argument paper

argument paper argument paper Misuse of Cellphones In this day and age technology has become huge, from texting to social media. Having a cellphone is important for everyone to have, but is it being misused? I believe so. Cellphones went from being something that people use as a helping hand, to something that most people cant live without. This technology has a lot of good uses, but most people don’t use it for those purposes anymore. At this point in time cellphones are becoming an addiction, younger children are getting introduced to it, people are losing important social skills, and there are other dangers that can be brought upon someone just by misusing a cellphone. In recent months I’ve come to notice a lot of alarming signals from people when they're out with their significant other, family, and friends; everyone is on their phone. Nobody is talking to one another, nobody is making eye contact, and nobody is expressing themselves the way they should be. Years ago, when cellphones weren't an issue, people were able to sit with one another without thinking about who is texting them, and what picture their ex posted on Instagram. Cellphones are becoming a huge addiction and people are falling deeper and deeper into this trap. I have also come to notice that many children are getting introduced to cellphone; for example, the iPhone. Many parents feel that its okay to let their toddler flip through their phone while they’re busy doing other things. Yes, it may be very convenient but from then on that’s all they want, your phone. I have also read articles months ago about how many toddlers are delaying in their motor skills; for example, many toddlers already know how to do the swiping motion to unlock the screen on an iPhone or iPad, but they don’t know how to build blocks. Reading about this was very eye opening for me. Especially because it made me notice things that I didn't really notice before. Like my baby cousin, he is two years old and is beyond obsessed with his mother or fathers iPhone. He can’t eat without watching something on it.

The Impact of the Dust Bowl on the Environment

The Impact of the Dust Bowl on the Environment Many accidents and natural disasters have done serious environmental damage to the United States. Some of the most famous events include the  1989  Exxon Valdez  oil spill, the 2008 coal ash spill in Tennessee, and the Love Canal toxic dump disaster that came to light in the 1970s. But none of these events, despite their tragic consequences, come close to being the worst environmental disaster in the United States. The worst was the 1930s Dust Bowl- created by the drought, erosion, and dust storms, or black blizzards, of the so-called Dirty Thirties. It was the worst and most prolonged environmental disaster in American history. The dust storms started at about the same time that the Great Depression really began to grip the country, and continued to sweep across the Southern Plains- western Kansas, eastern Colorado and New Mexico, and the panhandle regions of Texas and Oklahoma- until the late 1930s. In some areas, the storms didnt relent until 1940. Decades later, the land is still not completely restored.  Once thriving farms are still abandoned, and new dangers are again putting the Great Plains environment in serious jeopardy. Causes and Effects In the summer of 1931, the rain stopped coming and a drought that would last for most of the decade descended on the region. Crops withered and died. Farmers who had plowed under the native prairie grass that held the soil in place saw tons of topsoil, which had taken thousands of years to accumulate, rise into the air and blow away in minutes. On the Southern Plains, the sky turned lethal. Livestock went blind and suffocated, their stomachs full of fine sand. Farmers, unable to see through the blowing sand, tied themselves to guide ropes to make the walk from their houses to their barns. Families wore respiratory masks handed out by Red Cross workers, cleaned their homes each morning with shovels as well as brooms, and draped wet sheets over doors and windows to help filter out the dust. Still, children and adults inhaled sand, coughed up dirt, and died of a new epidemic called dust pneumonia. Frequency and Severity of Storms The weather got worse long before it got better. In 1932, the weather bureau reported 14 dust storms. In 1933, the number of dust storms climbed to 38, nearly three times as many as the year before. At its worst, the Dust Bowl covered about 100 million acres in the Southern Plains, an area roughly the size of Pennsylvania. Dust storms also swept across the northern prairies of the United States and Canada, but the damage there couldnt compare to the devastation farther south. Some of the worst storms blanketed the nation with dust from the Great Plains. A storm in May 1934 deposited 12 million tons of dust in Chicago and dropped layers of fine brown dust on the streets and parks of New York and Washington, D.C. Even ships at sea, 300 miles off the Atlantic coast, were left coated with dust. Black Sunday The worst dust storm of all hit on April 14, 1935- Black Sunday. Tim Egan, a New York Times reporter and best-selling author who wrote a book about the Dust Bowl called The Worst Hard Time, described that day as one of Biblical horror: The storm carried twice as much dirt as was dug out of the earth to create the Panama Canal. The canal took seven years to dig; the storm lasted a single afternoon. More than 300,000 tons of Great Plains topsoil was airborne that day. Disaster Gives Way to Hope More than a quarter million people fled the Dust Bowl during the 1930s- environmental refugees who no longer had the reason or courage to stay. Three times that number remained on the land and continued to battle the dust and to search the sky for signs of rain. In 1936, the people got their  first glimmer of hope. Hugh Bennett, an agricultural expert, persuaded Congress to finance a federal program to pay farmers to use new farming techniques that would conserve topsoil and gradually restore the land. By 1937, the Soil Conservation Service had been established, and by the following year, soil loss had been reduced by 65 percent. Nevertheless, the drought continued until the autumn of 1939, when rains finally returned to the parched and damaged prairie. In his epilogue to The Worst Hard Time, Egan writes: The high plains never fully recovered from the Dust Bowl. The land came through the 1930s deeply scarred and forever changed, but in places, it healed. . . After more than sixty-five years, some of the land is still sterile and drifting. But in the heart of the old Dust Bowl now are three national grasslands run by the Forest Service. The land is green in the spring and burns in the summer, as it did in the past, and antelope come through and graze, wandering among replanted buffalo grass and the old footings of farmsteads long abandoned. Looking Ahead: Present and Future Dangers In the 21st century, there are new dangers facing the Southern Plains. Agribusiness is draining the Ogallala Aquifer- the United States largest source of groundwater, which stretches from South Dakota to Texas and supplies about 30 percent of the nations irrigation water. Agribusiness is pumping water from the aquifer eight times faster than rain and other natural forces can refill it. Between 2013 and 2015, the aquifer lost 10.7 million acre-feet of storage. At that rate, the aquifer will be completely dry within a century. Ironically, the Ogallala Aquifer is not being depleted to feed American families or to support the kind of small farmers who hung on through the Great Depression and the Dust Bowl years. Instead, the agricultural subsidies that began as part of the New Deal to help farm families stay on the land are now being given to corporate farms that are growing crops to be sold overseas. In 2003, U.S. cotton growers received $3 billion in federal subsidies to grow fiber that would ultimately be shipped to China and made into cheap clothing to be sold in American stores. If the water runs out, there wont be any for the cotton or the inexpensive clothing, and the Great Plains will be the site of yet another environmental disaster.

Career as a Competent Pharmacist Personal Statement

Career as a Competent Pharmacist - Personal Statement Example I realized that I had to pick up this new language if I wanted to survive in America. I tried my best to make a conscious effort in this direction. Eventually, I shook off my low self-esteem and started to feel comfortable among people. I managed reasonably well through my middle school, though the ordeal was a tough one. High school was much harder, as I had a lot to catch up on. I could see that I was way behind my peers because I did not go to elementary or sixth grade. I had missed a lot of basics while my peers were here for a long time and had followed the educational system here. No matter how hard I tried, I always fell behind them. All these led me to a specific state of mind during my sophomore year. I fell into a depression and started to bunk classes. I felt there was no meaning in continuing education. I felt regular attendance was not going to make any difference to me. However, I could not drop out of school because of one reason – I did not want to disappoint my parents. I had immense respect towards my parents because I knew that they had been working hard to have a respectable life and to make sure that their children did better than them in the future. I was fully aware that if I dropped out of school, that would jeopardize all their efforts to help me succeed in life. At this juncture, something crucial took place. We received a letter from the school authority making it clear that if I went of bunking classes and got bad grades repeatedly, I will be dismissed from the school. This letter turned out to be an eye-opener for me. I took the issue seriously and started to build my morale. I did discard the destructive path that I have started to pursue. I promised myself that I will not let the authorities dismiss me from school just because of my lack of effort. I was determined to work towards the goal of securing good grades at school.

Managing Organisations and People Essay Example | Topics and Well Written Essays - 2500 words

Managing Organisations and People - Essay Example In essence, Ansoff's model of strategic growth is used by Chase in the efforts of enabling the Tyrrell Crisp business to grow. The acknowledgement of Mr Chase that consumer is ready to pay more for traditional products because of the exceptional ingredient are also a concept that can be noted in this model. His packaging which was meant for the locals and therefore designed to suit their needs was equally of importance. This goes along with the Ansoff's model such that the redesigning of the packaging shows that or aims at the existing customers in a new market. This eventually reflects the qualities of Ansoff's model of new products being sold in existing market and new products sold in new markets. In this regards the concept of market penetration is crucial. This is a strategy Chase uses to penetrate the market a market that is apparently not saturated. He does this by attracting new customers for the product and ensuring that the existing ones are adequately furnished by the product and are satisfied. Mr. Chase attains this by aggressively doing the marketing for the product and selling it directly to t he consumers cutting off the link of the distributors who he considers not enthusiastic. In terms of market penetration, Chase uses the strategy to ensure that he makes his sales to the stores. It is to this effect that it can be deducted that distributors if not well managed or well laid out can lead to the detriment of the company rather than the flourishing of the company. Another concept that Mr. Chase use which is a concept in the Ansoff's model is that of diversification. He intends to diversify into other products including cereal bars, biscuits and muesli. Diversification enables the company not to rely heavily on one product. This enables the company to easily overcome any disaster which may be associated with a single product. In this sense diversification according to this model involves the introduction of new products. For long term survival of a company diversification is essential since reliance on one product can lead to uncertainty of the company's future. The behavior approach was researched on in the 1940s since the researchers wanted to find out the source of effective leadership. They considered behaviors of individuals since there was a belief that behaviors could be observed in an objective manner and measured (Allen: 1997). They equally believed that behaviors could be measured. In this regards a researcher Kurt Lewin 1938 gave information that led to the basis of behavior approach of leadership. In this he identified a range of leadership behaviors including democratic style, autocratic style and laissez-faire style. However there is no particular style that has been identified as the most effective in leadership and thus many managers and leaders use a mixer of this styles where appropriate or where the styles suite them. By reflecting the mode of leadership manifested by Chase it shows that Mr. Chase use various types of leadership skills to ensure that his company's products reach various destined locations. This approach th erefore enabled the company to penetrate the Market. The behavior approach of leadership has the views in relation to motivation and can be categorized into two views known as theory X and theory Y. these

Websites Evaluation Exercise Assignment Example | Topics and Well Written Essays - 250 words

Websites Evaluation Exercise - Assignment Example This website (http://www.adidas.com/com/) provides accurate information on its: authorship, contact details, credentials and support organizations under authority; organization and focus, appropriate links to outside sites, and relevant contents under purpose; both selective and comprehensive navigation options, comprehensive illustrations, and satisfying details of the items under coverage; currency in terms of items’ updates i.e. latest arrivals in the market; clear, precise and complete pieces of information for the purpose of the site’s objectivity; and finally it provides reliable, accurate, correct and satisfying content on each and every item. In support of the key characteristics that facilitate Adidas portal’s effectiveness in its roles in business as illustrate above, here are the explanations. This site is basically for the purpose of advertisements, marketing and sale of Adidas manufacturing company’s products only. Meaning that, their objective is to provide authentic, accurate, comprehensive/ complete coverage and authoritative details about their products for the main purposes of achieving the goal and objective as a business organization. Being a business organization, they have to compete with other companies and organizations which providing similar products, and at a

Young People: Leaving the care system

Young People: Leaving the care system Literature reviewed for this study has included articles from academic journals and textbooks, government policy, guidance and briefings and other guidance produced by non-statutory organisations such as the National Care Advisory Service. Key themes within the literature reviewed have included the experiences of young people in care that contribute to their leaving care experiences, the effectiveness of services aimed at care leavers, social work practice with care leavers and the views of young people themselves on how prepared they feel when leaving the care system. Background Studies about young people leaving care point to the different life experiences that many care leavers have in contrast to their peers and argue that these have an impact on how prepared young people are to leave care. Whilst in the care system they face disadvantage plus a greater risk of social exclusion and poor outcomes such as low educational achievement and homelessness, unemployment and mental health problems (Stein et al 2000, Courtney et al 2000). Particular groups of care leavers can also face specific types of discrimination and disadvantage. Black and ethnic minority care leavers face identity problems due to a lack of contact with family and community (Barn et al 2005), young disabled people in care may encounter problems with poor planning in relation to their housing in the transition period from care (Priestly et al 2003) and young women in care are at greater risk of teenage pregnancy and the associated risks of poor outcomes (DfES 2006). Jones (2002) noted significa nt qualitative differences between young parents who have family support and those living away from home. The life history of looked after children also plays a part in their preparation to leave care. Many looked after children can have complex needs that are related to their earlier childhood experiences. These experiences can impact on how they settle into their looked after placements and the level of educational achievement that they reach at school. Their educational achievements will affect how they manage in life after care. Looked after children often have a number of social, emotional or behavioural difficulties such as challenging behaviour, low self-esteem and poor concentration skills, which again can affect their transitions into adulthood (Soan and Lee 2010). Transition Everson-Hock et al (2009) attempted to analyse the effectiveness of transition to adulthood support services (TSSs) to leaving care and their impact on outcomes including education, employment, substance misuse, criminal and offending behaviour, parenthood, housing and homelessness and health (Everson-Hock et al, 2009). The study, based largely on US quantitative studies found that young people leaving care were more likely to complete compulsory education if they received TSSs; that there was moderate evidence that TSSs improved employment prospects and; moderate evidence that TSSs lessened the likelihood of negative impacts from substance misuse, offending behaviour, homelessness or early parenthood (Everson-Hock et al 2009). Whilst accepting that US based studies could not simply be transferred to UK experiences, the study conclude that TSSs do have a beneficial effect on the adult outcomes of looked after young people, in particular for education, employment, parenthood and housi ng (Everson-Hock et al 2009, p52). A study in Scotland identified planning transition to adulthood as important and noted that leaving care at an early age can be a concern. Moving from residential care to supported carers and then allowing young people to move in a planned manner that allows them a say in when they leave care is also important (Kendrick 2008). This study also identified failures by local authorities to make adequate preparations. Many care leavers did not receive a programme of preparation, particularly those in foster homes or being cared for at home. It was also identified that 60% of the young people surveyed had not received a formal leaving care review (Kendrick 2008). Evidence elsewhere also suggests that care leavers are often hurried out of care with the Director of the Office for Childrens Rights commenting a common theme among those young people consulted was in their having remarkably short periods of notice to leave, together with their sheer lack of preparation to do so(Morgan and Lindsa y 2006). Stein found that since the 1990s there has been more of a focus on outcome studies (Stein, 2006). Nonetheless, the wide variation in both research and the collection of statistical outcome data by the government has been highlighted by international leaving care work (Stein, 2006). Likewise Simon and Own (2006 citied in ibid) stated that the information base for those in care and leaving care has immensely enhanced since 1998. However, they have also found three existing weaknesses. Firstly, the dates mainly have short follow up times. Secondly they focus only a small parameter of young peoples lives. And finally, they are mainly available for England. Stein differentiates that the transition itself, is crucial to getting young people ready for the risk of society, by giving them the time for independence, discovering, thinking, risk taking and character exploration (Stein, 2006). He says that coming across danger is possible through chance, so in order to identify valuable and harmful effects, by the revelation to these problematic situations, it allows for opportunities emerge for both problem-resolving skills and emotional coping skills are provided (Newman and Blackburn, 2002, cited in Stein ibid). Steins study analysis significantly shows that care leavers as a group are more likely to be socially excluded and that there are still huge gaps in research knowledge, particularly nothing in terms of using experimental and quasi-experimental methods (Stein, 2006). Therefore, there is a high demand for the usage of cohort experiments in giving a refined understanding of risk and protective elements over time. Furthermore, he openly shows that there is also a high demand to develop connections between empirical and theoretical work, this is because most of the studies do not involve research from theory in regards to context, theoretical investigation and theory making. In view of the concerns and increasing awareness of the poor outcomes of young people leaving the care system, the Government produced a consultation paper (Care Matters: Transforming the Lives of Children and Young People in Care 2007). Care Matters (2006) detailed a number of government initiatives to assist the transition into adulthood for care leavers. Included in the proposals were a pilot scheme to allow young people to live with foster families until they were 21; establishment of a capital investment fund to improve supported housing options; top-ups of Child Trust funds for young people in care and national bursaries for young people in care that go onto higher education. One of the key principles of Care Matters echoed research elsewhere into transition that young people should enter adult life when they are ready rather than when a local authority social worker decides that they should do so. Most young people are supported by their families until their early twenties ye t those in care often lack that sense of security they should expect no less from a corporate parent in terms of help in the transition to adulthood than their peers who live with parents (Care Matters 2006). Rainer (2007:2) states The DfES Green Paper Care Matters, and the Next Steps document, set out a range of extremely promising proposals to improve services to young people as they move through and out of the care system. However, there is evidence that when it comes to housing support care leavers are not yet consistently receiving the service they are entitled to under current legislation. His reports analysed the scale of the issues and highlights the terrible conditions in which some care leavers are expected to set up their first home. Similarly, Broad (2005 cited in Stein, 2006) found that for young parents, young accompanied asylum and refugee seekers and young people remanded, their services were mainly described as staying the same since the introduction of the Children Leaving Care Act 2000. The DH (Department of Health, 2003) found that some young people are drawn to the concept of independence and will have a strong drive to leave, however that urge is driven by various factors, these including a placement breakdown, the limited placements available, issues with challenging behaviour management, traditional expectations and tight transitions. DH (ibid) realises that inconsistent planning for adulthood is common for young care leavers, furthermore, the specific needs have not been consistently given to certain groups like ethnic minorities or single parent. However, having said that, some young people do have positive experiences whereas some experience hardships, this sometimes even included high risk of homelessness. Stein (2006) debated that a holistic approach needs to be considered when preparation is made for leaving care, that it each element needs equal amount of importance, practical skills are equal to emotional wellbeing as well being equal to interpersonal s kills. Housing Support with accommodation is also identified as an important issue for care leavers and they should have access to appropriate housing options. For many leaving residential care or foster placements, issues such as coping with finances, shopping and self-care were challenging and practical support in developing life skills is something that will help better prepare care leavers for adulthood (Kendrick 2008). The National Care Advisory Service (NCAS) also stresses that suitable and stable accommodation for young people preparing to leave care will enable them to develop their skills and options in other areas such as education, employment and social networking (NCAS 2009). NCAS identified the importance of pathway planning and highlighted an example of good practice in Barnsley where pathway assessments have a specific section relating to accommodation which considers things such as a young persons current arrangements; their practical knowledge; awareness of tenancy rights and respo nsibility to be a good neighbour; budgeting skills and the care leavers ability to access housing advice (NCAS 2009). Care matters (2006) highlighted the negative consequences of frequent changes in foster care. In 2005/6, of 23,000 children under 16 looked after for more than 2.5 years; 65% had been living in the same placement for at least two years or were placed for adoption. While this is 1% higher than the previous year, unless the rate increases dramatically the government is unlikely to achieve their target of 80% by 2008 and currently 12% of children in care still experience 3 or more placements (Care matters, 2006). Care Matters made a number of proposals about commissioning; increasing choice and training and support for foster carers and residential workers. While these are all positive steps they will not necessarily address the issues of shortfall in foster carers and the poor status of residential work as a positive option for staff. (Barnardos,2007,p4) ref:bernardos.org.uk Lack of stability was also highlighted as a barrier to social bonding and support, emotional well-being, and educational success. The social worker would be responsible for the budget of each child. Care plans need to be revised. In interview with children in care, one placement was top on their list of what they desired (Morgan, 2007). Employment, Education and Training The educational under achievement of children in care up to year 11 is well researched and documented, but despite the long standing recognition of this issue there appears to have been no substantial improvement in recent years. Care Matters recognises the importance of stability in education, particularly in years 10 and 11, but does not go far enough in outlining a schools responsibilities to ensure looked after children are not denied access to their education through temporary or permanent exclusion. Given looked after children are disproportionately more likely to have their education disrupted through exclusion we are concerned about the degree of discretion in individual schools as to the interpretation of last resort. (Barnardos,2007,p7). While 56 percent of all children attained 5 good GCSEs of A to C in 2005, only 11 percent of children in care attained these levels (DfES, 2006); this level was 12 percent in 2006 (DfES, 2007). A study of care leavers in the UK found that only 23 per cent were in full-time or part-time education (Everson-Hock 2009). The age that young people leave care can be a factor that leaves them ill-prepared for independent living. Many do so between the ages of 16 and 17, at a time when they also manage the move from education into training, work or unemployment. Their peers go through this transition most often whilst living at home with family support and the advantages of a stable home environment (Jones 2002). The importance of attempting to achieve positive educational outcomes is stressed by a number of commentators as crucial in effective preparation for leaving care. Newman and Blackburn (2002) and Sinclair et al (2005) emphasise that having positive experiences at school and reaching an adequate level of educational achievement is strongly associated with resilience in young people in care and in getting them ready for adult life. From a wider perspective, it makes sense for local and central government to invest in the future of care leavers and in England there is evidence in recent years of a change in philosophy so that supporting children and young people that are at risk of poor outcome is desirable so that that can maximise their potential in future (Stein 2008). Providing education and training focussed on future employment is crucial to this. Health Health services have an important role in supporting young people leaving care. Low levels of care leavers report seeing health professionals and high number report engaging in unhealthy behaviours such as smoking (Everson-Hock 2009). As part of effective partnership working, Directors of Childrens Services should ensure that health services, particularly mental health services are on hand to work with social workers and accommodation providers to assist care leavers (NCAS 2009). Young people with mental health needs especially might need help in locating suitable places to live. A further important health issue is for social workers to help young people to understand the importance of healthy living and have access to suitable cooking facilities (NCAS 2009). Unfortunately, young care leavers are at a disadvantage here. For many 16-17 year olds, parents take on responsibility for arranging medical consultations, promoting a balanced diet, identifying ill health and discussing the dangers of smoking and drinking local authorities as a corporate parent often take a less proactive role in this area (McLeod and Bywaters 2000). Added to the poor housing and deprivation that many care leavers experience and a consistent picture often emerges of malnutrition, infections, mental illness, drug use and susceptibility to physical attack (McLeod and Bywaters). Being a young parent can have a great impact on people as they leave care. The prevalence of teenage pregnancy among looked after girls in England is around three times higher than that their peers under 18 in England (DfES 2006) and a study carried out by the Teenage Pregnancy Unit (2001) found that a quarter of looked after young people had a child by the age of 16 and nearly half had a baby within 24 months of leaving care. These young people in general are exposed to a number of risk factors associated with teenage pregnancies, including educational failure, socio-economic deprivation and involvement in youth offending (Kirton 2009), all of which have a negative impact on their preparation for independent living after care. Quantitative research into young mothers leaving care was completed by Maxwell et al (2011). The studied acknowledged that the likelihood of pregnancy increases significantly in care leavers and used interviews and diaries kept by young mothers to try and identify how they were prepared to leave care as a parent. The study identified that young women wanted to provide a better childhood than they had experienced to their own baby and found motherhood as something that helped build a positive image (Maxwell et al 2011). Again, the research highlighted that the earlier lives of care leavers and the subsequent low esteem that they have can be a significant hurdle in preparing for life outside of the care system Care matters (2006) propose that local authorities provide free access to sports and clubs, as well as opportunities for personal development and volunteering. The Healthy Care Programme supports this pledge, stating, This supports the National Healthy Care Standard entitlement for looked after children to have opportunities to develop personal and social skills, talents and abilities and to spend time in freely chosen play, cultural and leisure activities (DfES, 2006b, p. 3). More than 50 percent of the children who responded to the Green Paper reported having problems gaining access to such activities. (DfES, 2007).156 children in care rated the governments ideas for what councils should promise to them. A right to do leisure and sports activities and a chance to do a volunteering activity were fifth and sixth on their list, respectively (Morgan, 2007, p. 33). Support Biehal et al (1995) also studied the impact of different leaving care services on the young people involved. This study found that specialist leaving care services were most likely to have an impact on those who came into care from the most disadvantaged starting point. Biehal et al found that many young people were unprepared to leave care, but that this could be affected by their earlier family relationships and housing experiences. Like other studies, it was identified that the best leaving care services should include making a contribution to improving accommodation options and helping young care leavers with life skills such as budgeting, negotiating and self-care (Biehal et al 1995). Stein (2008) examined how to promote the resilience of young people in care and better preparation for adulthood, suggesting that this could be better achieved through provision of stability in care, a holistic preparation for transition and the provision of comprehensive services throughout their time in care which promoted a positive sense of identity. Stein also developed a theory that carer leaves fall into three distinct groups which can be shaped by their level of preparation to leave care young people moving on, survivors and victims (Stein 2008). Qualitative research into the views of young people on their preparations to leave care was undertaken by Morgan and Lindsay (2006). This identified that the assistance they were given in preparing to leave care varied greatly. Some identified good practice such as young people preparing to leave care gradually by spending a couple of days a week living independently in their new accommodation, and the rest of the week back in care. Support to learn practical skills such as cooking, doing laundry and housework was also seen as important but support in helping them learn these skills varied. Morgan and Lindsay also identified that practical help received from local authorities when leaving care was often lacking. Only 52% received support for education and accommodation, 53% were offered continued support from social services and only 33% offered practical help with training or benefits and grants (Morgan and Lindsay 2006). There is evidence that many young people feel largely unprepared for leaving care. Morgan and Lindsays study identified extremely short notice periods given to young people for leaving care, or young people being forced to leave care at a time when they did not feel ready to do so. In some of the worst examples, young people were given only 24 hours to leave a placement, they had no plan for the future, they had no home-keeping skills and little choices as to where they would move onto (Morgan and Lindsay 2006). Many saw a leaving care worker as important but some saw their leaving care worker as unhelpful and unsympathetic. Young people were able to identify what they wanted from leaving care workers often simple things such as to be there to support but not to interfere, and to offer support in finding adequate accommodation. Again, a key point is that provision of effective leaving care support appears to vary greatly Morgan and Lindsay summarise the overall impression conveyed was distinctly that of a lottery, with some young people enjoying excellent preparation and support, whilst others received little or no help at all (Morgan and Lindsay 2006, p22). Mentoring groups or peer mentors i.e. former care leavers to assist care leavers have also been identified as useful in preparing young people to live independently (Clayden and Stein 2005). Young people leaving care can need support from different sources at different times and a range of support networks can be useful in helping them overcome the disadvantages that they face. KEY FINDINGS The key findings from the literature review have been firstly à ¢Ã¢â€š ¬Ã‚ ¢The accelerated process and young age of care leavers as opposed to other peers is a result of push factor such as placement breakdown, limitations in the supply of placements, problems in managing challenging behaviour, traditional expectations and personal choice. à ¢Ã¢â€š ¬Ã‚ ¢ Limited housing resources and the unsuitable allocation and condition of various accommodation provisions. à ¢Ã¢â€š ¬Ã‚ ¢ LA as a corporate parent take a less proactive role compared to the parents of young people who are not in care in regards to their health which continue patterns of instability were particularly vulnerable to poor housing outcomes and were more likely to experience post care instability and homelessness. à ¢Ã¢â€š ¬Ã‚ ¢ Young people who have left care are over-represented amongst young homeless people, including those who are sleeping rough. à ¢Ã¢â€š ¬Ã‚ ¢ Entering the care system can prove to be highly problematic by disrupting a young persons education progress due to placements complexities and the personal negative experiences of young people pre and post entering care. à ¢Ã¢â€š ¬Ã‚ ¢ The lack of practical experiences and skills present during the transitions to independence presented as one of the main difficulties in conjunction with the issues of budgeting and housing as a main factor effecting a successful and stable transition. à ¢Ã¢â€š ¬Ã‚ ¢ The research reviewed emphasised that young people would prefer and benefit from gaining support and experience in undertaking practical tasks prior to leaving care. It is important to note that that the provision of leaving care services across the UK varies and young people in different areas will have different experiences and levels of support. Most commentators agree that the experiences of young people both before they come into care and whilst in care can have an impact years later when they are preparing to leave care and that effective leaving care services are important in preparing care leavers for independent living. Support with accommodation emerges as one of the most effective ways to prepare young people to leave care along with provision of help and information on basic life skills such as budgeting, organisation and self-care. There is certainly room for further research in this area, particularly based on the experiences of UK care leavers at this point there is relatively little qualitative research into how young people feel about their preparations to leave care. The period before people leave care allows is an important period where carers and statutory organisations can make a positive impact on their lives fully understanding the impact of TSSs can be a valuable tool in delivering better outcomes.

True love is so hard to find :: essays research papers

I want to capture and preserve our first meeting together in a bottle of love. The first time I saw you it was like standing next to a waterfall with beautiful shades of color. Your face was glowing as your eyes and smile showed words of love. "I knew I loved you before I met you." I felt as if seeing you for the first time were to see the beauty first hand, to be able to touch you and allow these tingling feelings to release. Before we met in person I knew that my love for you was deeper than any monument on earth. I fell in love with you from the inside out, getting to know your inner most thoughts and see the beauty locked inside. I looked into your eyes and felt a strong power of communication, there was no need for words. I felt lost in a world of thought, yet I was found with the strength of love. We exchanged those feelings of love with only our expressions. It was these expressions that created a strong tingling sensation throughout my body, a feeling that I had never in my life experienced. Sitting beside you engulfed my mind with thoughts and filled my body with further sensations. Each time you glanced at me, it was literally melting my heart; I was just overwhelmed by you. As my hand rested by my side you reached over and gently touched my hand. I can only describe that that moment as being struck by lightning. There was this jolt of electricity going through my entire body and I didn’t want it to stop. I closed my eyes and took a deep breath, accepting these wonderful feelings. Your hand caressed mine and my fingers gently slid along yours as I touched the back of your hand. As you held my hand and led me through a darkened patch of trees, I put myself in your hands and trusted your guidance. With gripped hands we settled upon a rock with the ocean below. The air was filled with silence except for the constant splashing of water against the rocks. We gently rubbed our faces against each other as our cheeks caressed. As our bodies

Miss Havisham & Lady Macbeth similarities/differences Essay

En gà ©nà ©ral, je dois admettre que j’aime le sport. Je pense cette parce que je le trouve particulià ¨rement intà ©ressant et trà ¨s agrà ©able. À mon avis, un sport d’à ©quipe est infiniment mieux qu’un sport individuel. Cependant, il faut jouer au football individuellement puis que quand vous avez la balle, vous jouez par vous-mà ªme. Le sport est bien pour tu comme c’est exercices votre les muscles. J’adore le sport à   l’à ©cole car il aide tu faire copains et aussi c’est amonceler de amusant. À jouer le football, il faut faire du l’exercice souvent et rà ©gulià ¨rement manger là ©gume, des fruits et boire d’eau beaucoup. Fondamentalement tu dois manger la nourriture saine. Je vous conseille il ne faut pas manger des bonbons ou tout nourriture sucrà ©e parce que c’est trà ¨s mauvais pour les dents et spà ©cialement le cÅ“ur. Pendant le football vous devez porter les jambià ¨res sous vos chaussettes parce que ce sera de protà ©ger votre jambe de se blesser. Prochaine semaine j’ai un match de football avec l’à ©cole des mon amis. Antibiotics are chemicals that we use to treat infection, often bacterial infections. They work by either killing the bacteria or by stopping them dividing and growing. Some work by interfering with enzymes that are essential in the replication of genetic material (either DNA or RNA) in the bacterial cells or in protein synthesis. Some work just by blocking the sites where enzymes usually join to the substrate, so they can’t join on and catalyse the reaction. The parent DNA molecule unravels itself and becomes 2 individual strands that stand on either end. The two strands exposed. Free nucleotides are floating in the nucleoplasm and they attach to the exposed bases. A pairs with T, whilst C pairs with G. This process makes sure that the replication procedure is happening exact. The nucleotide joining together is caused by DNA polymerase. DNA polymerase splits the DNA into two separate stran ds and the mRNA (procedures regarding transcription and translation) makes a copy of the split DNA. The mRNA then breaks off from the DNA and finds itself a ribosome to attach to which then allows the ribosome to absorb the mRNA and tRNA details and by doing this, the correct code for the amino acid has been found. Enzymes are very important in the process of DNA replication because if there weren’t any enzymes then the  whole process wouldn’t have been even able to be carried out. DNA polymerases have responsibility to create the bonding of nucleotides and for replacing primers. These things have to happen in order for DNA replication to take place. Protein synthesis is a major part in the body’s growth and changes. It helps with the production of amino acid chains which are there for protein. However, the main importance of protein synthesis is the production of endless varieties of enzymes that are there for different reactions and movements made by the body. A body cannot function without enzymes and protein synthesis is needed for our existence.

Free Essays on Huck And Holden Comparison

Throughout The Adventures of Huckleberry Finn by Mark Twain and Catcher in the Rye by J.D. Salinger, Huck and Holden go through a series of events from which they are able to learn and grow from. They are able to develop opinions that they did not hold at the beginning of the novels but that they have formed from their travels, and both Huck and Holden are changed by the end of each novel. Although both Huck and Holden’s growth is addressed in the endings, both novels fail to provide a definite future for them. During their journeys, the reader wonders what is going to happen to Huck and Holden once this series of adventures is over and what their outlooks are. The reader is left uncertain of their future when different paths are presented from which the characters have to choose. In Huck Finn and Catcher in the Rye, the authors bring the main characters back to where they begun which makes their growth from their journeys more evident. At the end of Huck Finn, Aunt Sally is planning to ‘sivilize’ Huck, but Huck has already been ‘sivilized’ once and from his journey down the Mississippi he has viewed the ways of society and has rejected them. At the beginning of the novel, Huck holds conflicting beliefs and is not sure whether he should follow society and its rules. By the end, he has decided from his travels that he has to form his own opinions and make his own decisions because society is not all that many believe it to be. In Catcher in the Rye, Holden holds a cynical view of society and the people in it, but in the end, Holden acknowledges his cynical view by revealing that he is under the care of a psychoanalyst and then says, â€Å"Don’t ever tell anybody anything. If you do, you start missing everybody† (Catcher 214). Holden has begun to accept the people in society that he criticized throughout the novel and accepted the fact that he cannot protect children from entering the adult world. This shows that from the var... Free Essays on Huck And Holden Comparison Free Essays on Huck And Holden Comparison Throughout The Adventures of Huckleberry Finn by Mark Twain and Catcher in the Rye by J.D. Salinger, Huck and Holden go through a series of events from which they are able to learn and grow from. They are able to develop opinions that they did not hold at the beginning of the novels but that they have formed from their travels, and both Huck and Holden are changed by the end of each novel. Although both Huck and Holden’s growth is addressed in the endings, both novels fail to provide a definite future for them. During their journeys, the reader wonders what is going to happen to Huck and Holden once this series of adventures is over and what their outlooks are. The reader is left uncertain of their future when different paths are presented from which the characters have to choose. In Huck Finn and Catcher in the Rye, the authors bring the main characters back to where they begun which makes their growth from their journeys more evident. At the end of Huck Finn, Aunt Sally is planning to ‘sivilize’ Huck, but Huck has already been ‘sivilized’ once and from his journey down the Mississippi he has viewed the ways of society and has rejected them. At the beginning of the novel, Huck holds conflicting beliefs and is not sure whether he should follow society and its rules. By the end, he has decided from his travels that he has to form his own opinions and make his own decisions because society is not all that many believe it to be. In Catcher in the Rye, Holden holds a cynical view of society and the people in it, but in the end, Holden acknowledges his cynical view by revealing that he is under the care of a psychoanalyst and then says, â€Å"Don’t ever tell anybody anything. If you do, you start missing everybody† (Catcher 214). Holden has begun to accept the people in society that he criticized throughout the novel and accepted the fact that he cannot protect children from entering the adult world. This shows that from the var...

Converting Wavelength to Frequency of Light

Converting Wavelength to Frequency of Light This example problem demonstrates how to find the frequency of light from the wavelength. Wavelength is the distance or length between the peaks, troughs, or other fixed points on a wave. Frequency is the rate at which successive peaks, valleys, or points pass per second. Wavelength to Frequency Problem The Aurora Borealis is a night display in the Northern latitudes caused by ionizing radiation interacting with the Earths magnetic field and the upper atmosphere. The distinctive green color is caused by the interaction of the radiation with oxygen and has a wavelength of 5577 Ã…. What is the frequency of this light? Solution The speed of light, c, is equal to the product of the wavelength, ÃŽ », and the frequency, ÃŽ ½.ThereforeÃŽ ½ c/ÃŽ »ÃŽ ½ 3 x 108 m/sec/(5577 Ã… x 10-10 m/1 Ã…)ÃŽ ½ 3 x 108 m/sec/(5.577 x 10-7ÃŽ ½ 5.38 x 1014 Hz Answer: The frequency of the 5577 Ã… light is ÃŽ ½ 5.38 x 1014 Hz.

How do video games affect socialization skills in children Research Paper

How do video games affect socialization skills in children - Research Paper Example There are five major categories of video games – Sports, General entertainment, Fantasy violence, Human violence and Education. Medicine and psychological experts are divided adverse effects on video games on children especially with regard to their socialization skills. The major pros and cons of playing video games have been highlighted below. Positives Entertainment and Fun learning Promoted even by educational institutions Encourages problem solving skills Interactive Sense of achievement Improves perceptual, motor and cognitive skills Improves planning and handling of complex situations. Negatives Poor academics Addictive Highly aggressive Accepts violence as being normal Leads to health hazards like Obesity and other diseases Increases heart rate, sugar and blood pressure levels Empirical evidence suggests that, more often than not, the negatives outweigh the benefits. Social activists and health experts advise regular parental control over the amount of time the child s pends on playing video games and the nature of games being played. Children are strongly urged to keep away from games portraying too much violence. Review Of Literature A recent study conducted by Cheryl K. Olson, a researcher at Massachusetts General Hospital's Center for Mental Health and Media in Boston, indicated that fears on the adverse effect of video games on kids were unfounded. He highlighted that video game benefits can include nourishment of self esteem, pride and socialization skills. He concluded that kids can learn academics, social interaction and cooperation and even history from video games. He recommended that parental guidance and control were key to kids’ obtaining maximum benefits from video gaming. Dawar (2010) concedes that evidence exists that playing violent video games makes kids more aggressive and less sympathetic towards victims. But, he argues that video games feature characters helping each other and thereby makes the kids friendlier. He remar ks that international evidence from correlational, longitudinal and experimental studies indicate that kids playing prosocial games were definitely better skilled at socialization. The National Network for Child Care (NNCC) reports that children spending too much time on video games result in compromised social skills. Social skills like learning how to share with others, carry on a conversation etc. are imperative to juvenile development. It further states that social skills need to be modeled on parents not machines like video gaming consoles. Affonso (1999) found that teenagers are much heavier Internet users than their parents. Adults deployed the Interne to seek out job and employment-related information. The teenagers were more likely to play games, listen to music and meet new people. He voiced concern that Internet mirrored television and will intensify the negative effects on our social skills and that we are encouraging our children to become social nitwits! However, he wa s not all skeptical about the effect of video games on children. He also indicated that most children were quite capable of handling themselves and technology had proven to be a positive enhancement to growth. According to him, children used the technology to play, learn, communicate and form relationships as children always have. Development is enhanced in an interactive world." Johnson (2007) argued that gaming sharpened thinking, social skills and perception. It was fun and promoted

Socrates Essay Example | Topics and Well Written Essays - 1000 words

Socrates - Essay Example As Cornelia de Vogel said, â€Å"The ‘real’ Socrates we have not: what we have is a set of interpretations each of which represents a ‘theoretically possible’ Socrates.† (de Vogel 1955). According to what is reported by Plato, Socrates was born to Sophroniscus, who is purported to be a stonemason and Phaenarete, who turned towards the profession of a midwife later on in her life. After the death of Sophroniscus, when Socrates was around 18 years old, Socrates’ mother remarried Chaeredemus who was the father of Patrocles, Socrates’ half-brother. Socrates was born at a time when literacy had become widespread among the males, with elementary schools teaching boys not only to read and write, but also gymnastics and music. So it is assumed that he also received formal education. Socrates was sent for the compulsory two years military training, after which he was on active duty in the army, fighting many a war and battles, as during this time too Athens was moving towards war with Sparta. Socrates fought in Potidaea, Spartolus, Delium, and finally, at Amphipolis, whereby he proved himself to be a brave and heroic soldier. It was during the last battle that he had the dialogue about the etymologies of words. After this battle, the treaty of Nicias between Athens and Sparta took place, which allowed Attica to flourish without any invasions. Socrates married around this time, when he also carried on with his dialogue about erotic love, democracy and mystery religion, a dialogue that would result in the participants being accused of sacrilege much later. Socrates wed Xanthippe, who is purported to be much younger than him and with whom he had three sons, their first born Lamprocles, named after Xanthippe’s father thus implying that Xanthippe’s father if not her family were more illustrious than Socrates’, Sophroniscus, named after Socrates’ father, and their youngest son was Menexenus. What Socrates