers a childs particular action, or response which encouraged him/her to give by a more competent member of the culture or from the same physical environmen t (Nyland, 1999). But when the ZPA is matched to the childs present development state which guides further development then it is referred as ZPD (Cole, 1996). For better understanding of the role of early childhood settings for the protection of children rights, the caregivers role is more important and dynamic since s/he can use the metaphorical zones as guide for designing and providing space, objects and interactions. The caregiver own role can be deliberately designed for enhancing the perceived developmental potential in an articulated cultured environment. The cultural activity where development is most likely to occur in a cultured environment is known as leading activity and such activities can be accomplished through manipulation for infants and spontaneous play for children (Bodrova Leong, 1996). At one hand the role of caregiver demonstrates a childs competence for understanding changes and on the other hand the early childhood setting as a learning environment. Such an approach moves away from the straitjacket of areas of development and affords the child a voice while giving the caregiver a more meaningful role within the relationship (Nyland, 1999). Early childhood workers as leaders in childrens rights advocacy Early childhood educators have a vital role in advocating childrens rights by taking a proactive approach for recognizing their rights and responding appropriately to policies and systems which adversely affect childrens rights. Child advocacy emphasizes on giving due status to children, increasing their self-determination and the responsiveness and accountability of institutions affecting them (Melton, 1987). We (caregivers), then are needed as advocates for childrens well-being and not only advocates but leaders in advocacy. The basis of our advocacy should be childrens rights, as recognised in the UN Convention on the Rights of the Child. Why we? Because as early childhood professionals, we have responsibilities and opportunities that require we to be advocates. Our responsibilities come from our role as workers with children. We know them and their needs well (Nyland, 1999). We know what promotes their development and their happiness. We know the importance of services for them being of the highest quality. We also know the consequences of children not receiving the services and support they need for their full development and the consequences of poor quality services. Advocacy cannot be left to others when we have so much expertise and experience. Since children cannot look after their own interest and grossly disadvantaged in protecting their interest, rights and freedoms, therefore, they need advocates (Australia. LRC. HREOC, 1998). Conclusion The legal obligations of the Australian government under the UN Convention on the Rights of the Child are still to be realised, almost 20 years after its ratification. We can move beyond frustration, anxiety and despair and embrace the possibility of hope if we are willing to do so. Children have few choices. We adults and professionals have many. The challenge is to choose to place ourselves at their service and in the service of their rights. Children have the ability to construct their own images and now it is up to society to help them realize these images. The early childhood practices, like child study, provide a strategy for listening to the very young. A belief in childrens rights and an understanding of childrens strength and competence can be used as a basis for improving the quality of childrens daily lives (Nyland, 1999). By this our early childhood institutions would provide to the children with opportunities for learning, play and socialisation. So the emerging vision is one of an actively participating and socially competent young child. This young child is ecologically situated: within family and caregiving environments; in relationship with peers; as part of a community; and as a member of society. This young child is to be considered holistically: as a being whose emotional, social physical and cognitive capacities are evolving in various social and cultural settings (CRC GC7, 2005). Therefore require us to reconsider young, active, participant children in the broadest possible sense, both as individuals and as a constituency.

Surviving the Unthinkable Essay -- Psychology

We are never truly prepared for a catastrophic event but we spend plenty of time worrying about what we are going to do in one situation or another. We as human beings, much like animals, are hard-wired with survival skills; though sometimes our brains don’t always choose the right response. There are different tendencies the human brain leans toward in a life-threatening event or situation. Situational awareness and normalcy bias are two main tendencies that are displayed in disasters or extreme stress situations. These responses are not only achieved by experiencing a traumatic event but also by high risk activities such as sky diving and skiing. In the following paragraphs I will discuss how the brain responds to catastrophes and risky situations and how it can be a matter of survival and death. We all respond in different ways in the event of a disaster. But there are a few key things that happen to everyone in an event. In the first chapter of The Unthinkable, Zedeno states she was overwhelmed with a feeling of peace and calm when she found herself trapped in an elevator in the World Trade Center during the attempted detonation of a car bomb. During the events of September 11th, it was also pointed out by Zedeno that she observed co-workers making phone calls and shutting down their computers, not realizing the urgency of the situation. In most instances people fall into a kind of fog where they have a hard time focusing on the reality of the situation. This tendency is called normalcy bias. This â€Å"fog† causes people to underestimate the disaster and its effects. People also tend to interpret warnings in the most optimistic way possible, making the situation seem less serious (Spalding). Our brains often perceive danger a... ...om/2006/09/29/world/americas/29iht-profile.2981944.html?pagewanted=2&_r=2>. Spalding, Steven. "Normalcy Bias." How to split an atom. 29 08 2010. Web. 3 Dec 2010. . Swink , David F. "Adrenaline Rushes: Can They Help Us Deal with a Real Crisis?." Threat Management. Psychology Today, January 31, 2010. Web. 3 Dec 2010. . "Uruguayan Air Force Flight 571." Wikipedia. Wikipedia the free encyclopedia, 02-12-2010. Web. 3 Dec 2010. . "Survival Stories #4: Uruguayan Air Force Flight 571 Andes Rugby Team Disaster." Spike. Spike.com, 29 08 2009. Web. 4 Dec 2010. .

Unforgettable Memories of A Weekend in New York

Mum handed my sister and me our passports and boarding tickets, hugged us tightly for what seemed like five minutes, and waved goodbye to us as trickled down her cheeks. It sounds strange to say this but I couldn't stop smiling, and neither could Sarah, my 19-year-old sister who was my guardian for the weekend. She was such a laugh, and always had something funny to say about everything. I knew it was going to be a fun and unforgettable weekend. The plane was due to depart from Heathrow to New York at one that Friday afternoon of the 13th October. As we sat laughing a joking the departures lounge our flight number was displayed on the huge television screen, and next to it the word ‘Boarding' flashed. It was time to leave. We picked up hand luggage and headed towards gate number 13. ‘Typical! ‘ I said to myself in my head, ‘Out of all 50 gates I we have to board through the unluckiest number of them all! ‘ Still, I'm not a very superstitious person; I'm just not that keen on flying. Anyway, I didn't let onto my sister about my nerves, she'd only make me feel worse! We had been sat on the plane for about 3 hours, and only four to go.  Like read about memories? Read also  Flashbulb memory! Everyone sat around us had been drinking and so they were all merry and laughing and joking about, that made me feel slightly more relaxed but I still couldn't wait to get off the plane. I sat in my seat and watched the film ‘Almost Famous' I was amazed by size of the television and how they fitted in the seat, my sister just laughed at me and told me I needed to get out more. Before I knew it, it was time to land. I fastened my seatbelt and began to feel slightly nauseous as the plane began to descend. We finally landed and after around 10 minutes we were allowed to get up and head to the doors. As I stepped off the plane the ice cold air hit me and I wrapped my arms around myself to help stay warm. The pilot had said as we landed that it was around -20C but I hadn't realised how cold that was. We caught a yellow taxi to our ‘motel' and got straight into bed. We had a long day ahead. I woke up at 8 and we walked to a local cafeteria for a bagel and cup of coffee. I was amazed at everything the surroundings, everything was so different from back home. ‘First stop, the Empire State Building, get a good view of the whole place ok? ‘ I replied to my sister with a nod and a laugh as we looked around to see everyone staring. I don't think everyone in the cafeteria was that impressed that she managed to spit out half her bagel as she asked me that question, but I found it amusing and we fell about laughing together. We caught a taxi to the building and entered a lift which took us halfway up the building, we then had to swap to another lift because the building is so tall that having only one lift would cause the cables to snap. Being told this by the guide didn't exactly help with my fear of heights. Finally, we reached the top and the view was just breathtaking. I had never seen anything like it. I stood there speechless for about thirty minutes, and looked out over the city for miles. I t was a surreal experience and views that imprinted my mind. Next up, we had to catch a ferry to Statton Island to see the world-famous Statue of Liberty. I took pictures but I knew the photos wouldn't show the astounding statue that stood for me. We caught a ferry back to the mainland and walked around Time Square. It held a resemblance to Piccadilly Circus, but was somewhat more exciting. We both looked like typical tourists with our huge bags, maps and cameras but everyone around was friendly and helped us with directions. It was getting late in the afternoon and we had been shopping for an hour or so and ended up in a nail bar. We sat there giggling together as we slurped our chocolate milkshakes and had our nails painted. By 9. 30pm we were both shattered but my sister said there was one last thing we had to do. I had no idea where we were going and all I can remember is it is somewhere off Fifth Avenue but we soon arrived at a huge outside ice rink. I was so excited I couldn't wait to try skating. We skated for about an hour, it was even colder being on the ice but we both managed to skate round at least once without falling over each other. We laughed so much and everyone around us laughed at us too but we didn't care. After that we headed back to the hotel. I collapsed onto the bed still dressed in my clothes and was out like a light. I slept like a log and didn't wake until the alarm went off at 7 that morning. We headed to the same cafeteria again for our morning bagel and coffee. Soon after that we hit the shops for some serious shopping. The selection of clothes and gadgets was never ending, each shop we entered I had to buy something. After a good few hours shopping we visited St Patricks's Cathedral, it was a big tourist attraction -there were a lot of English and Irish people around there, but it wasn't really that appealing to us so we didn't stay long. The last place we had left to visit was Ground Zero, we felt that as we were in New York we had to go and pay our respects. The area was devastating and very emotional. The memorial listed all the names of those who had died in the tragedy and I found it really upsetting and felt homesick, even though I had only been away two days. My sister hugged me and said to me ‘Let it make you realise what you've got and don't take it for granted. This is why you have to live life to the full and take every opportunity that comes along. Its not every day you get taken for a weekend shopping in New York is it? † she then smiled at me and gave me a kiss on the cheek. She was always capable of putting a smile back on my face, no matter how I felt. My sister had always been known as a joker and so to hear her say something like this really meant a lot. We got back to the hotel mid-afternoon and packed up our bags. Our flight departed at 6 that evening and we were on our way home. We landed at Heathrow at 1 in the morning. I had slept for most of the plane and car journey home. I walked in the front of the door of my house and inhaled deeply, it smelt of home, and I smiled to myself. The holiday was really fun and it had taught me a lot, it brought me closer to my sister and the advice she gave me at ground zero will stay with me forever, and the new experiences will stay with me forever too. I hope to return back there in the near future, to relive my happy memories.

Book Review Matilda Essay

I. Type Of Story Matilda is a children’s novel by British author Roald Dahl. It was published in 1988 by Jonathan Cape in London, with illustrations by Quentin Blake. The story is about Matilda Wormwood, an extraordinary child with ordinary and rather unpleasant parents, who are contemptuous of their daughter’s prodigious talents. Matilda was adapted into a film in 1996, a two-part adaptation for BBC Radio 4 (later re-broadcast on BBC Radio 4 Extra) starring Nicola McAuliffe as Matilda and narrated by Lenny Henry and a musical in 2010. Matilda is an excellent book by the famous author, Roald Dahl, who also wrote â€Å"Charlie and the Chocolate Factory†, â€Å"James and the Giant Peach†, and â€Å"The Twits†. Matilda is on the Premiers reading challenge and its ID is 252. It is about a young girl called Matilda, who is five years old and she can multiply enormous numbers like nineteen times fourteen, read adult novels like â€Å"Great Expectations† by Charles Dickens and many more amazing things, she even has special magic powers. Unfortunately for Matilda her mother and father underestimate her, treating her like a scab. The children hating head mistress is even worse, she believes her parents, disbelieves Miss Honey, refuses to put Matilda in year six where she belongs and denies being a child once herself. Read this book to see how Matilda and Miss Honey get rid of the foul Miss Trunchbull. III. Introduction The parents of the five-year-old Matilda Wormwood have no interest in their daughter, but if they did, they would have discovered that she is incredibly gifted. A child prodigy, Matilda taught herself to read at three years old, though the only actual books in the house were a cookbook and magazines. When she asks for a real book for herself, her father rudely turns her down and tells her to watch television instead. In spite of this, Matilda looks up the address of the local library, where she finishes all the children’s books within a short time, thus leaving her to read adult novels, which she really enjoys. The librarian gives Matilda her own library card, and she is able to borrow books to read at home. II. Characters Matilda Wormwood is the main character in the story, and of the Matilda characters she is (by far) the most likable. At the beginning of the novel, we are introduced to Matilda as a 4 1/2-years old who possesses an intellect far above her years. Dahl even goes so far as to describe her as a â€Å"child-genius and prodigy.† (p. 75) Matilda loves to read even though her parents refuse to allow any books in the house – instead preferring that she and her brother simply watch the television. Later in the story, it is revealed that Matilda also possesses the powers of psychokinesis (the ability to move things with her mind) and it is implied that these powers are a result of the repressed anger she feels toward her parents and Headmistress who vacillate between ignoring and belittling her. By the time Matilda enters Crunchem Hall Primary School she is 5 1/2-years old. Michael Wormwood is Matilda’s older brother. Although he does not posses the same level of intellect or ability as his sister, he is clearly the favorite in the Wormwood household. Mrs. Phelps is the local librarian who encourages Matilda’s love of reading. Mr. Harry Wormwood is Matilda’s father. Harry is also a used car dealer, and right from the start of the book we learn that he is a dishonest business man. He puts sawdust in his customers’ cars to make them sound better and runs the cars backward to turn back the mileage counters. Instead of praising his daughter for her abilities, he constantly tells her that she is â€Å"ignorant and stupid.† (p. 29) In fact, when Matilda correctly adds several large sums in her head and presents the answer to her father, he calls her a â€Å"cheat and a liar.† (p. 55) Mrs. Wormwood , Matilda’s mother, is described as a â€Å"large woman whose hair was dyed platinum blonde except where you could see the mousy-brown bits growing out from the roots.† (p. 27) She also â€Å"wore heavy make-up and had one of those unfortunate bulging figures where the flesh appears to be strapped in all around the body to prevent it from falling out.† (p. 27) Mrs. Wormwood’s only interests are watching American soap-operas and playing Bingo every day. Like her husband, Mrs. Wormwood thinks very little of her daughter’s unique abilities and often berates her. Fred is the young neighbor boy who lends Matilda his pet parrot. Matilda later uses the parrot to play a prank on her family. Miss Jennifer Honey is Matilda’s teacher at Crunchem Hall Primary School. Miss Honey is young, pretty, mild-mannered and â€Å"possessed that rare gift for being adored by every small child under her care.† (p. 67) Later in the story, she becomes a great advocate for Matilda. Miss Truchbull is undoubtedly the most colorful in the cast of Matilda characters. The Headmistress at Crunchem Hall Primary School, Miss Trunchbull serves as the â€Å"head teacher, the boss and the supreme commander† (p. 66) who â€Å"insists on strict discipline throughout the school.† (p. 69) Dahl also describes her as a â€Å"gigantic holy terror, a fierce tyrannical monster who frightened the life out of the pupils and teachers alike† (p. 67) who â€Å"hardly ever spoke in a normal voice.† (p. 85) Instead, he says she â€Å"barked or shouted.† (p. 85) Miss Trunchbull’s favorite form of punishment is to send students to the â€Å"Chocky,† which is a â€Å"very tall but very narrow cupboard† that has a floor â€Å"only ten inches square so you can’t sit down or squat in it† – forcing one to stand, instead. Furthermore, â€Å"three of the walls are made of cement with bits of broken glass sticking out all over, so you can’t lean against them.† Leaning against the door is also impossible, because it has â€Å"thousands of sharp spikey nails sticking out of it.† (p. 104) Much later in the book, we learn that Miss Trunchbull is also Miss Honey’s aunt Agatha. Lavender, Nigel, Ruper, Eric, Wilfred and Hortensia are Matilda’s friends and classmates at Crunchem Hall Primary School. Amanda Thripp is another classmate. She makes the mistake of coming to school wearing her hair in pigtails. Miss Trunchbull despises pigtails, and so she uses them to pick Amanda up. Using her Olympic hammer training, Miss Trunchbull swings Amanda around over-head and throws her clear across the school yard fence. Luckily, she â€Å"landed on the grass and bounced three times and finally came to rest.† (p. 116) Bruce Bogtrotter is yet another of Matilda’s classmates who suffers under Miss Trunchbull. This 11-year old boy commits the crime of sneaking a piece of the Headmistresses’ â€Å"special† chocolate cake. During his confession, Bruce admits that he found the cake, baked by the school’s cook, to be â€Å"very good.† (pp. 122-123) As his punishment, Bruce is forced to eat every last bite of a duplicate cake which was â€Å"fully eighteen inches in diameter† and â€Å"covered with dark-brown chocolate icing.† (p. 124) Mr. Trilby is the Deputy Head of the school who, at the end of the book, is appointed Head Teacher in Miss Trunchbull’s place. Miss Plimsoll is Matilda’s teacher once she is moved to a higher grade at the school.