Toy Critique

Assignment 1 Play activity This assignment had been done with a group of 4 children with ages between 3 and 4?. Planning: In order to do the play activity I had to observe the children for two days. I wanted to know what are they more interested in and what they would like more. After the observation stage, I wanted to make sure that the play activity I had in mind, suited their age and stage of development. I also made sure that the activity is safe and that it included the PILES development and that it s based on future learning. I made a sketch plan for myself without telling the children about it and I see what I need for all that.I consulted with the manager to see if the materials I needed could be provided by her. I explain to my manager that I would like to make an activity based on the children’s imagination. I had been observing that the group was interested in cars and animals, so that made me think of building one car close the real size, with the help of the child ren. They would then have to make an imaginary trip to the zoo, inside the car. I needed a large carton box, sellotape, paint and scissors. The manager agreed with the plan, but she suggests that on our way to the zoo, we should make some stops in different places like shops or public parking areas.I checked to see if I had enough time to accomplish the activity, including the preparation and tidying up at the end. I talked with the children about what we were going to do the next week, and they seemed to like the idea very much. I put the plan together over the weekend and ensured that I have the proper and safe materials by the beginning of the next week. I then realised that I would need more than one day for the play activity. I decided to split the play activity into 4 daily sessions, of 25 minutes each. Implementation: Day 1: MondayWe started by moving some chairs and a table closer to a wall in the room, so we would have enough space for the activity. I put a carton box on th e floor. The children asked: Ch: â€Å"What are we going to do with this box, teacher? † Me: â€Å"We are going to build a big car and all of you would have to paint it. † After I drew the car, trimmed its shape on the carton board, I gave the children different colours of paint so they would paint the car. Me: â€Å"Now I want you to close your eyes and to imagine this car in whatever colour you would like it to be. I didn’t have time to finish my sentence because they all started to tell me at the same time what was their favourite colour for the car. Me: â€Å"Stop, stop, stop. No, not all together. C1, tell us what colour would you like the car to be? † C1: â€Å"I want my car to be pink. † Me: â€Å"Very good! You can paint the front of the car. C2, what colour does your car have? † C2: â€Å"Orange, it’s my favourite colour. † Me: â€Å"OK C2, you will do this side of the car† and I showed him the right side of th e car. â€Å"Now, C3, tell me! † C3: â€Å"I like my car to be blue. † Me: â€Å"Perfect. You have the back of the car. C4? † C4: â€Å"I want my car red.It’s my favourite colour. † Me: â€Å"Very good, C4, you will paint this side of the car† and I showed him the left side of the car. â€Å"Excellent, but there is missing something. Who can tell me what is missing? † Ch: â€Å"The wheels! † Me: â€Å"What colour are they? † Ch: â€Å"Black. † Me: â€Å"Very good! Each of you will have to paint one wheel. † I put their aprons to each of them and they each took a paintbrush. They started painting and to talk about the car. The children gave the car a name: â€Å"Tina†. After they finished painting the car the children asked e what to do next. I told them that we were going to wait until the next day.Day 2: Tuesday First thing in the morning, after arriving at the creche, the children asked me what we were going to do with the car that day. C1: â€Å"Are we going to play with the car, today? † Me: â€Å"Yes, we will play with the car, but not like yesterday. † I then told them to concentrate and imagine that they are going to get into the car with mommy, daddy, or his/her best friends and they would be going to the zoo. On the way to the zoo they would stop twice, in two different places. I wanted them to tell me what were the two places they were thinking about, what they wanted to do there and what were they see at each stop.Knowing that they were having more than 2 places in mind, I asked them to speak in turn about their choices: – C1 told me that he would stop to buy ice cream and visit a fun fair – C2 wanted to play some football and to make a stop at McDonald’s – C3 wanted to visit a fun fair and eat at McDonald’s – C4 wanted to ride in an electric car at the fun fair and eat an ice cream I wanted to include each acti vity in the imaginary car travel so I thought the best way to do that was to plan the itinerary like this: – First stop at the fun fair and electrical cars – Second stop at McDonald’s for ice creamI was not sure that we would have enough time for the fun fair on that day. Me: â€Å"OK. Everybody, let’s go into the car. C3, you will drive today. † C3 was very happy about that. â€Å"Go in front of the car and tell everybody to hurry up and close the doors. † I told them to pretend that they are going in the car and drive to the fun fair. They pushed the car (â€Å"driving†) towards the table (the â€Å"fun fair†). The table was in the middle of the room, so they pushed the car and circled the table twice and then stopped. C3: â€Å"Here we are at the funfair. † The other 3 children started cheering â€Å"Hooray!We are here. † I was very happy and proud of them. They were really enjoying the game. I placed 7 small c ars (â€Å"the electric cars†) on the tables. The cars had different shapes and colours. I asked each of the children to pick a car from the table and then tell me why they picked that car. I wanted to test their intellectual skills. C1 picked a blue sports car. He told me that blue is his favourite colour and that he likes sports cars. I asked how he knows that he was holding a sports car and he replied that the sport cars are very low to the ground. C2 picked a bigger, orange car.He said that orange is his favourite colour and that he likes big cars because his father has a big car. C3 picked a small, red car justifying that small cars are for girls (she is a girl) and she liked red. C4 picked a minivan. He said that he wants a family car so that he could take his parents and sister with him everywhere they want. I was very surprised to find out that the children had good reasons for choosing a car and that the choice was not random. I then asked them if they know how an el ectric car works or what you have to do with in order to start up an electric car. They told me that one should et inside the car and drive it. C3 told me that the car runs on electricity. I let them play with their cars for about 2 minutes. I then asked them to leave the â€Å"electric cars in the funfair and return to their car and park it† close to one of the walls in the room. We planned to continue our trip, the next day. Day 3: Wednesday We started a little bit earlier than the previous days to include the snack time from the creche schedule into the game. I named C1 and C4 to drive the car that day. C1 was the driver from the parking lot to McDonald’s and c4 was the driver from McDonald’s to the zoo.The children got into the car and â€Å"drove† circling the table 3 times and then stopping close to the table. They got out of the car and took a seat at the table. I told them that they were to be the clients and I would be the waitress. I explained t o them what a waitress is and told them how to order. They asked me to bring their snacks from their lunch boxes. After finishing their snacks, I gave them a scoop of ice cream each. After the stop at McDonald’s, C4 stood up and said â€Å"Let’s go now. It’s a long way to the zoo and it’s getting dark. † I was very surprised to hear that from him.I was thinking that was developing an early stage of responsibility. C3 asked me where the zoo was. I replied that it wasn’t very far, pointing in the direction of another table in the corner of the room. They circled the first table twice and went to the second table in the corner. In the meantime I took 8 animals from a box of toys and I lined them up on the table in the corner as if they were in cages at the zoo. When the children got to the table in the corner, something happened and we had to interrupt the game. One of the children (C2) had to go home and I didn’t want to continue the ga me without him.The others wanted to continue but I explained to them that we can’t continue without C2 and we would have to wait until the next day so we could be all together. I postponed the visit at the zoo for the next day. Day 4: Thursday C2 thought that we had finished the trip without him. He was happy to hear that we hadn’t continued the trip and that we had been waiting for him. I also told him that he would be driving from the zoo to the Montessori. After they had their snack in the snack break, I asked them if they could remember where we had stopped the day before. They all told me that we were going to see the animals at the zoo.C1: â€Å"We have to pay first, teacher. † Me: â€Å"Very well, C1. Yes, we do have to pay. † They pretended to take money out of their pockets and give it to me. They gathered around the table so I told them to stay in line so we could walk around the table to see and talk about the animals. We had a dialogue about w hat type of animals they are, what their colour is, where they live and what they eat. I even asked them if the animals are happy in the zoo. The children were very curious to find out thing that they didn’t know about the animals. We talked about them for about 15 minutes. They all knew the names of the animals and their colours.The habitat (where they live) and eating habits were new to the children. The answers were different, some of them were right and some of them were wrong. I was more than happy to tell them the right answer to any question. After the visit at the zoo, C2 said that is was his turn to drive and he was right. They got into the car again and â€Å"drove† around the table four times. They said that it was a long distance back to Montessori. C2 parked the car and we went in the back garden of the creche, for some fresh air. We sat down in circle so we could talk about the visit. I asked them if they enjoyed their visit at the zoo.The children told m e that they would like to go another time but to a different place. I also asked them if they had learned something from this trip. C3 said that she had never been to a restaurant and tell the waiter what she wants by herself, before. I told the children that we would do other trips in the future. Evaluation: Evaluating objectives for children In my opinion, the play activity had a very good impact on the children. It was, in fact, much better than what I expected. Their imagination is very well developed and the trip was a good opportunity to improve their learning outcomes.They did what they wanted to do and how they wanted to do. I just provided them the foundation of the game and they took control of the actions. The following abilities were exercised by the children: – Mathematical learning, by using the shapes of the cars, size of the cars, relationship between objects when comparing cars and animals – Creative learning, by being free to express opinions, ideas a nd feelings, exploring and experimenting art when they painted the car, movement when driving the car and dramatic play when ordering at McDonald’s – Physical experiences when â€Å"driving the car† Linguistic learning when talking about the habitat of the animals and eating habits – Personal and social learning, by developing their self-esteem and autonomy while â€Å"driving†, team working, talking to each others about their ideas, sharing experiences and when C3 admitted that it was the first time she ordered by herself at a restaurant. The play activity can be used in the future to plan other discovery trips in other places like â€Å"visiting a museum†, â€Å"going to the gym†, â€Å"going to the swimming pool†, or if the children have other ideas for trips.Evaluating the adult role My initial goals for this play activity were the developing of the child’s creativity, curiosity and imagination. I achieved the goals by putting the children in an out of the ordinary situation and then constructing different sets of events, upon the main idea, with or without the help of the children. During the planning of the activity I found out that children can actively participate in elaborating ideas, not only carrying out an idea. They were using their imagination and sometimes I felt that they were using it more than I did.As adults we sometimes know how things should be, look like or feel, but a child doesn’t know that. A child is curious to learn about things he does not know, and is eager to experiment, not only asking others what is best in a situation, and to copy the behaviour he sees in adults. Maybe that is why I was amazed to find out the different reasons of the children when picking the cars, and how they related with their families (the human beings with which a child spends much of his time and tends to imitate).The total cost of the project was minimal because I used recycled materia l along with things which were already at hand from the creche. In the future I would like to include either more learning and developmental outcomes, or doing a specialized play activity with one or two learning outcomes. I would like to see which one is more effective on child education. To do that, first I am planning to do a play activity extending the time length from 4 days to 7 days. After assessing that activity, I will then decide whether I would specialize the play on one or two learning or development outcomes, or introducing as many outcomes as possible.

Public Private Partnerships Vasco da Gama Bridge in Portugal

Better usage of regional and municipal land use plans in the future. Conclusion Even though the project did not reach its original goal, it had a great impact on regional development. The Visas dad Gamma Bridge is a six lane bridge that spans the Tags River in Lisbon, Portugal. It is the longest bridge in Europe and has a life expectancy of 120 years. Its characteristics are described in the Table here below: Official name Point Visas dad Gamma Carries Six road lanes, 7 sections Crosses Tags River Location North of Lisbon (right bank), municipality of Allocable (left bank) Maintained by Illusions DesignerRandom Riot Design Total Length 17. 182 km, longest in Europe, 9th longest in the world Width 30 m Height 155 m Longest span 420 m Speed limit 120 km/h Serves 50 million vehicles/year Construction 1995 (beginning) – 1998 (ended) Opened 29. 03. 1998 Cost 897 million euros As a result of economic globalization, countries are seeking more efficient and effective ways to improve t heir resources. One way of doing so is through Public- private partnerships especially for the development and operation of infrastructure.Public-Private partnerships provide a tool to increase the quality and efficiency of public services and to overcome the limited public funds available in a country. APP is an agreement between the government and one or more private partners in which both sides invest different resources in order to reach the target/goal by splitting the gains and losses between them. It is usually a long-term contract between the two parties, in which the private partner bears significant risk and great management responsibility.Peps may be formed in areas such as infrastructure projects such as motorways, bridges and in service areas such as schools and hospitals. There are our typical phases in implementing a APP project: the identification of the need and the legislation involved in implementing the project, the preparation and planning and the development of a contract between the public and the private partners, the award procedure, and the implementation and control of the project. Peps offer significant advantages to the public sector.These include the ability to raise additional funds in a country with budgetary restrictions, make the best use of public sector efficiencies in operation in reducing the costs and increasing the quality and offering a quicker service. Peps come in many forms and are still evolving in order to adapt to the needs of each individual project. Several elements that have to be taken into account: Political Leadership: commitment has to come from the top. Legislative and control framework: The application of these must be followed strictly. Protecting the publics interest: Quality and performance standards are required.Public Sector Involvement: Public sector must remain actively involved once a APP is established by monitoring the project. A well structured plan: Each side must know exactly what to expect f rom the beginning of the cooperation. Responsibilities must e clearly defined. Income stream: The sources of income must be clearly defined for the whole duration of the implementation of the project. Communication with stakeholders: Open communication between the parties involved must be enforced. Ensuring open market access and competition: Open and fair competition, transparency has to be taken into account during Tendering/Bidding procedure.Selection of the right partner: The selection must be done carefully taking into account the previous experience of the candidate in the specific area. In a typical APP project, a Special Purpose Vehicle (SSP) is created, which is a separate gal entity established to undertake the project, thus it is responsible for the design, building, and operation of the project. The initial capital required for a APP project may be provided by public grants, private funds, European Commission financing, loans from the owners of the SSP and/or from banks. The SSP is a consortium usually formed by a building contractor, a maintenance company and a bank. Subcontractors may also be used in the APP in order to deliver their specialized services. Until a couple of decades ago, countries followed the traditional infrastructure procurement models. However, due to the public budget constraints and the difficulty to manage large projects, many countries experienced the need to change the traditional model of public procurement. This resulted to today's Peps model which manages to deliver large infrastructure that requires large capital availability.Opportunities and Limitations of Ifs Opportunities that may appear during the implementation of a project: The risks are allocated to the ones that can manage them and are distributed. Public sector capital expenditure is reduced Cost efficiencies are better achieved – Value for Money. Delivery of the project is faster. Construction is done more efficiently with fewer contractual errors. Bet ter quality of service. Innovation and performance of personnel involved in the project is highly encouraged and promoted through incentives.Increased productivity. Infrastructure provision is accelerated. Crisis, there is higher cost in financing a project. There is less control over budget. There is less contract flexibility. The ultimate risk is still undertaken by the public partner. Private financing is usually more complicated than public financing. There are high termination costs in case of spite. Fear of prevarication of public services may be evident. Peps in Portugal Over the last 25 years Portugal has been through a major infrastructure investment program.After the end of dictatorship in the ass, Portugal went through a political stabilization phase. In the ass, after Portugal Joined the ELI, the country was able to access large capital funds. Since the country aimed to decrease its infrastructure deficit, it was evident that a new model for procurements was required and this was the APP model. The first large project developed under the APP model was the Visas dad Gamma ridge which was created under a tight schedule in time for the 1998 World Exhibition.After that several other projects followed totaling to the number of 36 APP projects until 2012. Portugal uses the APP model mainly for the creation/extension of roads, rail, health care and security. Need for the creation of Visas dad Gamma bridge – Background information The Government of Portugal identified the need to solve the congestion problem on Elision's other bridge (25 De April Bridge), and to Join previously unconnected motorways between north and south around the capital city of Lisbon, and therefore n 1991 it decided to construct a second crossing over the Tags river.As soon as the decision was made AGATES (office for the crossing of the Tags river at Lisbon), was established which was actually an inter-ministerial agency chaired by the Ministry of Public Works, with representa tives of the Ministries of Planning, Environment, and Finance. The two main goals of AGATES were to solve the ever-increasing traffic Jam on the 25 De April Bridge and supporting the north-south traffic around Lisbon. By September 1991, AGATES issued a series of studies comparing three options/locations or a new road bridge: eastern, central, and western.The option chosen was the eastern and was based on a strategy of opening new urban development, with top priority to roadways and individual transport. This option was greatly supported by the Minister of Public Works and the municipalities surrounding that area. In April 1994, Illusions, a consortium of Portuguese, British, and French companies won the international public tender to design, construct, finance and operate the new bridge. In February 1995, the construction of the bridge begun and in 29 March 1998 it opened to the public.The project was completed in a very tight schedule in order to allow easy access for World Expo '9 8, the World's fair that India by Visas dad Gamma. The construction of the bridge is considered to be one of the largest and most successful projects of the 20th century in the history of civil engineering. It gained international recognition and was awarded with the 1st prize by the Fiber-Americana Institution of architecture and civil engineering in the year 2000.The Visas dad Gamma bridge is a cable-stayed adjoined by viaducts and it carries six road lanes, with a speed limit of 120 km/h, the same as motorways, except on one section where speed is limited to 100 km/h. On windy, rainy, and foggy days, the speed limit is reduced to 90 km/h. Fifty million vehicles cross the bridge every year. The traffic on the bridge is managed in the traffic control room located in the Toll Plaza building. The bridge has a life expectancy of 120 years. Legal Framework for Peps in Portugal The legal framework for Peps in Portugal was amended on July 27 2006 by Decree Law 141/2006, which substituted the Decree Law no. 6/2003. The new law defines the general rules of interaction of the State with APP model, from definition and conception to supervision. These principles have to be followed by the public entities t the national level. The Decree Law 141/2006 requires the division of risks between the public and the private partners, which has to be clearly specified in each APP project. It also establishes the rules to follow and states that all APP proposals have to be evaluated by a commission including the Ministry of Finance and other relevant to each specific project institutions.There is also the Code of Public Contracts (COP), which is a legal document concentrating on national and legal contexts relating to public procurement. This document derives mainly from the transposition of the EX. isolations on public procurement and it applies in projects related to services, public work contracts, and many others. More specifically, this document regulates the procedures of pub lic procurements from the beginning of the Tendering process until the selection of the successful Tender, it covers the way contracts should be awarded and sets the specific rules in doing so.It also states the follow-up rules as well as possible fines if not complied. As Monitor (2005) puts it, a key feature of the institutional setting of Peps in Portugal, is that a decision in favor of a APP has to be made with the involvement of the Ministry of Finance (experts). The APP proposals have to specify long-term budgetary implications and make necessary arrangements prior to the agreement of a APP project.Another institutional framework is a APP Unit (Parabolic), which is dedicated in implementing, facilitating, evaluating and advising APP projects. It should be noted that this project with a total value of 897 million Euros was impossible to be realized only with public funds. Therefore, the APP had to be formed project is the decision about the location of the bridge. The location of the Visas dad Gamma bridge was the fundamental element for its success. As mentioned before there were three options/locations for a new road bridge: eastern, central, and western.According to Melt (2000), the eastern (Save ©m-Monotint) location for the bridge to be constructed leads to the question Why on earth was the Save ©m-Monotint road bridge option chosen? One may answer that the decision made was due to political and financial issues. The possible alternatives to this option were the central, and western locations. The central (Shells-Barriers) and the western (Alga ©s-Traffic) location could have been better alternatives satisfying the goals of decongest, and not having the active environmental impacts that the selected location of the bridge created.Critical Analysis of APP Model chosen by the Government of Portugal – Description of app Model The project was mainly funded by the private sector under a BOOT â€Å"Build, Operate, Transfer† model, more specifically the variation of DOFF (Design, Build, Finance and Operate). The BOOT model is a type of infrastructure project based on granting of concession by a principal (I. E. Government) to a promoter (private partner) who is responsible for the construction, financing, operation, and maintenance of a project over the period of concession.A BOOT project is normally funded by a mixture of private equity, through shareholders, bank loans, and sometimes with grant aids. The shareholders carry the risks but receive a return on their investment and dividends during the concession period, while the government's reward is to obtain an infrastructure without using its own budget. Governments mainly use the BOOT model for the construction of airports, waterworks, etc. In Peps, the BOOT model involves reasonable support and risk sharing from the government side. After the concession period, the promoter transfers the facility to the principal at no cost, in a fully operational condition.In this project, Illusions had the obligation to design, construct, finance and operate the new crossing/bridge. The contract was signed in 1995, for a maximum concession period of 35 years in a design, build, finance, operate and transfer scheme. In my opinion, at the time that the contract was signed, the APP model used was the most suitable since there was the need to design and build the bridge quickly with the main funds coming from the private sector. Financial Structure of the Project and the role of the participants The Visas dad Gamma bridge cost 897 million Euros, mainly financed by the private sector.The project was funded by a combination of private equity, through bank loans, shareholders, government grants, etc. More specifically the resources for this European Investment Bank Loan grant (299 m), 33% of the project Toll revenues collected from 25 April bridge (50 m), 6% of the project other resources such as shareholders and government grants (299 m), 26% of the project Both shareholders and government benefit from the project, since they receive dividends for their investment during the concession period. It should be noted that the toll price to cross the bridge varies from 2. 0 to 11 Euros, pending on the size and type of vehicle crossing the bridge. TOTAL COST 897 MILLION EURO Table 1 (Funding of Visas dad Gamma bridge) The European Investment loan was for 20 years with no capital repayment over the first 120 months, guaranteed by the commercial banks for only 15 years. Out of the total cost of the project, around 640 million Euros was for construction, payment of land, re-housing, environmental projects, and maintenance costs. It is worth mentioning that in 2000, Illusions and the Portuguese government signed an agreement in order to extend the duration of the concession period untilIn the case of the Visas dad Gamma bridge, both the public and the private partners undertook the financial risk (currency, interest rate, equity, foreign exchange , liquidity, commercial and economic risk. They also undertook the political risk (related to the provision of loans and overall investment situation in the country). Both partners undertook the shareholder's risk (market, changes in management personnel). The private partner, Illusions, undertook the technical risk (construction, operation, and maintenance risk).Problems and Limitations of the project The European Accounts Tribunal (EAT) detected a series of irregularities in the financing and the construction of the project. Some drainage and negative results ere detected to the resistance of some of the material used in the construction of the bridge. Regarding the finance aspect, the EAT stated that 95% of the costs of the building of the structure of the bridge was funded by the European Union, which is in conflict with the regulations of the community.Recommendations A few recommendations may be welcomed at this point. There should be more compliance with project goals in the future. In addition, there should be more compliance with the European legislation in the future. Another alternative location for the bridge would have been highly recommended or the construction of two mailer bridges in different locations. Moreover, a more careful study has to be made regarding the location of future similar projects, and a better usage of regional and municipal land use plans in the future is recommended.Conclusion Even though there is a lot of criticism about the APP of Visas dad Gamma bridge in Portugal, it is evident that without this procurement model the fast development of under public scrutiny. The Visas dad Gamma bridge aimed to solve the decongest problem of the other bridge of Lisbon (the 25 April bridge) and to create the north-south connection around the capital city. According to data, traders prefer to use the bridge in Scorecard (30 km from Lisbon to the North, built after the Visas dad Gamma bridge.This bridge seems to have solved the problem of the north-south connection around the capital city. The daily traffic on the Visas dad Gamma bridge is approximately 70,000 vehicles, which is below the daily traffic on the 25 April bridge with approximately 170,000 vehicles per day. Taking this into consideration, we conclude that Visas dad Gamma bridge did not manage to meet the expectations and to solve the decongest problem, however it affected positively other areas such are regional development.

David Fincher's film analysis Essay Example | Topics and Well Written Essays - 1500 words

David Fincher's film analysis - Essay Example He has many successful filmmaking ventures under his name, but the substance of this prose will analyze the intricate aspects of his blockbuster film â€Å"The Curious Case of Benjamin Button†. The main premise of â€Å"The Curious Case of Benjamin Button† revolves around a boy who was born with the appearance of a geriatric and then ages backwards until his death as an infant. Fincher’s writing team has used the short story written by F. Scott Fitzgerald, but on a thematic level it does not have the element of humor as the short story, but is more dramatic in nature. The writers have incorporated several motifs in the film to highlight the philosophical depth of the story. The film starts off with the train station clock tower that runs backwards, which signified Benjamin’s life that had taken a reverse course. Initially, the clock maker had made it to commemorate his son’s death in the war. It emboldens the importance of going through all the stages that finally defines one’s journey. However the closing shot of the movie shows the clock tower being flooded by hurricane Katrina, which symbolizes that whether one goes forward or back in time, death is an absolute factor. The entire scene is a heartbreaking reminder of the mortality of human life that was captured in the backward ticking and the flooding of the train station clock. Similarly, the man who gets repeatedly hit by lightning is yet another motif in the movie. The recounts to Benjamin how he was struck by lightning almost seven times in his life and even though, it was a painful process but he still came to see it as a positive occurrence in his life. Not only the event is significant but the number of times the man claims to have been hit by lightning can be equated as a vague allusion to the Shakespearean ideology describing the course of human life – The seven stages of man. The lightning in this regard signifies an irrevocable change and aging is indeed an irreversible process of

Colonization Impact on Aboriginal's Health Essay

Colonization Impact on Aboriginal's Health - Essay Example (Atkinson J.,pg.27) Due to this colonization the Aboriginal people suffered a major setback in terms of ill-health, loss of land and identity, exclusion from society, etc. Now the Australian government has imposed laws and policies for the betterment of the Indigenous Australians and Torres Strait Islander People, which shows some signs of hope. Living in their own territorial boundaries, in small extended families, linked to larger groups and woven together by complex systems and rules for social interaction, Aboriginal people lived in total harmony. (Atkinson J., pg.25). They believed in We Al-li: fire and water, anger and grief, a program of healing. They also believe that dysfunctional cause's ill health, and so breach of land, kinship and trade obligations, breach of taboo, disrespecting dead and law was avoided. (Berndt & Berndt, 1981; Elkin, 1977; Maher, 1999; Sharp, 1993; Tonkinson, 1991). They had well balanced nutritious diet of animals, insects, plants, vegetables, fruits, etc. etc as they were available in plenty. (Berndt & Berndt, 1981; Elkin, 1977; Maher, 1999; Sharp, 1993; Tonkinson, 1991) and practiced a very healthy lifestyle which they got from daily activities like hunting/gathering. They had their own ways of taking revenge or giving justice like: 1) Physical retribution 2) Tribal 3) Sorcery or Supernatural powers (Berndt & Berndt, 1981; Elkin, 1977; Maher, 1999; Sharp, 1993; Tonkinson, 1991). Tribal healers, men or women were able personalities who had a lineage of healing. They used bush medicine like plants, shells, insects, etc. (Berndt & Berndt, 1981; Elkin, 1977; Maher, 1999; Sharp, 1993; Tonkinson, 1991). Aboriginal men and women believed in equality where no one was considered superior. They believe that racism has ill effects on the health and hence it should be avoided. Impact of Colonization: Colonizers invaded the tribal land and came with Savagery and Violence. Large-scale developments like, space station, resorts, mining, etc. laid deadly impacts on individuals, families and the entire communities and societies. Further this colonization resulted in dysfunctional and violent behavior on both individuals and human interaction. (Atkinson J., pg.23) Aboriginal people were traumatized and this affected their health to a large extent. Their ceremonial responsibilities and process were destroyed by the colonizers and had profound Tran generational effects on the people of this land (Atkinson J. pg.35) environments and the relationships within them became chaotic and unstructured.(Atkinson J.,pg.45) Large-scale epidemics, massacres, removals of whole population to detainment camps called reserves, removals of children, splitting apart of family groups, physical and cultural genocide, formed layers of trauma.

What considerations should managers take into account in developing Essay

What considerations should managers take into account in developing strategies for staff training and development - Essay Example Thus, this will enhance efficiency and effectiveness through building the strengths and improving on the weaknesses (Jackson et al., 2012). A well-conceived performance evaluation creates benefits for both the employer and employee. The implementation of the learning and development by the Coca-Cola Company Britain is one of the effective employee training and management developments. The company creates a conducive environment for their employees to socialize, to excel in their performance, develop skills for improvement, and enable them move towards their career goals. The strengths of the staff training and development in Coca-Cola Company are linked to their training goal that attracts the best people who can help the company achieve its objectives. The only weakness of the training strategy is the management of internal talent rather than talent search from other places. Otherwise, the training and development strategy can be improved through recruitment of new employees and providing skills training and development, employee performance, employee socialization skills, and specializations management. Conclusively, the HR should embrace proper socialization strategies such as anticipatory socialization, adaptation, and integration of employees into the organization. These will ensure that the employees appreciate the working environment; thus develops a dedicated, loyal, and productive attitude in the

History of Christian Thought Final Exam Questions Essay

History of Christian Thought Final Exam Questions - Essay Example The issue of abortion has always been a sensitive subject which has given rise to a host of debates. If the human embryo is considered as a human entity, then of course no one has the authority to destroy it, not even the parents who have created it. On the other hand, if the embryo is viewed as a portion of human tissue or as a coagulation of human cells, then this gives rise to a new argument in the debate. As people are usually believed to be endowed with right of determining the fate of their tissues, they are justified to do whatever they wish with the human embryo. A couple who do not want children can either donate their already formed embryo to an infertile couple, or destroy the embryo altogether. Therefore, when human beings are accorded the â€Å"ownership rights† over their own tissues and physical body parts, the act of abortion finds a justification in such a case (Gunning, Szoke, p.198). 2. The prevailing laws do not recognize human beings as the owners of their own tissues or any parts of their body. This is known as the legislation of â€Å"No property in the Body†. In such a situation, how can people be considered to have an â€Å"ownership right† over their tissues? 1A. ... The reason is that even is we have property is tissue; there seem to be other overriding moral considerations. If we have ownership rights in tissues, this implies that people should be allowed to destroy their organs and tissues after their life ends when these are in the condition of saving other people’s lives. 3. People providing with the rights of ownership of tissues can lead to various problems in the society. People belonging to the lower middle class and those in need of money can find the selling of their own tissues as a legal profession which may endanger the cause of the humanity. Ownership of tissues would also make the people claim that their bodies parts comprised of various tissues are their own property and they had the right to sell it or do anything according to their wish. Like the trafficking of human, people will start making further inhuman activity and this time it will be their own body parts. The right of ownership of human tissues will definitely le ad to the trading activity and within a short period of time, it will eventually turnout to be a huge profitable business. The ownership right of tissues will result in the increase in number of killing of the unwanted embryo and will prevent the emergence of millions of life into the world. 4. 3A. the framing of the law regarding the ownership of rights will be done considering the social aspect and in that case will that create any further problems? And the killing of embryo is a punishable act in most of the countries and how will it further hamper the cause? 1N. in the presence of Laws and regulation the crimes rate have not taken a considerable decrease throughout the world the permission of providing the ownership right will

Dq-7.1-Terence Coursework Example | Topics and Well Written Essays - 1750 words

Dq-7.1-Terence - Coursework Example (1)What are the advantages? The new approach that many software developers are adapting today that entails parallel working among programmers has many advantages. Programmers that work in parallel when developing software can easily compare the algorithms they have concern the developments they are making. Making comparisons is important since it enables the programmers develop a system that is too fine enough to avoid minor breakdowns (Dingsà ¸yr, Nerur, & Moe, 2012). In the same way, this working model enables system developers to benefit from their colleagues in different ways. For example, one system developer can take advantage of his or her counterpart’s expertise. In this case, the less experienced worker is going to acquire tips and important knowledge from the colleague assigned to him/her. When programmers get to work in parallel, they save a lot of time for the organization they are serving. Instead of spending a lot of time working separately then combining their pieces of work later on, the programmers can just work together at the same time. The clients being served here are assured of being served instantly in some cases. Management of the software development program is also made easier by the approach of having parallel software developers. In this case, the supervisors of the projects are not compelled to supervise all the programmers’ work one after the other. The management of the project is always concerned about the quality of software that has been developed by the programming activity. There is little time that is spent on management of this activity when the process is done using the parallel approach (Ajimatanrareje, Shaw, & Pucci, 2014). The new approach of parallel working among software developers is important to any organization that is concerned about the software used I its operations. However, this approach may also have negative effects with the management is

The Museum of London Essay Example | Topics and Well Written Essays - 1250 words

The Museum of London - Essay Example Many items were drawn into the museum between the 18th and the 19th century. Due to all these, the museum holds the most important historic collections in Britain. The government of the United Kingdom commissioned draughts men who had accurate skills in recording to operate the museum. Currently the museum of London has more than five thousand historical objects from the society’s collection that are documented. The database includes over more than three thousand items, which are digitized, and made available on their website. Inside the museum, there are historic objects that tell of a turbulent past of the country. The museum has intensified remains of the city whose dates reflect the times of the Roman Empire. In the London museum, one can discover the pre history of Britain and acquire knowledge on evolution of Britain from the time of the Roman Empire. The museum has the grandeur of medieval London and explores on the effects of the civil war, the plague, and the fires on the capital of United Kingdom (Humphrey, 2003:198). Some of the objects in the London museum were first shown to the natives of the country but now form part of the national museum. Other outstanding objects are missing in the museums record but the unique silver hanging bowl represents them all. The objects in the London museum range from the pre historic weapons and tools, the medieval pottery, woodblocks, and the bookbinding tools used by William Morris. There is also in the museum the clock made by Jacob Zech in Prague in the sixteenth century. The museum opts to expand the catalogue further in the future to cater for the emerging demands. Apart from all these the museum has also a hackney carriage, complete with a speaking tube that connects the museum guide to the audience or visitors for descriptive explanation incase of a stranger or tourist. The system has the ability to tune to any language to favor the visitor (Humphrey, 2003:204). The museums managing director, David Sp ence said that the present generation would shape the future of the museum. The museum is currently investigating the possibility of presenting more historic objects, which are currently present in other national museums. The Guildhall, which is the Faversham’s third best, was built on 1547 as a market hall by the efforts of the people of the town. The Guildhall is an open floor arcade provided to cover the interest of market traders as well as the customers. A popular building formula was common on the south east of England. The Guildhall was set on fire on 1814 as wellington was celebrating victory over the Napoleonic wars local yobs. The upper part of the hall had to be rebuilt. The facilitators took this opportunity to extend the hall by two bays to the north (Humphrey, 2003:212). The general outline of the hall remained the same but the designer worked in the then prevailing idiom and made it an arcade. The present elegancy of the Guildhall owes to the simplicity and goo d proportioning of flanks. Some of its windows are blind and solely reveal what would be monotony. A cornice neatly binds the hall to the tower and a continuous parapet that hides the low-pitched slate roof. The hall also has a fine Venetian window at the northern side end. Faversham is the only town in the whole of Europe that enjoys this service. St Bartholomew the great is an Anglican church

Assignment Essay Example | Topics and Well Written Essays - 750 words - 3

Assignment - Essay Example Hence, the different views of freedom in the society create different parties. These parties have different beliefs and views regarding freedom. In the United States, the rivalry of two parties has been popular which started the second party system. Two of the most known parties which opposed each other are the Democrats and the Whigs. These two parties have been opposing with each other in the perception of freedom even in the early 1830’s. The democrats are known as Jacksonian party. The first major leader of the party was Andrew Jackson. Democrats have viewed freedom as in favor of states’ right more than the federal government. They believe that the state can be very influential as a positive factor in assisting the people in the society (Herrick and Stuart 336). Also, they see equality as vital factor for freedom in the society. Democrats believe in a sense of equality in the society because for them, it gives an impact to people that long for belongingness. As wha t Herrick and Stuart stated, â€Å"Democrats believe in equality because it reduces alienation and creates a greater sense of social belonging† (336). Moreover, democrats view the society that is composed of rules for â€Å"haves† and â€Å"have not† (Norton et al. 325). Democrats view freedom having such just, humanitarian, and democratic society. It is on their belief that freedom should be considered as private that individuals are entitled to secure its stability. Democrats chose to believe that by having equal rights, it is the best way to ensure the effectiveness of having freedom in the society. As what Herrick and Stuart note that the state is the one who can control the economy by using social and rational planning as what Democrats believe (336). Also, the state is held responsible for economic planning so that the needs of the people in the society will be achieved. On the other hand, Whigs viewed freedom as having an active federal government. They b elieve that having an active government can help enhance the freedom of the society. Whigs are more in favor in an activist government in terms of economic expansion (Norton et al. 325). Hence, they are more supportive with regard to corporate charters, paper currency and even the national bank, which is the total opposite of Democrats (Norton et al. 325). Obviously, Whigs see freedom as a result of having social reforms and progress. For the Whigs, giving influence to the political minorities regarding reform associations can best express freedom in its form of serving the society for the common good (Norton et al. 325). However, this idea is viewed by Democrats as an improper way of giving freedom to the society. As Democrats favored equal rights, Whigs on the other hand, favored equal opportunities. In addition, Whigs insist that federal government can help instill and put a self-disciplined and self-directed freedom for each individual. The energetic government and active moral reform can best exercise freedom as what Whigs believe (Norton et al. 325). Thus, Whigs support new banks, availability of corporate and bank charters, and paper currency. However, Democrats never agreed for a paper currency (Norton et al. 325). Whigs have favored bank corporations, while Democrats have not. While Whigs remain to be industrialists and nationalists, Democrats stayed to the belief that every individual can take position. Indeed, these two parties have an opposite view regarding freedom in the