Gel - Definition

Definition: A gel is a sol in which the solid particles are meshed such that a rigid or semi-rigid mixture results. Examples: Fruit jelly is an example of a gel. Cooked and cooled gelatin is another example of a gel. The protein molecules of gelatin crosslink to form a soid mesh which contains pockets of liquid.

Phenomenal Woman By Maya Angelou - 1591 Words

How can one identify a phenomenal woman? Can one say it is measured by the good deeds she has done or maybe even her personality? Maya Angelou gave a deep reasoning of why and how she is a phenomenal woman. This poem, Phenomenal Women, has uplifted many woman all across the globe and inspired the youth to know there worth. Maya Angelou’s book â€Å"Phenomenal Woman† was published in 1995. The book contains four poems â€Å"Still I Rise†, â€Å"Weekend Glory†, â€Å"Our Grandmothers†, and â€Å"Phenomenal Woman†. These poems inspire and uplift women throughout the world. Modern society suggest that phenomenal woman was even a big part of the movie Poetic Justice. Maya Angelou teaches many women on how to conduct themselves as well as gives insight on how she conducts herself. She also says gives brief ways of how she shows her inner and outer beauty. Phenomenal Women is a poem that should be passed down from generation to generation. The modern society today will soon read or hear about Maya Angelou and phenomenal women. This is poem will help many young women everywhere to improve their lives with confidence and self-esteem. This is essential for all women to read and understand. Some women lack components that is essential in our modern society today. Phenomenal women uplifts and teaches women about confidence, self-respect and beauty. Phenomenal Woman is the confidence in women. This poem gives women the confidence to feel beautiful. Many women in all parts of the world look up to MayaShow MoreRelatedPhenomenal Woman By Maya Angelou885 Words   |  4 PagesThe author of â€Å"Phenomenal Woman,† Maya Angelou is a jack of many trades. This multi-talented woman is not only an award-winning author and poet, but also an actress, screenwriter, dancer, and civil rights activist (Maya par 2). Maya Angelou’s amazing gift of writing was so powerful and inspirational. Although she no longer walks the earth, her works continue to live on and be the food for our souls. She was truly a living example of the phenomenal and confident person that we should all strive toRead MorePhenomenal Woman by Maya Angelou1577 Words   |  7 Pagesâ€Å"Phenomenal Woman† by Maya Angelou is an inspiring poem which embraces such a strong message of Maya Angelou being proud of whom she is that all women ought to read over and over again. Maya Angelou (1928) is a talented African American. She mostly writes from experience, and this poem falls perfectly in that category. First published in 1978, â€Å"Phenomenal Woman† is an anthem of womens strength in their own womanhood. It tells us about how the inner beauty makes a woman respected by the others. TheRead MorePhenomenal Woman by Maya Angelou674 Words   |  3 PagesThe title of the poem is ‘Phenomenal Woman’. Phenomenal is not a word which is often used to describe a woman. One would hear a woman described as beautiful or pretty but the word phenomenal is telling us that this is no ordinary woman, she is special and outstanding. The poem starts off with the words ‘pretty woman’ which makes us realise that this phenomenal woman would not be regarded as pretty in the eyes of society. The poet then describes the woman who is normally appreciated by society: ‘ImRead MoreEmancipation of a Woman in Phenomenal Woma n by Maya Angelou549 Words   |  3 PagesAny girl could say she is a woman. It takes a strong woman to be a phenomenal woman. A phenomenal woman does not rely on others for financial, mental and social needs. A woman like this takes pride in her-self and doesn’t let anyone put her down. Throughout the times a woman strives for her independence to become her own individual in life. Phenomenal Woman, written by Maya Angelou, is a poem which is an anthem for all women’s strength in their own womanhood. (Angelou 1) The poem speaks out toRead MoreAnalysis Of The Poem Phenomenal Woman By Maya Angelou2030 Words   |  9 PagesSummary of Phenomenal Woman by Maya Angelou Stanza 1: â€Å"Phenomenal Woman† begins with a attack on stereotypes. She proudly declares that she neither has a hourglass figure, nor a cute face. Her success without essential feminine traits surprises pretty women and they often want to know the secret of her success. She describes her secret saying that it comes from her confidence, the way she stretches her arms, the way she walks, the rhythm of her hips and also the way she smiles. Her entire body isRead MoreAnalysis Of The Poem Phenomenal Woman By Maya Angelou851 Words   |  4 PagesTitle Question #2 Analyze Society creates the thought of what makes an ideal woman; however, Maya Angelou shows us what truly makes a true Woman in her poem, â€Å"Phenomenal Woman.† The word, â€Å"Phenomenal† is defined as something that is magnificent, remarkable, breathtaking, as well as extraordinary. This poem shows one the confidence and beauty from within, instead of the conventional views that society tend to have, which is to only focus on the appearance. She takes us to acknowledge womanhood.Read MoreAnalysis Of The Poem Phenomenal Woman By Maya Angelou1353 Words   |  6 PagesIn the poem â€Å"Phenomenal Woman† written by Maya Angelou, the poem is strong, it is about womanhood, the strength not the weakness that describes Maya Angelou. Although Maya Angelou is describing herself, she is in fact describing all women and is therefore a poem of feminism and the feminist perspective. The structure of this poem is loosely arranged into four stanzas. The idea of this poem is th at physical beauty is not what makes a woman phenomenal but the way she has confidence in herself and herRead MoreAnalysis Of The Poem Phenomenal Woman By Maya Angelou925 Words   |  4 PagesMaya Angelou, writer of, â€Å"Phenomenal Woman† illustrates that woman are as strong, determined, and beautiful just the way they are. We were built to fulfill the same roles as men and be able to achieve in anything what we set our minds to. We as woman should never let any man or significant other define us for who we are and the roles we play as young woman in the US. With this intention, women are born into the world and are taught to grow up to become a young, wise, and vibrant figure. Angelou’sRead MoreMaya Angelou Poetry942 Words   |  4 PagesMaya Angelou is considered by many to be the foremost poet of her age. While the themes of her literature are largely connected, her delivery is varied. In her poetry, she has used wit, sarcasm, imagery, and diverse rhythm. Ange lou has used these techniques and the recognition it has provided for her, to fight for the civil rights of African Americans and women. After examining the life of Maya Angelou, it is easy to see that much of her work focuses on the significance of African Americans and womenRead MoreAnalysis Of The Poem Phenomenal Women By Maya Angelou Essay932 Words   |  4 Pagesanonymous. How can a noun actually be an attractive quality in a person? In â€Å"Phenomenal Women† by Maya Angelou she answers this question. To Angelou, the power of confidence is limitless for every woman, that many do not recognize. Angelou uses many literary devices such as, rhyme, repetition, metaphors, and idioms to convey that to be a ‘phenomenal’ woman, you must have confidence and be proud to be yourself. Maya Angelou was born April 4, 1928, in St. Louis, Missouri. She was a very famous writer

What Is Idiom Free Essays

What is idiom? According to Oxford Dictionary idiom can be defined as â€Å"group of words established by usage as having a meaning not deducible from those of the individual words†. In another word, the meaning of idioms cannot be figured out from its shown words. Each language has its own idioms that used in every day speeches and conversations. We will write a custom essay sample on What Is Idiom? or any similar topic only for you Order Now Al-Shawi Mahadi describe idioms as â€Å"idiomatic expressions are colorful, dramatic, lively, closer to the way people really feel and near to the local culture†. Although idioms give color to conversations, they consider a serious problem to students in translation. Translation defined as â€Å"the process of translating words or text from one language into another† (en.oxforddictionaries.com, n.d). Many Saudi students encounter difficulty while translating idioms from Arabic into English language. These difficulties occur because of different reasons. The aim of this study is to identify the difficulties that faced by students and to know the reasons for these problems. Also, this study provides strategies that may help students in translating idioms from Arabic into English.Statement of the ProblemMany Saudi junior level students at Yanbu University College face problem in translating idioms from Arabic into English language. These problems occur because of various reasons. The differences between source language and target language, the lack of knowledge of the TL, the absence of equivalents of the idiom in the TL, and the lack of knowledge of translation strategies. This problem affects students’ efficiency in translation. Purpose of the StudyThe purpose of this study is to identify the difficulties that faced by Saudi students in translating idiom from Arabic into English language, to find the reasons behind these difficulties and to suggest some strategies that may help students to avoid these problems in translating. Research QuestionThis research answers the following questions: What are the difficulties faced by Saudi junior level students in translating idioms from Arabic into English? Why are students making these kinds of problems? MethodologyThe participants of this study will be Applied Linguistics junior year students from Yanbu University College. Participants will be given a translation test that includes ten Arabic idioms and they will be asked to translate them into English language. Then researcher will take the responses and analyze them individually. Then the research will present the responses in a table. Literature ReviewThis chapter presents a definition of the key concepts. Also, the chapter presents the previous studies.Definition of Key ConceptsIdiom. An expression with a meaning that you cannot guess from the meaning of the separate words. Translation. The process of translating words or text from one language into anotherPrevious Studies The first study was conducted by Alrishan and Samdi (2015), about the difficulties that face EFL Jordanian University students in translating English idioms into Arabic language. The research was a qualitative research. The researchers used a translation test to collect the data. The participants of the study were 90 M.A translation students at Yarmouk University and the University of Jordan. The participants had given a translation test that included 16 idioms from different semantic categories. They were asked to translate them into Arabic language. The results showed that the students have a problem in translating idioms from English into the Arabic language where students could not find the correct equivalent in Arabic, also students were unfamiliar with translating idioms. Second study was written by Al Mubarak (2017). It was about the barriers that faced by students while translating idiom from Arabic into English language. The participants of the study were 40 B.A students in Al Imam Al Mahdi University in Sudan. The participants’ first language is Arabic and they are an advanced level in English language. The study was qualitative and quantitative research. The tools that used in the study were a translation test that included 12 Arabic proverbs and an interview. The findings showed that most students faced trouble in translating idioms and that based on some reasons, such as the differences between Arabic and English system and students do not know how to use literal translation approach. Third study was done by Mezmar (2010), about the problems of idioms in translation. This study was conducted at Mentouri University, Constantine. The participants of the study were 21 first year Master degree students at Mentouri University. The participants’ mother tongue language is Arabic and they are an advanced level in English. This study was quantitative study and the tool that used in the study was a test included twelve idioms in English and ten in Arabic language. The researcher chose the idioms depending on the four categories of idioms, transparent, semi-transparent, opaque and semi-opaque. The participants of the study were asked to translate the idioms into Arabic and English language. The results showed that the students did well in translating transparent and semi-transparent idioms. However, they faced trouble in translating opaque and semi-opaque idioms.The differences between this study and the studies above. Fist, all the studies above have been done outside Saudi Arabia, in Jourdan, Sudan, and Constantine. However, this study conducted in Yanbu, Saudi Arabia. Secondly, two of the previous studies involved participants from Master degree where this study involved participants from Bachelor degree. The participants of the studies above were an advanced level in English, but in this study, they were in an intermediate level. The similarities between this study and the previous studies that all of them investigated the problem faced by students in translating idiom, either in Arabic, English or both. Also, the tool used to collect data was a translation test and the participants were asked to translate them. References Al Mubarak, A. A. (2017). The Challenges of Translating Idioms from Arabic into English a Closer look at Al Imam AL Mahdi University–Sudan.  International Journal of Comparative Literature and Translation Studies,  5(1), 53-64. Retrieved from http://www.journals.aiac.org.au/index.php/IJCLTS/article/view/3167/2625Alrishan, A., ; Smadi, O. (2015). Difficulties EFL Jordanian University Students Encounter in Translating English Idioms into Arabic.  Journal of Education and Practice,  6(10), 124-133. Retrieved from https://files.eric.ed.gov/fulltext/EJ1081685.pdf Al-Shawi, M. A. ; Mahdi, T.S. (2012). Strategies for translating idioms from Arabic into English and vice versa.Journal of American Arabic Academy for Sciences and Technology, 3(6), 139-147. Retrieved from HYPERLINK â€Å"LING324_Assignment_3-172.docx† http://www.amarabacmagazin.com/fileadmin/images/pdfs/AMARABAC_3-6_139-147.pdf Idiom. (n.d). In Oxford Dictionary. Retrieved from https://en.oxforddictionaries.com/ definition/idiom Translating. (n.d). In Oxford Dictionary. Retrieved from https://en.oxforddictionaries .com/definition/translation Meryem, M. (2010). Problem of Idioms in Translation. Case Study: First Year Master. Retrieved from https://goo.gl/PyRcDp How to cite What Is Idiom?, Papers

Wikang Pambansa free essay sample

Hindi ko nais na Kastila o Ingles ang maging wika ng Pamahalaan. Kailangan magkaroon ng sariling wika ang Pilipinas, isang wikang nakabatay sa isa sa mga katutubong wika. Nagmula ang karamihan ng mga suliranin o pagkukulang na kasalukuyang nararanasan dito sa kawalan ng ating sariling wikang pambansa. Ang pagnanais gayahin ang lahat ng kilos banyaga kahit hindi alam kung itoy mabuti o masama ay dahil sa isang kahinaan—ang kakulangan ng isang tunay na pambansang kamalayan. Hindi maaring magkaroon ng pambansang kamalayan kung saan walang wikang ginagamit ng lahat. Naunawaan ko lamang kung gaano kahirap ang kakulangan ng wikang pambansa noong naging Pangulo ako. Ako ang Pangulo ng Pilipinas; ako ang kumakatawan sa bayang Pilipinas at sa mga Pilipino. Ngunit kapag akoy naglalakbay sa mga lalawigan at kinakausap ang aking mga kapwa mamamayan, kailangan ko ng tagapagsalin. Nakakahiya, hindi ba? Sang-ayon ako sa patuloy na pagtuturo sa Ingles sa mga paaralan at itataguyod ko rin ang pagpapatuloy ng Kastila. We will write a custom essay sample on Wikang Pambansa or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Subalit dumating na ang panahon upang magkaroon tayo ng isang wikang pambansa. Ang suliranin ay gusto ng mga Ilokano na Ilokano ang wikang pambansa; ang mga Tagalog, Tagalog; ang mga Bisaya, Bisaya. Ako ay Tagalog. Kung sasabihin ng mga dalubhasa sa ibat-ibang wikang Pilipino na Mangyan ang katutubong wikang pinakamainam gamitin, Mangyan ang tatangkilikin ko higit sa ibang wika. Tagalog ang ginagamit namin sa pamilya. Pero handa akong mag-aral ng Ilokano, Bisaya o anupamang ibang katutubong wika para lamang magkaroon tayo ng wikang ginagamit ng lahat. Argumentative Stop Blaming Video Games! The video games phenomenon is somewhat new in this modern society. Although they often to be entertaining, the contents have become more violent and disturbing as computing technology has become much more advanced. These days, the popularity of violent video games has caused an increase in controversy. Parents and experts feel that some games are just too violent and they demand the government to regulate the sales of these games. However, I strongly believe violent video games do not cause an increase in aggression in adolescents and the forceful plan by the government is caused by an exaggeration of the effects of violent video games and this plan are indeed pointless. Besides the violent contents, video games have several positive aspects. Based on my experience, video games can push childrens competence to the limit by forcing them to master certain ability to overcome the obstacles in the level. For example, Tom Clancys Rainbow Six series have become one of the games that require a solid teamwork. The player acts as the leader of an elite anti-terrorist squad consist of 3-4 members. At the beginning of the game, players can choose how to infiltrate the terrorist compound, either by planting an explosive on the door, using a fast rope from the rooftop or simply breaching into several doors to create a surprise assault. These options will ignite the sense of logical thinking and strategy formations in which formal education does not offer. Aside from the cognitive aspects, video games are also the tool of social interactions. Friendships can sometimes be developed through playing video games and ultimately keeping them away from drug usage and violent activities. Most of the video games today have either multiplayer or online capabilities or even both. For example, I made friends with several Japanese and lots of Americans from playing Call of Duty 4 online. The game focuses on eliminating the other team hence teamwork has a major role in succeeding the game. With a headset (a combination of a headphone and a microphone), my team members and I discuss and plan a strategy effectively and sometimes talk about our backgrounds. Personally, meeting lots of people online develop my English ability (since English is not my first language) and social skills because for some people, starting a conversation with a stranger can be really tough. In general, video game is an astonishing tool to keep children entertained during leisure time. On the other hand, some people, although they already know some of the positive aspects of video games, still believe that the negative will overcome the positive ones. The article Dont Shoot: Why Video Games Really Are Linked to Violence by Amanda Schaffer from Slate. com stated The connection between violent games and real violence is also fairly intuitive. In playing the games, kids are likely to become desensitized to gory images, which could make them less disturbing and perhaps easier to deal with in real life. When video games arent about violence, their capacity to teach can be a good thing. For patients suffering from arachnophobia, fear of flying, or post-traumatic stress disorder, therapists are beginning to use virtual realities as a desensitization tool. (Schaffer) Though this presents an evidence that violent games do in fact increase violent thoughts, this data still cannot serve as an evidence because the test is conducted in a controlled environment, without consideringother aspects that might result in the change in behavior. Additionally, although violent video games might expose children to violent behavior, the amount of violence are not as great as the ones in movies and television. The news is filled with stories of war and murder, and nearly every movie contains some forms of violence. Plus,these two media are different from games in a very important way because they involve real people, not computer-generated characters. As mentioned by Dr. Kipling D. Williams Ph.D, one of the social psychological science faculties in Purdue University, childrens violent tendencies can be diverted towards violent video games rather than actually doing it in the real life. (Williams) Prof. Williams also pointed out that, besides playing violent games, genetics and environmental aspects and self-control must be considered as some of the factors that contribute to the increase in aggressiveness. Genetics tend to play a huge role in personality of a person. Some person might have a tendency to be more rebellious and aggressive. Moreover, easier access to firearms in several countries can lead to violent thoughts and behaviors. Guns can act as a stimulus because it reminds the person of aggressive behaviors seen on television or maybe in real life. If the person does not have a solid self-control, it can lead him to a violent behavior. (Williams) Self-control is one of the main aspects because no matter how many violent stimuli in the environment are, self-control can suppress ones violent and aggressive thoughts. Prof. Williams strongly believes that there is no single cause that can lead to an increase in aggressive behavior in children, consistent with Dr. Craig A. Anderson, Ph. D statement during an interview with MSNBC, Video game violence is only one risk factor for aggressive behavior in the real world. There are also dozen or so known risk factors. It is not the smallest risk factor, but it is an important one. (Anderson) Finally, I believe that regulations will not prevent children from playing the games they want to. They will still get their hands on those games, whether from a parent, sibling, or older friend. Making violent video games illegal might increase childrens curiosity and make the child want to play it more so that he or she can see form himself what all the controversy is about. I think that the responsibility lies within the parent, not the government. Persuasive Role Playing Video games can be Educational Have you ever thought a videogame can be educational? Video games are widely known as an excellent source of entertainment, and according to some, they can be of great help as an educational tool because of their interactivity. What a lot of people don? t know is that they can be good for those who play them for fun as well for learning. There are several genres of video games, for example RPGs, or role-playing games. They often include the task of completing quests. The characters in the game are your party, or your team, and there are frequently three to eight in a game. Though, only some of them may be able to fight at a time, and players have to balance their teams to use all their skills effectively. MMORPGs (Massively-multiplayer online RPG) are online RPGs where people all over the world create custom characters and interact with other people in the game world, joining together to form their own parties and complete quests. In strategy games, the player controls a wide range of characters that they act as tactician for and direct around a map to defeat an enemy or accomplish a mission. The two main advantages of role playing video games that are (mostly) supported by research are: First of all, puzzle, adventure and words are include in role playing games and can help improve problem solving and logic skills. Adventure RPG games where you have to complete certain goals can also help you to ‘think outside the box’ (note that if you use a walkthrough, you aren’t increasing any of these skills). Without a goal, the end result of the player? s actions, there? s no point in playing. In many RPG games, the players have several goals over the course of the game that they have to complete before they can win. Without a struggle, the game? s just boring. It? s not fun to walk right through to the end of a game without having to accomplish goals.

The Telephone System Essay Example For Students

The Telephone System Essay The Telephone SystemThe telephone is one of the most creative and prized inventions in theworld. It has advanced from its humble beginnings to its wireless communicationtechnology today and for the future. The inhabitants of the earth have longcommunicated over a distance, which has been done by shouting from one hilltopor tower to another. The word telephone originated from a combination of twoGreek words: tele, meaning far off, and phone, meaning voice or sound, andbecame the known term for far- speaking.A basic telephone usually contains a transmitter, that transfers thecallers voice, and a receiver, that amplifies sound from an incoming call. Inthe transmitter there are two common kinds of transmitters: the carbontransmitter, and the electret transmitter. The carbon transmitter uses carbongranules between metal plates called, electrodes, with one consisting of a thindiaphragm that moves by pressure from sound waves and transmits them to thecarbon granules. These electrodes conduc t electricity flowing through thecarbon. The sound waves hit the diaphragm causing the electrical resistance ofthe carbon to vary. The electret transmitter is composed of a thin disk ofmetal-coated plastic held above a thicker, hollow metal disk. This plastic diskis electrically charged, and creates an electric field. The sound waves fromthe callers voice cause the plastic disk to vibrate, changing the distancebetween the disks, thus changing the intensity of the electric field. Thesevariations are translated into an electric current which travels across thetelephone lines. The receiver of a telephone is composed of a flat ring ofmagnetic material. Underneath this magnetic ring is a coil of wire where theelectric current flows. Here, the current and magnetic field from the magnetcause a diaphragm between the two to vibrate, and replicate the sounds that aretransformed into electricity. We will write a custom essay on The Telephone System specifically for you for only $16.38 $13.9/page Order now The telephone is also composed of an alerter and a dial. The alerter,usually known as the ringer, alerts a person of a telephone call, created by aspecial frequency of electricity sent by the telephone number typed in. Thedial is the region on the phone where numbers are pushed or dialed. There aretwo types of dialing systems; the rotary dial, and the Touch-Tone. The rotarydial is a movable circular plate with the numbers one to nine, and zero. TheTouch-Tone system uses buttons that are pushed, instead of the rotary that sendpulses. The telephone was said to be invented by many people. However, thefirst to achieve this success, although by accident, was Alexander Graham Bell. He and his associate were planning to conduct an experiment, when Mr. Bell spiltacid on himself in another room, and his associate clearly heard the firsttelephone message: Mr. Watson, come here; I want you. Although AlexanderGraham Bell had invented the telephone, his case had to be defended in courtmore than 600 times for this to be proven. After the invention of the telephone, many other great technologicaladvances were made, which boosted the telephone into a worldwide affair. Thefirst great advance was the invention of automatic switching. Next, longdistance telephone calls were established in small steps. For example, fromcity to city, across a country, and across the ocean. Following this, underseacable and satellites, which made it possible to link points halfway around theearth sounding as if from next door. Finally, by adding three digit area codes,all phone calls, either to next door or around the world, could be done by thecaller. The first telephone company to establish a telephone industry was theBell Telephone Company, in 1877, by Alexander Graham Bell. This did last forsometime, however, independent telephone companies were started in many citiesand small towns. By 1908, many customers were being served by a new companycalled ATT, which eventually bought out the Bell Company. Since it was costlyto have the wires run to a household, many residential people often shared lines,which is called a party line. Although these lines were cheaper for thecustomers, it was a nuisance because only one person could use the phone at atime, and other households could listen in on the calls. Finally, the price oflocal calls was relatively low, however, long-distance calls were placedrelatively high when compared to the local telephone bill. .u429264cd15689aad4f8989f28deffd94 , .u429264cd15689aad4f8989f28deffd94 .postImageUrl , .u429264cd15689aad4f8989f28deffd94 .centered-text-area { min-height: 80px; position: relative; } .u429264cd15689aad4f8989f28deffd94 , .u429264cd15689aad4f8989f28deffd94:hover , .u429264cd15689aad4f8989f28deffd94:visited , .u429264cd15689aad4f8989f28deffd94:active { border:0!important; } .u429264cd15689aad4f8989f28deffd94 .clearfix:after { content: ""; display: table; clear: both; } .u429264cd15689aad4f8989f28deffd94 { 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; } .u429264cd15689aad4f8989f28deffd94:active , .u429264cd15689aad4f8989f28deffd94:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u429264cd15689aad4f8989f28deffd94 .centered-text-area { width: 100%; position: relative ; } .u429264cd15689aad4f8989f28deffd94 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u429264cd15689aad4f8989f28deffd94 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u429264cd15689aad4f8989f28deffd94 .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; } .u429264cd15689aad4f8989f28deffd94:hover .ctaButton { background-color: #34495E!important; } .u429264cd15689aad4f8989f28deffd94 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u429264cd15689aad4f8989f28deffd94 .u429264cd15689aad4f8989f28deffd94-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u429264cd15689aad4f8989f28deffd94:after { content: ""; display: block; clear: both; } READ: Economic Policy in Downtown Development EssayToday, approximately 95% of the households across North America havetelephones, which is creating a huge opportunity for companies that providelocal and long-distance service. Although prices for calls are slowlydecreasing, the competition between companies is increasing. This can be seenfrom advertisements on television and in the newspaper. And not only is thiscompeting going to continue, it will increase as new technology is discovered. What is in store for the future? No one will now. However, some of thelatest futuristic ideas that will soon be upon us are; television screens soonaccompany the telephone, so that the caller can see who he or she is having aconversation with. Also, having all of the copper wire replaced with fiberoptics will greatly increase the telephones capabilities. This will give us theadvantage of sending very large pieces of information over the phone line. Theonly thing that we do know about the telephone, is that it sure has come a longway since its first discovery by the inventor Alexander Graham Bell. A man whowill always be remembered.

And Introduction to Spanish Verb Conjugation

And Introduction to Spanish Verb Conjugation The concept of verb conjugation is the same as in English - only the details are far more complicated. Verb conjugation refers to the process of changing a verb form to provide information about the action being performed. The form of the verb can give us some idea about who is performing the action, when the action is being performed, and the relation of the verb to other parts of the sentence. To better understand the concept of conjugation in Spanish, lets look at some conjugation forms in English and compare them with some Spanish forms. In the examples below, the English verbs are explained first, followed by the corresponding Spanish forms. If youre a beginner, dont worry for now about what terms like present tense, auxiliary verb and indicative mean. If you cant understand what they refer to by the examples given, you will learn them in your later studies. This lesson isnt intended to be an exhaustive analysis of the subject, but rather just enough that you can grasp the concept of how conjugation works. Infinitive To talk is the infinitive form of the verb in English. It is the basic form of the verb, by itself conveying no information about the verb action. It can be used as a noun, as in To talk in public is difficult. (Some grammarians classify talk by itself as the infinitive).The same things are true of Spanish infinitives; they convey no information about the verb action, and they can be used as nouns. Infinitives in Spanish always end in -ar, -er or -ir. The verb for to talk is hablar. Present-tense indicative verbs I talk, you talk, he talks, she talks, we talk, they talk. In English, an s: yo hablo, I talk; tà º hablas, you (singular) talk; à ©l habla, he talks; ella habla, she talks; nosotros hablamos, we talk; ellos hablan, they talk. In many cases the verb form gives enough information that it isnt necessary to indicate with a subject noun or pronoun who is performing the action. Example: canto, I sing. Future-tense indicative I will talk, you will talk, he will talk, we will talk, they will talk. In English, the future tense is formed by using the auxiliary verb will.For the future tense, Spanish uses a set of verb endings that indicate who is performing the action as well as indicate that it is happening in the future. Examples: hablarà ©, I will speak; hablars, you (singular) will speak; à ©l hablar, he will speak; hablaremos, we will speak; hablarn, they will speak. Preterite (a type of past tense) I talked, you talked, he talked, we talked, they talked. In English, the simple past tense usually is formed by adding s: hablà ©, I talked; hablaste, you (singular) talked; hablà ³, she talked; hablamos, we talked; hablaron, they talked. Present perfect (another type of past tense) I have talked, you have talked, he has talked, we have talked, they have talked. In English, the present perfect is formed by using the present tense of to have and adding a participle, which usually ends in s: he hablado, I have spoken; à ©l ha hablado, he has spoken. The gerund and progressive tenses I am talking, you are talking, she is talking, we are talking, they are talking. English forms a gerund by adding s: estoy hablando, I am talking; estuvo hablando, he was talking. Subjunctive mood If I were rich ... If that be the case ... English sometimes uses the subjunctive mood to indicate something that is hypothetical or contrary to fact. Distinctive forms for the subjunctive mood, although they used to be somewhat common, are nearly absent from modern English conversation.Spanish also uses a subjunctive mood, but it is far more common than in English. Going into details about its use is beyond the scope of this lesson, but it is usually used in dependent clauses. Example: In Quiero que ella hable (I want her to talk, or, literally, I want that she talk.), hable is in the subjunctive mood. Commands (imperative mood) Talk. English has a simple command form based on an unconjugated form of the verb. To give a command, you simply use the infinitive without the to.Spanish has both formal and familiar requests that are indicated by verb endings. Examples: hable (usted), habla (tà º), (you) talk. In some circumstances, such as in recipes, the infinitive can also function as a type of comand. Other verb forms I could talk, I would talk, I could have talked, I will have talked, I was talking, I will be talking. English uses several auxiliary verbs to convey a sense of time for a verbs action.Spanish uses the verb haber and/or a variety of endings to convey a similar sense of time. Most learning Spanish as a second language learn these forms at an intermediate level. Summary As you can see, the verb forms are much more extensive in Spanish than they are in English. Complicating things is that the most common verbs are usually  irregular, as they are in English (I go, but I went, and I see, but I saw). The important thing to keep in mind is that Spanish usually uses endings to more fully convey the nature of the action, while English is much more likely to use auxiliary verbs and other sentence components.

European law Essay Example | Topics and Well Written Essays - 2500 words

European law - Essay Example ibutor Lyon in France is 40% of the market and therefore there could be an issue of collective dominance1 of BMC and Lyon that may well arise in this case and invoke the provisions of Article 81(1) restricting competition in the internal market. Article 14(2) of the EC Treaty defines the internal market as â€Å"an area without frontiers in which the free movement of goods, persons, services and capital is ensured in accordance with the provisions of this treaty.† On this basis, it may therefore be stated that any measure that has the cumulative effective of restricting the free movement of goods (in this case cars) within the internal market which is comprised of the European states including UK, France and Germany could be deemed to be violative of EU law. However EC competition law is based upon the Treaty of Rome which requires that certain objectives be taken into consideration in so far as implementing Community law is concerned, such as for example Article 6 for environmental protection, article 127 for employment or article 153.2 for consumer protection. Such factors therefore allow for a fairly flexible interpretation of competition law, as in the case of Metro SB-Großmà ¤rkte GmbH & Co. KG v Commission. 2 Monti has also pointed out several other examples of goals that have been considered in implementing competition law, either directly or indirectly and identifies some of these goals as regional development, industrial policy, protection of employment, protection of the environment and market integration.3 Such exemptions may however, not always apply. For example, in the case of A BrunsteinergmbH and Autohaus Hilgert gmbH v BMW,4 the Court held that where the exemptions listed under Article 81(3) of the EC Treaty were not satisfied, then contractual terms between two undertakings that were restrictive of competition could be deemed to be liable under the provisions of Article 81(1). A major issue in this case was the application of Regulation EC No:

Dose family structure affect education more than income Essay

Dose family structure affect education more than income - Essay Example Comparative to income, the structure of the family has more influence on the way an individual performs academically. The structure of the family from which a child comes matters a lot to their performance in school. That is because of the various strains and stress levels present in the different family structures. Some of the family structures that may be under consideration include traditional nuclear families where both parents are present, single mother families, single father families and families headed by grandparents. All these family types impact academic performance differently depending on the issues the children face at home. Research shows that children from traditional nuclear families perform better academically as compared to those from the other family structures. That may be because their parents are more involved in their academic activities and expect more from them (Ginther and Pollak 3). The children from such families experience lower levels of stress, if any and the parents allocate more time and financial support to them (Pong and Thompson 683). They also provide parental guidance and direction thus boosting their academic performance. Single parent families bring about several challenges to children growing up in those families. Some of the problems facing such children include lack of attention, lack of motivation and assurance as well as appreciation, which may cause stress to them. That affects their academic achievements. A comparison to children from stable, traditional nuclear families shows that these children from single parent families tend to have lower educational attainment (Ginther and Pollak 6). The different classifications of single parent families also show different levels of academic achievement among children. Children from female-headed single parent families tend to record better

He Company Vision and Superordinate Goals Essay

He Company Vision and Superordinate Goals - Essay Example The report seeks to establish the relationship between United States Army Training and Doctrine Command’s (TRADOC) vision and super ordinate goals. Their interaction is affected by the organization’s staff, skills, structure, strategy, style and systems. The organization undertakes initial military training and education of agile soldiers, leaders and civilians suitable for any operational environment in a prolonged time. United States Army Training and Doctrine Command TRADOC is a command organization of the United States military that is situated in Virginia. According to US Army website (2012), the organization is involved in military training, formulation and development of operational doctrines and presiding over the development of new weapon systems. Vision The organization is involved in the development and training of soldiers, leaders and civilians. It also designs, integrates and develops capabilities and doctrines through professional use of equipments and fo rmations geared towards strengthening the United States military through army force generation. The attainment of this vision requires interconnecting of the staff roles to ensure efficient leadership and achievement of super ordinate goals. The organization management is charged with the responsibility of organizing the system structures and elements to ensure efficiency. ... This will enable the development of professional leaders and efficient military personnel (US Army, 2012). Additionally, the general applies the current technology in improving equipments and revolutionizing training to ensure that the personnel adapt to the changing technology. Some of the measures applied in improving the performance of the organization are professional examination of the future trends within the organization, proper role definition and prior professional planning for implementation of the proposed strategies. Super Ordinate Goals The super ordinate goals dictate the essential purpose of the organization. Most of these goals are related to the development of the essential work force. TRADOC is involved in leadership development whereby candidates are professionally trained to efficiently cope with the changing leadership environments. Leadership training involves the analysis of the current leadership deficits in the military and closing the information gaps and in consistencies that causes the deficits. A successful future requires efficient leadership that has the capacity to adapt and ensure mutual reinforcement among the organization’s elements (Bolman and Deal, 2002). The organization undertakes initial military training and education of agile soldiers, leaders and civilians suitable for any operational environment in a prolonged period. Another goal is the creation of dominant land force through evaluating, developing and integrating talents and abilities. Finally, TRADOC formulates doctrines and concepts that are flexible and efficient enough to adapt to the evolving technologies. The doctrines provide the guidelines required for

Prevention Of Abuse To Vunerable Adults

Prevention Of Abuse To Vunerable Adults In 1992 the Department of Health and the then, Social Services Inspectorate, in England, published the findings of a survey of two social services Departments in relation to abuse. This publication found there to be a lack of assessments in large numbers of elder abuse cases and little evidence of inter-agency cooperation. The report recommended guidelines to assist social services in their work with older people (DH/SSI 1992). During the 1990s concerns had been raised throughout the UK regarding the abuse of vulnerable adults. The social services inspectorate published Confronting elder abuse (SSI 1992) and following this, practice guidelines No longer afraid (SSI 1993). No longer afraid provided practice guidelines for responding to, what was acknowledged at that time, as elder abuse. It was aimed at professionals in England, Wales and Northern Ireland and emphasised clear expectations that policies should be multi-agency and also include ownership and operational responsibilities (Bennett et al 1997). This guidance was issued under section 7 of the Local Authority Social Services Act 1970 and gives local authority Social Service departments a co-ordinating role in the development and implementation of local vulnerable adult policies and procedures. In 2000, the department of Health published the guidance No Secrets. The purpose of No Secrets was aimed primarily at local authority social services departments, but also gave the local authority the lead in co-ordinating other agencies i.e. police, NHS, housing providers (DOH 2000). The guidance does not have the full force of statute, but should be complied with unless local circumstances indicate exceptional reasons which justify a variation (No Secrets, 2000) The aim of No Secrets was to provide a coherent framework for all responsible organisations to devise a clear policy for the protection of vulnerable adults at risk of abuse and to provide appropriate responses to concerns, anxieties and complaints of abuse /neglect (DOH 2000). Scotland Historical In December 2001, the Scottish Executive published Vulnerable Adults: Consultation Paper (2001 consultation) (Scottish Executive, 2001). This sought views on the extension of the vulnerable adults provisions to groups other than persons with mental disorder and the possible introduction of provisions to exclude persons living with a vulnerable adult, where the adults health is at risk. A joint inquiry was conducted by the Social Work Services Inspectorate and the Mental Welfare Commission for Scotland. Both of these agencies were linked with the central government of Scotland who had responsibility for the oversight of social work services and care and treatment for persons with mental health problems. In the report by the Scottish Executive (2004), a case of a woman who was admitted to a general hospital with multiple injuries from physical and sexual assault and who had a learning disability became the focus for change for Scotland in terms of adults who have been abused. The police investigation identified a catalogue of abuse and assaults ranging back weeks and possibly longer. In June 2003 the Minister for Education and Young People, Peter Peacock MSP, asked the Social Work Services Inspectorate (SWSI) to carry out an inspection of the social work services provided to people with learning disabilities by Scottish Borders Council. At the same time, the Mental Welfare Commission for Scotland (MWC) also undertook an inquiry into the involvement of health services, though worked closely with SWSI during its inquiry. The two bodies produced separate reports, but also published a joint statement (MWC and SWSI, 2004), which summarised their findings and stated their recommendations. The findings included: à ¢Ã¢â€š ¬Ã‚ ¢ a failure to investigate appropriately very serious allegations of abuse à ¢Ã¢â€š ¬Ã‚ ¢ a lack of information-sharing and co-ordination within and between key agencies (social work, health, education, housing, police) à ¢Ã¢â€š ¬Ã‚ ¢ a lack of risk assessment and failure to consider allegations of sexual abuse a lack of understanding of the legislative framework for intervention and its capacity to provide protection à ¢Ã¢â€š ¬Ã‚ ¢ a failure to consider statutory intervention at appropriate stages The Adult Support and Protection (Scotland) Act 2007 (ASPA) is a result of the events that were known as the Scottish Borders Enquiry. Following the various police investigations, it was identified that there were historical links between the client and the offenders who were later prosecuted in terms of statements held by social services department detailing the offenders behaviour towards the woman and that this information was held on file. The Scottish Executive (2004) described the case as extremely disturbing but even more shocking to many that so many concerns about this woman had been made known and not acted on. As a consequence, 42 recommendations from the inquiry were made and there was a specific recommendation which was taken to the Scottish Executive and involved the provision of comprehensive adult protection legislation as a matter of urgency as there had been concerns raised from political groups and high profile enquiries to provide statute for the protection of adults at risk of abuse in Scotland (Mackay 2008). The Scottish framework links with three pieces of legislation. In 2000, the Adults with Incapacity (Scotland) Act [AWISA 2000] was passed and focused on protecting those without capacity with financial and welfare interventions for those unable to make a decisions. Second, the Mental Health (Care and Treatment) (Scotland) Act (2003) [MHSA (2003)] modernised the way in which care and treatment could be delivered both in hospital and the community and improved patients rights. Finally, the Adult Support and Protection (Scotland) Act (2007) [ASPSA (2007)] widened the range of community care service user groups who could be subject to assessment, and mainly short-term intervention, if they were deemed to be adults at risk of harm. Mackay (2008) argues that the Scottish arrangements both mirror and differ from those of England and Wales. She maps out the intervention powers for adults at risk of harm into a type of hierarchical structure known as a pyramid of intervention which aims to reflect the framework of the various pieces of Scottish legislation and goes onto say that the principle underlying all of the legislation is minimum intervention to achieve the desired outcome. Critique of definitions. In England, the No Secrets (2000) guidance defines a vulnerable adult as a person aged 18 or over and who is or may be in need of community care services by reason of mental or other disability, age or illness; and who is or may be unable to take care of him or herself, or unable to protect him or herself against significant harm or exploitation (DOH 2000 Section 2.3) The groups of adults targeted by No Secrets were those who is or may be eligible for community care services. And within that group, those who were unable to protect themselves from significant harm were referred to as vulnerable adults. Whilst the phrase vulnerable adults names the high prevalence of abuse experienced by the group, there is a recognition that this definition is contentious. ADSS (2005). The definition of a vulnerable adult referred to in the 1997 consultation paper Who Decides issued by the Lord Chancellors Department is a person: who is, or may be in need of Community Care Services by reason of mental or other disability, age or illness: and who Is, or may be unable to take care of him or herself, or unable to protect him or herself against significant harm or exploitation (Law Commission Report 231, 1995) There are however broader definitions of vulnerability which are used in different guidance and in the more recent Crime and Disorder Act (1998) it refers to vulnerable sections of the community and embraces ethnic minority communities and people rendered vulnerable by social exclusion and poverty rather than service led definitions. There is concern, however, that the current England framework is more restricted than it should be, and that the problem is one of definition. The House of Commons Health Committee, says that No secrets should not be confined to people requiring community care services, and that it should also apply to old people living in their own homes without professional support and anyone who can take care of themselves (House of Commons Health Committee, 2007). Even within the ADASS National Framework (2005) it has been argued that vulnerability seems to locate the cause of abuse with the victim, rather than placing responsibility with the acts or omissions of others (ADASS, 2005) The Law Commission speaks favourably of the Safeguarding Vulnerable Groups Act 2006, which, it says, understands vulnerability purely through the situation an adult is placed [in] (Law Commission, 2008). It is now becoming questionable whether the term vulnerable be replaced with the term at risk. If we were to look at the current legislation in England surrounding the investigations of abuse to adults, there are none, however there are underpinning pieces of legislation which whilst not in its entirety focus specifically on the adult abuse remit, but can be drawn upon to protect those most vulnerable. There are many duties underpinning investigations of adult abuse, but no specific legislation. The NHS and Community Care Act 1990, section 47 assessments can be implemented in order to consider an adults need for services and can therefore consider any risk factors present at the time of the assessment. From this, assessment and commissioned services can support people who have been abused or can prevent abuse from occurring. The National Assistance Act (1948) deals with the welfare of people with disabilities and states that the: local authority shall make arrangements for promoting the welfare of person whosuffers from a mental disorderwho are substantially and permanently handicapped by illness, injury or congenital deformity or other disabilities and gives power to provide services arising out of an investigation out of the NHS Community care Act 1990. (Mantell 2009). The Fair Access to Care Services 2003 (FACS) recognises that community care services will be a vital aspect of adult protection work (Spencer- Lane, 2010). Interestingly the eligibility criteria that superseded Fair Access to Care from April 2010 (Prioritising Need in the context of Putting People First: A whole systems approach to eligibility for Social Care), continues to place adults who are experiencing, or at risk of experiencing abuse or neglect, in Critical and substantial needs criteria banding, as FACS did. Another definition of a vulnerable adult is cited within The Safeguarding Vulnerable Groups Act (2006), (SVG Act 2006), and defines a vulnerable adult as: A person is a vulnerable adult if he has attained the age of 18 and: (a)he is in residential accommodation, (b)he is in sheltered housing, (c)he receives domiciliary care, (d)he receives any form of health care, (e)he is detained in lawful custody, (f)he is by virtue of an order of a court under supervision by a person exercising functions for the purposes of Part 1 of the Criminal Justice and Court Services Act 2000 (c. 43), (g)he receives a welfare service of a prescribed description, (h)he receives any service or participates in any activity provided specifically for persons who fall within subsection (9), (i)payments are made to him (or to another on his behalf) in pursuance of arrangements under section 57 of the Health and Social Care Act 2001 (c. 15), or (j)he requires assistance in the conduct of his own affairs. This particular act appears to take an alternative approach to the term vulnerability. It refers to places where a person is placed and is situational. (Law Commission, 2008). Following the consultation of No Secrets, one of the key findings of the consultation was the role that the National Health Service played in relation to Safeguarding Vulnerable adults and their systems. The Department of Health produced a document titled Clinical Governance and Adult Safeguarding- An Integrated Process (DOH 2010). The aim of the guidance is to encourage organisations to develop processes and systems which focused on complaints, healthcare incidents and how these aspects fall within the remit of Safeguarding processes and to empower reporting of such as it identified that clinical governance systems did not formally recognise the need to work in collaboration with Local Authorities when concerns arise during healthcare delivery. The definition of who is vulnerable in this NHS guidance, refers to the Safeguarding Vulnerable Groups Act (2006) and states that any adult receiving any form of healthcare is vulnerable and that there is no formal definition of vulnerability within health care but those receiving healthcare may be at greater risk from harm than others (DOH 2010). In the Care Standards Act 2000 it describes a Vulnerable adult as: (a) an adult to whom accommodation and nursing or personal care are provided in a care home; (b) an adult to whom personal care is provided in their own home under arrangements made by a domiciliary care agency; or (c) an adult to whom prescribed services are provided by an independent hospital, independent clinic, independent medical agency or National Health Service body. Similar to the Safeguarding Vulnerable Groups Act, the Care Standards Act 2000 classifies the term vulnerable adult as situational and circumstantial rather than specific and relevant to a persons individual circumstance. Spencer-Lane (2010) says that these definitions of vulnerability in England have been the subject of increasing criticism. He states that the location of the cause of the abuse rests with the victim rather than the acts of others; that vulnerability is an inherent characteristic of the person and that no recognition is given that it might be contextual, by setting or place that makes the person vulnerable. Interestingly Spencer -Lane (2010) prefers the concept of adults at risk. He goes on to suggest a new definition that adults at risk are based on two approaches as the Law Commission feel that the term vulnerable adults should be replaced by adults at risk to reflect these two concerns: To reflect the persons social care needs rather than the receipt of services or a particular diagnosis What the person is at risk from whether or not the term significant harm should be used but would include ill treatment or the impairment of health or development or unlawful conduct which would include financial abuse Spencer-Lane (2010) also argues that with the two approaches above, concerns remain regarding the term significant harm as he feels the threshold for this type of risk is too high and whether the term in its entirety at risk of harm be used whilst encompassing the following examples: ill treatment; impairment of health or development; unlawful conduct. Unlike in Scotland, there are no specific statutory provisions for adult protection; the legal framework is provided through a combination of the common law, local authority guidance and general statute law (Spencer-Lane 2010). Whereby in England the term vulnerable adult is used, in Scotland the term in the Adult Support and Protection (Scotland) Act 2007 uses the term adults at risk. This term was derived by the Scottish Executive following their 2005 consultation were respondents criticised the word vulnerable as they believed it focussed on a person disability rather than their abilities, hence the Scottish executive adopted the term at risk (Payne, 2006). Martin (2007) questions the definition of vulnerability and highlights how the vulnerability focus in England leaves the deficit with the adult, as opposed to their environment. She uses the parallel argument to that idea of disabling environments, rather than the disabled person, within the social model of disability. She goes on to comment that processes within society can create vulnerability. People, referred to as vulnerable adults, may well be in need of community care services to enjoy independence, but what makes people vulnerable is that way in which they are treated by society and those who support them. It could be argues that vulnerability and defining a person as vulnerable could be construed as being oppressive. This act states that an adult at risk is unable to safeguard their own well-being, property, rights or other interests; at risk of harm and more vulnerable because they have a disability, mental disorder, illness or physical or mental infirmity. It also details that the act applies to those over 16 years of age, where in England the term vulnerable adult is defined for those over the age of 18 and for the requirement under the statute is that all of the three elements are met for a person to be deemed at risk. ADASS too supports the use of risk as the basis of adult protection, although its definition differs from the one used in Scotland. It states that an adult at risk is one who is or may be eligible for community care services and whose independence and wellbeing are at risk due to abuse or neglect (ADASS, 2005) The ASPSA (2007) act The Scottish Code of Practice states that no category of harm is excluded simply because it is not explicitly listed. In general terms, behaviours that constitute harm to others can be physical (including neglect), emotional, financial, sexual or a combination of these. Also, what constitutes serious harm will be different for different persons. (Scottish Government, 2008a p13). In defining what constitutes significant harm, No Secrets (2000) uses the definition of significant harm in who decides? No Secrets defines significant harm as:- harm should be taken to include not only ill treatment (including sexual abuse and forms of ill treatment which are not physical), but also the impairment of, or an unavoidable deterioration in, physical or mental health; and the impairment of physical, intellectual, emotional, social or behavioural developments (No Secrets, 2000. The ASPA (2007) act also goes onto detail that any intervention in an individuals affairs should provide benefit to the individual, and should be the least restrictive option of those that are available thus providing a safety net on the principles of the act (ASPA, 2007). The Adult Support and Protection (Scotland) Act 2007 says: harm includes all harmful conduct and, in particular, includes: conduct which causes physical harm; conduct which causes psychological harm (e.g. by causing fear, alarm or distress) unlawful conduct which appropriates or adversely affects property, rights or interests (e.g. theft, fraud, embezzlement or extortion) conduct which causes self-harm N.B conduct includes neglect and other failures to act, which includes actions which are not planned or deliberate, but have harmful consequences Interestingly the Mental Capacity Act 2005 (section 44) introduced a new criminal offence of ill treatment and wilful neglect of a person who lacks capacity to make a relevant decision. It does not matter whether the behaviour toward the person was likely to cause or actually caused harm or damage to the victims health. Although the Mental Capacity Act mainly relates to adults 16 and over, Section 44 can apply to all age groups including children (Code of Practice Mental Capacity Act 2005). The Association of Directors of Social Services (ADSS) published a National Framework of Standards to attempt to reduce variation across the country (ADSS 2005). In this document the ADSS 2005 updated this definition above to :- every adult who is or may be eligible for community care services, facing a risk to their independence (ADSS 2005 para 1.14). England and Scotland differences with policy/legislation Definition of vulnerability Three part definition to definition of at risk of harm Harm might be caused by another person or the person may be causing the harm themselves no category of harm is excluded simply because it is not explicitly listed. In general terms, behaviours that constitute harm to others can be physical (including neglect), emotional, financial, sexual, or a combination of these. Also, what constitutes serious harm will be different for different persons. Code of Practice, Scottish Government (2008) Defining vulnerable: adult safeguarding in England and Wales Greater level of contestation in defining VA in adults than children. Doucuments in wales and England are very similar. In safe hands document is greater but both are issued under the provision of section 7. Whilst they are guidance, there is a statutory footing behind them. No Secrets (DH2000) defines vulnerable in a particular way: Is a person who is or may be in need of community care services by reason of mental or other disability, age or illness; and who is or may be unable to take care of him or herself, or unable to protect him or herself against significant harm or exploitation. No Secrets paragraph 2.3 Lord Chancellors Department, Who Decides (1995) The ASP Act introduces new adult protection duties and powers, including: Councils duty to inquire and investigate Duty to co-operate Duty to consider support services such as independent advocacy Other duties and powers visits, interviews, examinations Protection Orders: assessment, removal, banning and temporary banning Warrants for Entry, Powers of Arrest and Offences Duty to establish Adult Protection Committees across Scotland Harm includes all harmful conduct and, in particular, includes: a) conduct which causes physical harm; b) conduct which causes psychological harm (for example: by causing fear, alarm or distress); c) unlawful conduct which appropriates or adversely affects property, rights or interests (for example: theft, fraud; embezzlement or extortion); and d) conduct which causes self-harm. An adult is at risk of harm if: another persons conduct is causing (or is likely to cause) the adult to be harmed, or the adult is engaging (or is likely to engage) in conduct which causes (or is likely to cause) self-harm N.B conduct includes neglect and other failures to act (Section 53)

Horse Dealers Daughter :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  The short story, â€Å"The Horse Dealer’s Daughter,† by D. H. Lawrence is about Mabel Pervin and her three brothers who are left with debts to pay after their father’s death. Once the horses are sold Mabel’s brothers decide where their lives would lead them and advice her to seek the home of her sister. Realizing their rejection and acknowledging an uncertain future, she visits the graves of her mother and father. Feeling depressed and helpless, Mabel walks into a mucky pond not cognizant of Jack Fergusson’s presence. Fighting his fear of water, Jack saves Mabel from an attempted suicide and has become a part of Mabel’s plan to remain where she wants to be. She decides to take advantage of the situation by expressing her love and convincing Jack that he loves her as well. Mabel’s love, in this story by D.H. Lawrence, is her escape from having to leave her town and live with her sister in a less desirable fashion. Sh e uses love as a means of obtaining the comfortable lifestyle that she once lived. She can once again have luxuries in life now that she will be marrying a doctor.   Ã‚  Ã‚  Ã‚  Ã‚  Just as in the previous story, James Joyce’s short story â€Å"Araby† also suggests love as an escape. In this short story, the young boy’s existence surrounds a dreary and harsh environment. He lives with an uncle who drinks and an aunt who suffers from the heartache of an unhappy marriage. The boy’s friend Mangan has a sister who he is infatuated with to the extent of following her every move. He is so empowered by his feelings for her, he decides to go to Araby and buy Mangan’s sister a gift. On the day of the bazaar, his uncle forgets to be home on time to give the boy money and therefore causes him to be late.