Analyse the Ethos of Partnership with Parents Essay

The relationship between parent and practitioner or the service that they are working within is crucial to the effective outcome for all those concerned. It now seems impossible in modern Britain to imagine developing any kind of relationship with a child without taking into account the wider family and the impact it has on that child. Given that this is the case it is essential to understand the nature of that relationship and although there can be many types, the most effective parent-practitioner relationship is a partnership. Ideally, this would be defined by mutual participation, shared power, involving the expertise of both partners, with agreement about aims and process, negotiation, mutual respect and trust, and open and honest communication. In caring for someone else’s child, we inevitably work within an ‘emotional framework’ (BOVE 2001) and need to ensure that the ‘equivalent expertise’ of parents is fully recognised. Although the idea of partnership is widely accepted in current service policy, its meaning is rarely fully understood. Dictionary’s provide a range of meanings from â€Å"a person who takes part with another in doing something† to â€Å"an accomplice† but a parent- practitioner partnership has to be one in which both parties work closely together with active participation and involvement as opposed to the professional working on (e. g. treating) the parent. A fitting definition of partnership working that sits with this ethos is: ‘†¦. cross sector alliance in which individuals, groups or organisations agree to: work together to fulfil an obligation or undertake a specific task; share the risks as well as the benefits; and review the relationship regularly, revising their agreement as necessary. ’ (Quoted in Partnership made painless – a joined-up guide to working together, Harrison R et al, Russell House Publishing, 2003) In education, the idea of a partnership between parents and practitioners has been around for many years. In the late 1970s the Warnock Report reviewed provision for children with special educational needs in England and Wales. The report contained an influential chapter entitled ‘Parents as partners’ (CEEHCYP, 1978). In 2003 the government published a green paper called Every Child Matters (ECM). This started a big debate about services for children, young people and families. There was a wide consultation with people working in children’s services, and with parents, children and young people. The organisations involved with providing services to children and young people – from hospitals and schools to police and voluntary groups – began to team up in new ways, sharing information and working together to protect children and young people from harm. Following the consultation, the government published Every child matters: the next steps, and passed the Children Act 2004, providing the legal framework for developing more effective and accessible services focused around the needs of children, young people and families. In November 2004, Every child matters: change for children was published. This outlines the way local programmes for children, young people and families should be developed. Every Child Matters emphasises a vision for working with families that puts outcomes for children and young people first. It stated that working together as a partnership had a positive effect on parenting. For example, more self-confident adults are likely to be more self-confident parents. Together from the start, guidance published in 2003, on which the Early Support programme is based, said: ‘Parents have rights and responsibilities in relation to the development and care of their child. Professionals have a duty to acknowledge and understand the unique role and relationship each parent has with their child. ‘ This focus is shared by many other and more wide-ranging policy initiatives. The Children’s Plan, Building brighter futures, which sets out a ten-year Government agenda from 2007, identifies partnership with parents as its ‘unifying theme’. A partnership needs to respect the special knowledge that each partner brings to the relationship. Parents are the experts on their own children and when a partnership is built upon the well-being and the rights of all concerned and share common goals and shows mutual respect for differing roles and opinions, then children,parents and practitioners will all benefit. There are a number of basic principles of partnership as defined in the Quality in Diversity in Early Learning (Early Education Forum 1998). Below is a brief summary of these principles and how they can be achieved within a setting or any relationship: * Respect children/adults as individuals regardless of ability, disability, race and religion. Encourage individuals to bring in items from home to inform groups/practitioners about their culture or every day experiences. Personalised transition stages. * Respect cultural differences and beliefs in raising a child and explore these with open and sensitive dialogue. Speak to the parents about their belief systems and how they differ, explore ideas that may not be apparent to them. Self-education regarding differing cultures. * Have a willingness to relate to children and their parents in diverse ways and to share the responsibility of the relationship Home/school agreements. ‘Family plan’ booklets. Agreed aims and objectives and clear outcome indicators. * Respect parents in their decisions. Set up good communication methods ie. communication book. Set up parent councils for settings. Regular feed back questionnaires. * Commit to communicate regularly and in as many languages as needed. Translators. Literature in differing languages. Parent notice boards. Newsletters. * Commit to listen to parental views and take their concerns into account Regular meetings and open communication. Feedback questionnaires. Parent days. * Clear communication about the ways in which parents can contribute to their child’s education and improve the quality of the setting at home as well as outside. Offering parenting groups (i. e. PEEP) Parenting courses (i. e. literature and numeracy) * Clear communication channels between parent and practitioner to share knowledge. Communication book, being approachable and listening. Acting on the parents suggestion. Discussing aims and outcomes. * Clear procedures to support parents becoming involved in the management and day to day life of their children in various settings. Home/school agreements. Parent consultation days. Parent workshops. Open access. Partnership is not a relationship that can develop quickly and naturally; it requires time, effort and skill. It also follows that an effective partnership may not be possible in all cases or at all times; it depends upon what the participants bring to the situation, and some may not want or be able to work with others in this way. The better the partnership between the parent and practitioner the easier it will become to achieve agreed outcomes. Parents will be more in control and motivated and will understand what is expected of them in their role as partner. In sharing the process the parent will feel more empowered and is more likely to draw on lessons learnt in times of future difficulty. Their trust of professionals will also be reinforced and they are more likely to ask for help in other aspects of their lives.

Notes- Shareholder Remedies

Pages 552-565: Compulsory Liquidation Remedies 1. Introduction * Deficiency of current law: (1) despite introduction of statutory derivative action, formulation is unclear and scope is uncertain (2) focus on single act/transaction rather than whole picture/pattern/period (3) remedies are directed to particular transaction and confined to restraint of conduct, Recovery of property or ordering of financial compensation * Statutory remedies fall into 2 categories a.Compulsory liquidation remedies courts can order winding up of company if: – court is of opinion that it is just and equitable that company be wound up s461(k) – directors acted in affairs of company in own interest, not interest of members a whole, or any other manner that appears to be unfair/unjust to other members s461(e) – affairs of company are being conducted in manner that is oppressive or unfairly prejudicial to or unfairly discriminatory against a member or in manner that is contrary to interest s of members as a whole s461(f) – act/omission or proposed act/omission by or on behalf of company or a resolution or proposed resolution of a class or members of the company was or would be oppressed or unfairly prejudicial to, unfairly discriminated against a member(s) or was or would be contrary to interest of members as a whole s461(g) b. emedies for oppression or injustice: Pt2F. 1 wider range of remedies to oppressed/injustice refer to wk 11 last page 2. The just and equitable ground a. History and broad scope of the remedy * just and equitable that company be wound up s461(k) traced back to English Act of 1848 * History p 553-555 b. Re Tivoli Freehold Ltd [1972] VICSC—applying just and equitable rules to wind up co: (i) just and equitable give court a wide discretion which must be exercised judicially (Baird vHenry Lees 1924) question of fact: all circumstances to be considered (ii) facts rendering it just and equitable to be wound up: more than one category may be applied in relief – determine best fit iii) regard to changing circumstances and developments in relation to company practices including relevant changes in law (iv) just and equitable to be wound up if it engages in acts which are entirely outside what can be fairly regarded as having been within the general intention and common understanding of member when they become members (v) wound up due to failure (Galbraith v Meito Shipping CO 1947): failure not evidence by discontinuance of business activities- even if for a lengthy time. TEST of failure: ‘business w/in objects of incorporation should have become at least in the practical sense ‘impossible’ (vi) prime source for ascertaining intention and common understanding of members i the company’s memorandum of association which among other things states its object HELD: equitable and just to be wound up. c.Ebrahimi v Westbourne Galleries Ltd [1973] * FACTS: Def via general meeting voted to remove pl from office as director. Pl petitioned to wind up co on just and equitable grounds. * LAW: Where acts show a dissolution of partnership between them, a winding up may be ordered, use of ‘just and equitable’ in partnership act supports this * Rights of members governed by articles of association and have contractual force- court can dispense parties from obligation where they have been excluded from management * Exception: prove that exclusion was not made bona fide in the interest of the company * Elements for just and equitable wind up i. ssociation formed or continued on basis of personal r/ship involving mutual confidence (usually found where pre-existing partnership in turned into a limited company ii. an agreement, or understanding, that all or some of the shareholders shall participate in the conduct of the business iii. Restrictions upon the transfer of members’ interest in the company so that if confidence is lost one member is removed from management, he cannot take out his stake and go elsewhere HELD: wind up: exclusion of pl was not for best interest of company as whole Application of quasi-partnership analogy in AUSTRALIA * 3 groups of decisions indicate scope of the clause for subjection legal rights to ‘equitable considerations’ arising from understanding b/wn corporators 1. A.Re Caratti Holdings Ltd: constitution gave its governing director power to acquire shares of other members at nominal value which they were originally issued power against a particular shareholder, although formally valid is sufficient grounds to apply order for wind up under the clause B. Kokotovich Constructions pty ltd v Wallington: winding up order made at the suit of a minority shareholder whose small shareholding was granted on formation of company, under sole proprietor, in recognition of ‘moral partnership’ founded upon a pre-existing intimate business relationship- winding up justified by continuing animosity between parties and risk of further oppression and limited nature of the company’s activities 2.City Meat CO pty Ltd: all company members where members of a single family who’d acquired shares via inheritance court held that majority shareholder ‘consistently ignored the rights, expectations and obligations’ of petitioners’ branch of family- wind up 3. Re Dalkeith Investments Ltd: shares in co divided equally b/wn former spouses and their daughter company was a ‘partnership in corporate form’= wind up 3. Directors acting in their own interest * s461(e) permits making of winding up order where directors have acted in affairs of company in their own interest rather than interest of company as a whole, or in a way that was unfair or unjust to other members * OBJ TEST: whether directors have acted in own interest etc or otherwise unfairly/unjustly * 461(e) compliments 461(f) and (g) a. Re Cumberlands Holding Ltd 1976 1. directors’ not limit to whole board act unanimously, ONLY met where shown that the effective majority has acted in its own interest or in the interest of one or more of those board members or even where on directors by some means caused his will to be carried into effect by board with result of personal interest being preferred 2. ‘directors’ same application in (e) 3. ‘affairs of the company’ wide interpretation, not limited to business/trade but encompass capital structure, dividend policy, voting rights, consideration of takeover offers 4. ‘own interest’ acted in interest of another company of which they are also directors/shareholders 5. ‘interest of members as a hole’: debate over interests of majority and minority directors preferred interest over that of significant section of members not apply preferred interest over one or more or perhaps some significant section of the members applies 6. appears’ doesn’t carry much weight 7. â €˜unjust or unfair’ discussed elsewhere b. Re Weedmans Ltd [1974] * The directors, other than the independents, failed to observe the requisite standard of commercial morality * Effect of failure: reacted unfairly and unjustly against other members * They could have had the allotment set aside, but didn’t ask for that feature so in absence of a case for relief under Pt2F. 1 there is no other remedy before the justice other than to wind up. Pages 122-130: Insolvency * Winding up * Voluntary administration * Receivership * Creditor’s scheme or arrangement (loan default) 1. Voluntary administration * Pt5. A: provides an inexpensive procedure capable of being implemented swiftly and flexibly and offering alternative options for creditors for dealing with financially trouble company * Outcomes available: a. co will resume operation w/ deferred/reduced debt burden under deed of company arrangement approved by creditors b. secured creditor will exercise right to app oint receiver to obtain repayment of its debts by disposal of company assets and who will effectively displace the administrator while doing so c. Creditors will vote to put company into liquidation * Voluntary administration is usually initiated by company itself where directors resolve that: a. In their opinion the company is insolvent or likely to become insolvent at some future time AND b. nd administrator of the company should be appointed s435A * While under administration, administrator has control of company’s property and business s437A * Powers of other corporate officer (i. e. directors) are suspended and may not be exercised except by written approval of administrator s437C(1) * Company officers are not removed from their offices by appointment of administrator s437C(2) * Administrator must be a registered liquidator who is independent of that company ss448B 448C * C company is solvent ONLY IF able to pay all its debts as and when they become due and payable s95A( 1) * Otherwise it is insolvent s95A(2)- test . :. ook at cash flow not balance b/wn assets and liabilities * If director of company in financial difficulties allows it to continue to trade and incur debts while insolvent, they may be personally liable for losses sustained by creditors ss588G s588FA * Voluntary administration offers directors safe harbour from future insolvent trading liability but with loss of control of company affairs, property and operations to administrator s437A-D * Administrator may be appointed by company s436B or by secured creditor who is entitled to enforce a charge over whole or substantially the whole of the company’s property s436C * Administrator to notify secured creditor of their appointment as soon as practical the next business day s2405A(3) * w/in 13 business days of administrators appointment, a substantial charge may enforce its charge, usually by appointment of receiver or other agent s441A * if substantial charge opts to enforce charge by virtue of higher power than administrator may supplant the administration s442D(1) * IF the substantial charge must enforce charge in relation to all property of company subject of it and does not have the option of appointing receiver to some small part only of the company’s property, if they wish to over override power of administrator s441A(1)(b) ‘all or nothing’ (Harmer report) * If no substantial chargee or opt not to enfore charge, there is a general moratorium upon action/proceedings against company and its property by creditors and owners or lessors of property used by company ss440A-D and F * Moratorium provides a period for investigation and collective assessment of option w/out scramble for individual recover.. expectation for proceedings to commence before the administration’s commencement or in espect of perishable property ss441F-Gs * During admin there us a stay of enforcement of guarantees given by directors or their relative of a libali ty of their company without the leave of the court s440J * As soon as practice admin’or must investigate the company’s business, property and financial circumstances s438A * w/in 5 business days appoint committee of creditors to consult with s436E&F * at this first meeting, creditors may also replace the administrator with person of own choosing s436E(4) * w/in 21 days of appointment, admin’or must convene meeting to decide future of company s439A (28days for Christmas and Easter periods) * with the notice ofthe meeting, admin’ore muyst report to the creditors about company’s business, property and financial circumstances s439(4)(a) * at the meeting creditors may resolve: company execute deed of company arrangement specified in resolution, administration should end and company return to control of its directors company be wound up s439C * admin’or report must include statement of opinion and if deed of company arrangement is propose must inc lude report * resolution is passed at meeting of creditors it is decided on the voice unless demand a poll reg5. 6. 9 * deed of company arrangement might treat groups of creditors differently from order of application of assets under winding up, likely to prompt an application for its termination by court s445D * deed of company arrangement must preserve the priority available to employee creditors in a winding up unless employees agree to waive their priority – court may approve alteration of priorities if deed ensures same/better outcome for employee creditors result than from a wind up 444DA * if creditor accept deed then admin’or draws up deed for execution by co and deed admin’or within 21 days of resolution s444A-444B * voluntary admin end once company become subject to deed of company arrangements s435C(1)(b), (2)(a) * creditors right to indemnity and unaffected where debt is released by acceptance of terms of deed of co arrangement s444H * deed binds all unsecured and secured creditor, owners, lessors of prop used by co who voted for deed, the company, its officers, shareholders s444D, G * court may order that secured creditors etc who voted against the deed are nonetheless bound by it wgere enforcement of their rights would have material adverse effect on achievement of deed’s purpose and their interest will be adequately protected s444D(2), (3) 444F * court may declare deed void or validate it despite contravention Pt5. 3A, s445G * Pt 6D. 2 obliged disclosure obligations do not apply to equity for debt swap * Admin’or’s statement must indicate statement is not a prospectus . :. contain less info than prospectus s708(17A) * Court may alter times, the way in which deed operated in relation to a particular co s447A(1) where provisions are being abused the company is solvent s447A(2) * Order wind up power to supervise co under administrator or under deed of co administration s447E Receivership * Securities given by companies to lenders commonly grant the lender right when a defined act of default occurs to appoint a person to take possession and control either of a particular asset or group or assets or whole property. * Court may appoint receiver to protect particular property or funds of the company under s1323(1)(h) * ‘controller’ refers to a receiver, receiver and manager, mortagagee in possession or its agent s9 * Where receiver is appointed by court, directors’ powers over property are suspended and revive only upon termination of receivership Winding up a. Appointing of liquidator and its consequence winding up process leads to liquidation of co and termination of registration and existence – made by court order or voluntary s491(1) by members – voluntary wind up= unavailable where insolvent – requirement of resolution at separate meetings of members and creditors s491 497; creditors will appoint the liquidator and control the liquidatorâ€⠄¢s conduct – if 2nd meeting under voluntary admin and resolve to wind up.. moves to creditors voluntary winding up procedure s446A * Etc p 128 b. Order of application of company assets p128 – after the liquidator has realised the assets of the company, the funds are applied to discharing the claims of creditors – rule: ‘all debt and claims in winding up rank equally and if the property of the company is nsufficient to meet them in full, the must be paid proportionally s555 * Priority of debt and repayments where property available for repayment of creditors is insufficient for certain unsecured loans s561 * Unsecured claims are given priority in that they must be paid sequentially s556, 558 (i. e. liquidation expenses, wages, superannuation etc. * W/in each debt of each class ‘all debts are equal’ rule applies s559 c. Recovering property and compensation for benefit of creditors p129 * Pt 5. 7B structure for recovery of property or compensati on for benefit of credit of an insolvent company — complemented by Pt5. 8A in relation to agreements/transaction to avoid payment of employee entitlement * Pt5. B s588FE : avoidable transactions where entered into w/in specific time of winding up * S88FF: if voidable transaction – liquidator must seek court order concerning those transactions and orders releasing the company from debt and orders varying the terms of agreement or declaring them void/unenforceable * p129 d. Schemes of arrangement: used by company facing the prospect of insolvency to restructure its debts, typically through compromise of creditors’ claim// initiated by court order that meeting of creditors be convened for approval of explanatory statement to be sent with notice of meeting s411, 412 * Compromise must be approved by court after application to it s411(4)

Analysis of Anselms Ontological Argument

This premise does not state that God’s strengths as this argument is to prove his existence, not whether or not God is all-powerful, all-knowing and all-good. The second premise means this greatest possible being is either an imaginary being that one has thought of or, a being that we not only is not only thought of but also exists. The third premise and its sub premises states because existing in reality is greater than existing in thought, then the God we have thought of exists in reality or there must be a greater, or more perfect, being that does exist and that being is God. This leads to the conclusion, if you accept the premises then you accept the existence of the greatest being possible, God. This concept of God’s existence is also led with the idea that God is a necessary being, a being that is not dependent of something greater in order to exist. If God relied on another being, like how a children rely on parents to conceive them, then this being called God is not God because it would be imperfect. Therefore, there must be another to call God that meets all the requirements for perfection. One of the first popular objections was created by Gaunilo of Marmoutiers. The premise and conclusion to Gaunilo’s argument is identical to Anselm’s argument except with the replacement of the word â€Å"God† with â€Å"the Lost island† and the word â€Å"being† with â€Å"island†. As simple as that, though Gaunilo’s argument is completely absurd, Gaunilo’s reductio ad absurdum also proves to be as deductively valid as Anselm’s argument. However, this â€Å"Lost Island† could in no way exist. The absurdity and validity of â€Å"the lost island† quickly brought up questions as to how Anselm’s Argument cannot be absurd. Anselm’s argument was not proven invalid until Immanuel Kant, a german philosopher during the 18th century, proposed an objection that would be the decisive blow to the Ontological argument (Immanuel Kant. Wiki). Kant’s objection is how existence is not a predicate (Mike, screen 25). A predicate is used to describe something the subject (this being God in Anselm’s Argument) is doing. In Aselm’s Argument, Anselm premise rely on that being conceived and existing in reality is something that describes God. This rationality does not follow because to exist or conceive does not describe the subject, it only tells us whether it exist or not. Much like how fictional characters do not exist, describing cartoon for example would tell us details of what this cartoon looks like, what its habits are and common antics it goes through, but not whether it exists or not. The question of existence must fall in a separate argument that does not define the character. As there are Arguments to prove God, there are debatable arguments to disprove the God. The First version of â€Å"The Argument from Evil† goes as follow: 1. If God were to exist, then that being would be all-powerful, all-knowing, and all-good. 2. If an all-PKG existed, then there would be no evil. . There is evil. [Conclusion] Hence, there is no God (Sober, 109) The first premise is the definition of what God would be if he were to exist. That is a being that has the power to do anything, had knowledge of everything throughout the span of time and is in all ways good. The second premise is created with the first premise in mind. To expand on the second premise i t states, if God were all-powerful he could stop any form of evil from happening, if he is all knowing then he has knowledge of when evil will occur and if he is all-good then God would stop all evil from happening. If god cannot stop all evil from happening then the definition of God must be incorrect. He then must not be powerful enough to stop all evil, and/or he doesn’t know when evil until it has already occurred and/or good is not all good in that God does not wish to stop all evils. The third premise is stating the fact that there is evil in the world. The conclusion derived since that there is evil, then is what may be defined as God must be lacking in one or two of his qualities and therefore God, by definition, does not exist at all. In order for God to be compatible with evil, God must only allow the evils that would, in turn, lead to a greater amount of good and must take the route that leads to the least amount of evil to gain the greatest amount of good. The soul building defense was created in mind that evil and God co-exist in our world. The defense is that without any evil in the world, our souls would not nurture, or, understand the concept of evil. This defense does not hold true because there has been many evils in the world that seem unacceptable, even though it may have been for the purpose of soul building. God, and all-good being, would then only allow the evils that are essential in soul-building. This would only mean that evil that man commits against man. The reason for this is because anything that happens in nature exceeds soul-building essentials. Another defense is God having given us free will, humans ultimately are the causes of this evil. That is true but the common objection to this is that human do more than enough evil to ourselves, it is going too far to have God throw tornados, volcanic eruptions, and hurricanes at us too. At what point do human have such control over nature. The last defense is that God simply works in mysterious ways. Who can explain why natural events take so many lives and injure many others or why some children have to go through great deals of suffering and live through it? It is God’s way and ultimately, no matter how incomprehensible the evil is, it is for the greater good. Certainly the question to God’s existence has been pondered upon by philosophers for over a very long period of time with no progress as whether God exists or not. The ontological argument created by Anselm withstood a great deal of criticism until it was disproved by Kant over 600 years after the fact.

Eco Tourism Case Study Example | Topics and Well Written Essays - 1500 words

Eco Tourism - Case Study Example However, this niche market of the tourism sector has come under scrutiny for the positive and negative implications it presents. We will examine the positive and negative factors of ecotourism by looking at the political, economic, social and technological factors of ecotourism, and how they can increase visitor arrivals. Due to the ambiguous nature of the term 'eco-tourism' and the many meanings it has been assigned, it can sometimes become confusing. The confusion raised by the term needs to be clarified in order to better understand the nature of eco-tourism. A definition must be given to facilitate the understanding of its impacts on the industry. Eco-tourism according to the United Nations Environmental Programme (UNEP, n.d, beginning section, 1) is a developmental tool that can promote the three basic goals of the Convention on Biodiversity as listed below: share the benefits of ecotourism developments equitably with local communities and indigenous people, by obtaining their informed consent and full participation in planning and management of ecotourism businesses. All the literature reviewed for this paper reveal that other definitions have referred to it as nature based, alternative, green, adventure, and agri tourism. The main aim here is not to confuse ecotourism with sustainable tourism, although both are closely linked. Whereas ecotourism is more concerned with economic benefits for the community while maintaining a sound ecosystem, sustainable tourism is more concerned with saving the environment without economic gain. The one common factor in all these definitions is that there is a consensus that eco-tourism is about travel to destinations that are sustaining their natural resources for economic, social, and most importantly, natural benefits. With this definition at hand, a review of the literature reveals some key points of interest. These points address both negative and positive views about the management and positioning of eco-tourism in the industry and the future viability in the global framework. Positive PEST factors of Eco-Tourism Eco-tourism provides several benefits when managed properly. The first of these benefits is Political. Politically, most governments in one way or another have embraced ecotourism. This was encouraged when the area received its' largest boost with the United Nations Environmental Programme (UNEP) declaration of 2002 as the International Year of Eco-tourism. Governments around the world have seen the importance of this niche market and recognized the necessity to support their tourism industry. Citing examples of various government efforts throughout the world Nash (2005) points to the growing involvement of government agencies in promoting and aiding eco-tourism. In England for example

Should We Expand Our Support of Literacy Programs for Homeless Essay

Should We Expand Our Support of Literacy Programs for Homeless Children - Essay Example There are several causes of homelessness, such as domestic violence, economic hardships and war. Homelessness is bad because it creates chaos and instability in the family and threatens development of children. Researchers have found that homeless children are mostly made to forego literary and language opportunities. It is known in this context that disruption in educational development and stressed family relationships can lead to severe adversities in a child’s later learning environment (Duffield and Lovell, 2008). Communities are now beginning to realize that while addressing the issue of homelessness, it is not merely enough to resolve problems relative to food and shelter. It is imperative to provide children with literary support through which they can get over with the challenges of coping with homelessness. Research has also shown that in general, homeless children stand higher chances of suffering from health and psychological problems and developmental issues and g enerally demonstrate poor performance in school as compared to other children having permanent housing (US Department of Education, 2011). It is for these reasons that society must expand support of literacy programs for homeless children. Main Body Because of homelessness, children are put at strong risks of poor health. Research has indicated that as compared to children having permanent homes, homeless children stand four times more chances of being in poor health. Such children are two times more likely to visit emergency medical centers and to be deprived of the normal immunizations that are necessary for children. Moreover, homeless children have to often go without food and it is because of these reasons that these children perform poorly in academics. Homeless children get poor results in schools because they have to under go immense turmoil and are at constant risk of being shifted from one school to another, in addition to being made to skip school for an indefinite number of days because of the need to meet their basic family needs. It has been established through research that mobility has a devastating impact on children’s achievements and that it significantly reduces such children’s chances of graduating from high school. Schools are known to provide support to homeless children but they continue to face some unique hurdles in education such as not being able to comply with enrollment conditions relative to proof of residence, guardianship, health records etc. They often change their residences frequently, resulting in unstable schooling and continuity in education. These children are considerably constrained because of lack of transport facilities, inadequate clothing and school supplies, hunger, fatigue and poor health. Mostly, these difficulties for homeless children are not addressed and they are not able to attend school, which prevents them from getting an education that is supposed to be guaranteed by law (Iowa Department of Education, 2004). If initiatives are taken by schools to address the needs of homeless children, a sanctuary of support and stability can be created for them. They can be provided opportunities in acquiring skills needed to rise above poverty and to maintain a sound household as

The economic effects of intellectual property laws Research Paper

The economic effects of intellectual property laws - Research Paper Example It is worth mentioning that property rights can be owned by a person under the US Intellectual Property Law in three major forms in terms of Patents, Copyrights, and Trademarks. Patents are defined as the exclusive rights which are granted for a specific period of time to a particular invention in any kind of technology related fields having the potential of industrial application. In case the technology based inventions have been conducted under the supervision and with the funds of a corporate entity, the patent for such inventions is to be entitled to the corporate entity/entities engaged with the invention process through a contract or agreement where the breach of agreement to sell the patent with the consent of other parties (when there are more than one entity engaged) shall also be termed as infringement of the rights (VoiceFill v. West Interactive Corporation et. al.). Similarly, copyrights are also a kind of exclusive rights which are issued to authorships related to the fi elds of art or literature for a specific period of time. Trademarks deal with the exclusive rights for any kind of specific sign or a particular combination of multiple signs which can distinguish the identity of one good and/or service from the other such as in the case of company logo. Unlike other exclusive IP rights, the trademarks are not effective for only a specified time period, but can be held by the creator(s) (i.e. mostly a corporate entity) until they wish to sell the property right to someone else (Valmont Industries, Inc. v. Lindsay Corporation et. al.). It is in this context that the infringement of either of these rights in order to use the properties without permission is called piracy which is strictly prohibited under the US Intellectual... This paper critically evaluates the American government policy in the sphere of protection of the intellectual property, which directly influence not only the growth of domestic economy, but the economic state of most developing economies, as well. Intellectual property (IP) is often defined as the personalized ideas, inventions, as well as gathered information by an entity that can either be a corporate, a person or even a group of people. These intellectual properties are considered to possess significant commercial value in the local, national as well as global market. It can be stated that the enforcement of intellectual property laws have a considerable impact on the economic structure of a country. For instance, by restricting the unwanted and unpermitted use of the IPs, the law tends to raise the value of the patents, trademarks and encourage innovation. On the contrary, enforcing Intellectual Property Laws can also result in decreased employment, especially in the developing economies where a considerable proportion of the entire labor population is engaged in manufacturing and selling the ideas without permission It is worth mentioning that FDIs and international trade relationships are considered to be quite vital , as major drivers of growth and development along with innovation. It is necessary to identify what implications Intellectual Property Rights have on the international trade relations and the generation of FDIs so as to have a better insight to the economic growth and development

Preventing Re-Hospitalization - Research Paper

Preventing Re-Hospitalization - - Research Paper Example The only solution is improving chronic disease management which yields savings on a predictable basis. Though there has been much advancement in the curing of chronic diseases and in this case heart failure (HF), it still remains the core cause of hospitalizations in many nations and is linked with high mortality and morbidity, high medical care costs, and particularly in impaired quality of life. The different new approaches to heart failure care that have been investigated in clinical trials have raised the complexity of the treatment (Stromberg, 2002). The latest meta analyses indicates that, in addition to optimal pharmacological treatment or curing, the care of heart failure patients by a multidisciplinary team lowers rehospitalization and mortality rates and improves the quality of life of patients.(Van der Wal & Van Veldhuisen, 2005). A North-American survey of an intervention that involved telephoned contact and home visits by an HF specialized nurse after hospital discharge revealed that the intervention effectively reduced mortality and morbidity rates (The Lewin Group, 2008). During all visits, care givers of the patients were invited to listen to the instructions. After being discharged, patients were randomized to receive, systematic telephone contact for a three month investigational time or to receive the common care that comprised of the follow-up of the patient at the return appointment at the outpatient clinic without any telephone contact (GESICA, 2005). A single telephone contact per week was done in the first month, accompanied by one every 15 days in the second month and a single every 15 days in third month summing up to eight calls per patient. Telephone calls had to begin seven days after the release from the hospital, aiming and reinforcing and emphasizing instructions that were received during hospitalization and monitoring symptoms and signs of de-compensation and investigating probable visits to rehospitilizations and the emergency unit. Studied Outcomes The scores for the levels of heart failure knowledge and awareness of self-care were considered as primary results. The frequency of visits to the emergency care unit, deaths at the end of the three month duration and re-hospitalizations were considered as secondary results (Whellan, & Hasselblad, 2005). Study Limitations Some of the study limitations were: some of the patients could not be located at the start of the intervention and after the three month duration due to blocked telephone numbers or wrong telephone numbers. Another limitation of the study was the patient's economic and social statuses and cultural norms. On the other hand, the three-month duration of the study was perhaps too short for the patients to change the health behaviors and habits to the extent that could lower the rate of visits to the emergency care unit, death and re-hospitalizations (Folz, Friedenzohn , DeFrancesco et al., 2003). Performance Measures related to Discharge Educatio n to Patients with Heart Failure Performance measures are used to determine whether a firm or an organization is meeting its patient focused goals and

Eulogy for Willy Loman Essay Example | Topics and Well Written Essays - 500 words

Eulogy for Willy Loman - Essay Example We got married and I became his legal, and beloved wife all his life. We had two children who happened to be both boys. Our sons are named Happy Loman and Biff Loman. Happy is a businessperson and Biff Loman who is a good athlete and is the late Willy’s eldest son. The deceased was a brother to the late Ben. My brother in law Ben was an elder brother and a mentor to my husband. The late Willy was an industrious man who worked under Howard Hagner as a salesperson for a period of 34 years. He worked through the vicissitudes of his employment with meager wages, and tirelessly tried to ensure that we educated our two sons and offered necessary guidance when it came to our sons’ future success and prosperity. When he met his death, he was always on board since his job involved a lot of travelling to different cities. He was mobile, traversing the country also lived in Boston where we had another house. In spite of being regarded a non realist, I knew my husband liked people and was liked back by our neighbors among them Charlie and will be remembered for he was fond of playing cards. He maintained good relations with his employer and enjoyed in the greatest bit his work. Willy was a loving husband and greatly loved by his wife Linda. He was a father with resolute and strong stand on matters that pertain to our sons irrespective of being viewed not to be in touch with realism. Before he met his death, my husband was involved in a series of unexplained accidents unt il the recent one that ultimately killed him. He always survived these accidents. However, before the final accident, he uttered decisive words just before he left the house. He was upset and mentioned to me something related to his funeral attendance and how it will have a multitude. These words he told me, are those that today make his death presumed a suicide. Nevertheless, my husband died on road carnage just like he previously did but the latter was severe and

Baseball in America Assignment Example | Topics and Well Written Essays - 500 words

Baseball in America - Assignment Example The contribution of the frugal club owners in uplifting the Dead Ball Era is quite noteworthy. This might be owing to the reason that they had been viewed to remain much reluctant in spending money towards purchasing new balls if not required. Hence, leading to the inhibition of the players’ skills, as new balls are essentially required in the sports to maintain bowling speed and intended direction from preventing the opponent team to score runs (or points). The inhibited proficiencies of the players to perform exemplary due to their non-availability of new balls resulted in the onset of low-scoring games. This also contributed in fueling the Dead Ball Era. Furthermore, the low-scoring games became much prevalent during that period due to certain changes made in the rules while playing the game. For instance, the National League in the year 1901 adopted the rule of â€Å"foul-strike†, which counted foul balls as strikes. Prior to the adoption of this rule, the batters c ould securely swing at several marginal pitches and thus, permitted for more hits. However, with the introduction of this rule, the batters had to make numerous marginal pitches without being swung on, which eventually lessened the number of hits of the batters and prevented them from making an easier win. This ultimately resulted in low-scoring games and thus, it was duly considered one of the prime contributory aspects, which laid the foundation of the Dead Ball Era. The end of The Dead Ball Era was witnessed after the demise of Ray Chapman, who was hit in one of the innings of a â€Å"twilight game† by a ‘submarine pitch’ made by one of the players named Carl Mays in the year 1920. This was mainly due to the ball, which became discolored and harder to be seen, resulting in the fatality. The occurrence and worldwide criticism of â€Å"1919 Chicago Black Sox Scandal† also contributed in intensifying the Dead Ball Era and leading to its conclusion.  

Brave new world Essay Example for Free

Brave new world Essay Lenina, Foster and the Director all have been pre-conditioned to think of themselves better and more intelligent than Betas, Delta, Gammas, and Epsilons, as do all Alphas. And with good reason as Alphas are pre-conditioned to be more intellectual and socially better. This portrays a capitalist society with the different classes. Huxley deriving from an upper-middle class family this is understandable. In contrast to 1984, everybody is relatively the same. Proles and Party members are all treated the same and are regulated with telescreens and thought police moving amongst them. The views of Orwell have been diffused into the subject matter of 1984 as well as Huxleys into BNW, the difference and contrast being their views. Huxleys views of a class system and Orwell views that a socialist Britain was going to develop in light of Soviet Russia. When further comparing the authors style and subject matter of thinking for their characters, it is clear that they share relatively the same principles. Orwells language and style shows that the Party members and proles are sub-consciously trained to believe the ideals of the Party by propaganda. Posters, the two-minute hate, books, songs and newspapers all enforce the Party ideals and the people believe them for they have no other principles or ideals with which to compare. They assume that the Party is right in what it says. This refers back to the proles not having an individual consciousness away from party principles, as stated by Winston in the extract. Their thinking is basic and un-intellectual. Similarly, the thinking process in BNW is a result from training and conditioning. This time people are taught in their sleep (again sub-consciously like in 1984) what to think and what ideals/principles to hold. Their thinking is mechanic and standardised which holds parallels with the mechanic factories they were produced in. Again it is the case of two different methods producing the same result. The subject matter of the BNW extract shows humour which 1984 does not. The fact and process that leads to the Rocket Engineers only ever being truly happy when standing on their heads and that Decanting trauma can occur in comparison with real life birth trauma. Both of these examples from the extract are illustrations of the humour that Huxley injects into the novel at several intervals. With 1984 there are no humorous comments at all and so the subject matter keeps, at all times, an air of seriousness, whereas with BNW this air of seriousness, as a revolutionary novel, is broken from time to time by the humour. A main contrast that the two extracts highlight is the ideal of what both worlds are striving towards and are. In 1984 Winston describes the Partys ultimate aim as; The ideal set up by the Party was something huge, terrible and glittering a world of steel and concrete, of monstrous machines a nation All thinking the same thoughts, shouting the same slogans, perpetually working, fighting, triumphing and persecuting three hundred million people all with the same face. This holds extreme parallels to the world that Huxley creates in Brave New World. A world where everyone has the same face paralleling with the mass producing of people that all look alike; shouting the same slogans, paralleling with the sleep taught sayings that everyone has a version of, whether youre an Alpha or Epsilon, a world of steel and concrete paralleling with the vast huge cities of BNW. It seems that 1984 is a world where a government is attempting to change the past and achieve a different world, whereas BNW is a world proud of its past and of sustaining its world. The two are exact opposites; BNW being what the Party is trying to create. The importance of the two extracts in the novels is high in that they are meant to shock the reader. Huxleys description of the manufacturing of people and Orwells description of a world that controls everything (even the past) and makes its people think whatever they like. Both extracts create a world in which the story is allowed to develop, they are the soil from which the seed is meant to grow. The 1984 extract has an added level to its importance as it shows that already Winston is part of the undead. It shows that Winston is doing exactly what hes not supposed to be and that if/when he is caught, the Party have got grounds on which to vaporise him. It shows the re-occurring principle in the novel that death is certain, and life is not. It shows that any chance of Orwells world changing, the Party being overthrown, is non-existent as any chance must lie in the proles but: Until they become conscious they will never rebel, and until after they have rebelled they cannot become conscious. This parallels with BNW as no-one there either wishes to change things, as they are content with their current life. Both extracts create these two worlds of unimaginable oppression whether its inhabitants realise it or not and the theme that runs throughout the comparison of the two novels and extracts is the same; that Orwell and Huxley both achieve relatively the same thing through different methods. They both achieve worlds of oppression and shock simply through different actual environments; as they did with making it that everyone thinks what the authorities wants them to think and that they have no interest in challenging this or any other aspect of their world. This being the case and both authors creating these future worlds of shock and astonishment are vital to the novels as this is what makes the novels so revolutionary for their time.

Elementary Number Theory

Elementary Number Theory Bernard Opoku qCarl Friedrich Gauss, born into a poor working class family in Brunswick, now lower Saxon, Germany and died in Gottingen, Germany. He was a child prodigy with genius that did not impress his father who called him a star-gazer. His mother, Dorothea Gauss was the exact opposite of his father as she collaborated with his teachers who were impressed enough to find a him a scholarship at the at the local secondary school in Duke of Brunswick. At a very early age Gauss showed signs of great mathematical prospects. At the age of only three years old he noticed arithmetic mistakes his father had made in bookkeeping. (Eves 476) At the age of seven he started elementary school and it was not long after that his teacher, Bà ¼ttner, and his assistant, Martin Bartels, realized Gauss ability when he summed the numbers from 1 through 100 in his head. It had become obvious to Gauss that the numbers 1 + 2 + 3 + 4 + + 97 + 98 + 99 + 100 could also be thought of as 1 + 100 + 2 + 99 + + 49 + 52 + 50 + 51. Thinking of it this way he had paired the numbers up so that there would be fifty pair of numbers which would each sum to be 101, or 50 * 101 which equals 5050. (OConnor) It was this that lead Gauss to joke that he could figure before he could talk. In 1788 Gauss began his education at the Gymnasium with the help of Bà ¼ttner and Bartels, where he learnt High German and Latin. After receiving a stipend from the Duke of Brunswick- Wolfenbà ¼ttel, Gauss entered Brunswick Collegium Carolinum in 1792 at the age of fifteen and then Gà ¶ttingen University at age eighteen. (Eves476). While in Collegium in 1797, he collected a very ripe and seasoned education filled with science and classical education way beyond those his age. It was on March 30, 1796, that Gauss began writing in his famous mathematical diary to which he commonly wrote encrypted messages about his mathematical achievements. His diary contains 146 entries, the last of which was dated July 9, 1814. The entry from July 10, 1796, reads EYPHKA! num = + + , which records Gauss discovery of a proof of the fact that every positive integer is the sum of three triangular numbers (0, 1, 3, 6, 10, 15,). All but two of the entries in Gauss diary have been deciphered. His dramatic achievement that marked him as a mathematician was in 1796, when he was able to figure out and show that any regular polygon with a prime number of sides can be drawn by using only a compass and a straight edge. And from then for five years until the year 1800,when they began to slow, ideas began to flood his mind so fast he could not write them down fast enough and always had more than he could produce writings for. During this epic time of discovery he came across a heptadecagon, which when he discovered it he requested to have it put on his tombstone, but that request was denied because, it would have ended up looking like a circle. He also discovered modular arithmetic, which is used to calculate check sums, and a heliotrope, which is a moveable mirror that reflects the suns rays; he also was not to mention the first to prove quadratic equations using modular arithmetic. He also had many breakthroughs with writings that of course had to go with these theorems such as in 1801 Disquisitions Arithmetica, which has very important contributions to the number theory. Along with theories of binary and ternary quadratic forms, not to mention he proved the fundamental theorem of algebra just a few days before he wrote this book. In this same year life began to change for Carl a tad when an Italian astronomer named Giuseppe Piazzi discovered a planet that had a celestial body and orbited the sun without disturbing the orbit of any other planet, the celestial planet was called Ceres. Which Giuseppe tracked for a couple months as it moved across the, but suddenly it disappeared and should had reappeared months later Giuseppe could not locate it. He studied his work trying to realize his mistake when he found that it had only moved three degrees which was less than one percent of its entire orbit, along with that his tools and math were not capable of this kind of precision and tracking with such small amounts of data and more to come. Carl, Twenty-Three years old at the time, heard about this discovery and the predicament and took matters into his own hands, and after three months of intense labor he predicted the next position of Ceres in December 1801, about a year after its first sighting. His prediction was only about half a degree off, and for this achievement he was designated Professor of Astronomy and Director of the Astronomical Observatory in Gottingen which was a position he held for the rest of his life.

To Text or Not to Text? Essay -- Legal Issues, Driving, Cell Phones

For 80 years now, people have been talking on the telephone. For over 100 years, we have been driving vehicles. However, it was not until recently individuals have tried to combine these two. While most people know the dangers this can cause and has caused, many people in today’s society still have not put the cell phone down before getting behind the wheel. Linda Doyle, a loving mother and an avid helper for the Central Oklahoma Humane Society, became a statistic in the year 2009. Her life abruptly ended in a car accident by a distracted driver. Linda Doyle’s life was cut short, simply because a driver could not put his cell phone down while driving (Hanes 1). Larry Copeland, a writer for USA Today, outlines the National Highway Traffic Safety Administration’s scary statistic that â€Å"6,000 highway deaths each year involve distracted drivers† (1). While this number tends to sound extreme, knowing 6,000 lives could have been saved if only drivers would have taken seriously the dangers of driving while distracted. While a person may believe they can multitask while driving and not be in any danger, they are clearly mistaken. Phil LeBeau, a CNBC auto and airline industry reporter based at the network's Chicago bureau, discusses the terrible habit American drivers have developed in his story â€Å"Texting and Driving Worse than Drinking and Driving.† With the help of Car and Driver Magazine, LeBeau was able to see firsthand at how dangerous driving while distracted is. LeBeau took a driving test created to see how emailing or texting slows down a person’s reaction time. LeBeau states, â€Å"On average, it took me four times longer to hit the brake [while being distracted and driving]† (1). Therefore, LeBeau’s results matched up w... ... slow or too fast, or weaving . . . They’re concentrating more on [the phone] than on driving’† (qtd. in Hanes 5). Making texting while driving illegal and enforcing this law, would make texting while driving difficult to attempt. Distractions will never go away while driving, but eliminating cell phone use while driving can be easily done. Many individuals know the dangers texting while driving has caused, yet still refuse to put the cell phone down. I personally am guilty of this, and I would tend to agree that once put in a terrifying situation, I would be able to finally break my habit. With law makers creating laws banning cell phone use while driving, I also believe this would help put a stop to people’s dangerous habits. Putting oneself and the other individuals’ safety at risk can be stopped if people would eliminate using cell phones while driving. To Text or Not to Text? Essay -- Legal Issues, Driving, Cell Phones For 80 years now, people have been talking on the telephone. For over 100 years, we have been driving vehicles. However, it was not until recently individuals have tried to combine these two. While most people know the dangers this can cause and has caused, many people in today’s society still have not put the cell phone down before getting behind the wheel. Linda Doyle, a loving mother and an avid helper for the Central Oklahoma Humane Society, became a statistic in the year 2009. Her life abruptly ended in a car accident by a distracted driver. Linda Doyle’s life was cut short, simply because a driver could not put his cell phone down while driving (Hanes 1). Larry Copeland, a writer for USA Today, outlines the National Highway Traffic Safety Administration’s scary statistic that â€Å"6,000 highway deaths each year involve distracted drivers† (1). While this number tends to sound extreme, knowing 6,000 lives could have been saved if only drivers would have taken seriously the dangers of driving while distracted. While a person may believe they can multitask while driving and not be in any danger, they are clearly mistaken. Phil LeBeau, a CNBC auto and airline industry reporter based at the network's Chicago bureau, discusses the terrible habit American drivers have developed in his story â€Å"Texting and Driving Worse than Drinking and Driving.† With the help of Car and Driver Magazine, LeBeau was able to see firsthand at how dangerous driving while distracted is. LeBeau took a driving test created to see how emailing or texting slows down a person’s reaction time. LeBeau states, â€Å"On average, it took me four times longer to hit the brake [while being distracted and driving]† (1). Therefore, LeBeau’s results matched up w... ... slow or too fast, or weaving . . . They’re concentrating more on [the phone] than on driving’† (qtd. in Hanes 5). Making texting while driving illegal and enforcing this law, would make texting while driving difficult to attempt. Distractions will never go away while driving, but eliminating cell phone use while driving can be easily done. Many individuals know the dangers texting while driving has caused, yet still refuse to put the cell phone down. I personally am guilty of this, and I would tend to agree that once put in a terrifying situation, I would be able to finally break my habit. With law makers creating laws banning cell phone use while driving, I also believe this would help put a stop to people’s dangerous habits. Putting oneself and the other individuals’ safety at risk can be stopped if people would eliminate using cell phones while driving.

Eulogy for Friend :: Eulogies Eulogy

Eulogy for Friend Three days ago I was working on a lecture dealing with a prominent figure on the French literary scene who happens to be a Sephardic Jew. He pictures the Jew as essentially a wounded man, one racked by his Jewishness. The world for him is a desert, and God is enwrapped in silence. For him the keynote is exile, the stuff of his writing a kind of brave despair. The news of Hays's death broke into my thoughts on this, and it occurred to me that his philosophy of life could be expressed by reversing this writer's terms. The one saw the Jew as a wounded man; the other saw in the Jew, rejoicing in his Jewishness, the acme of spiritual health. The one saw the world as a desert, the other as an orchard. The one saw God as the God of silence, the other saw Him as the God of communication, one with whom you could stay in touch. The keynote of the one was exile; while the other saw in the combination of Judaism and America the best of all possible worlds. It is deceptively easy to say, why not? Was not Hays one on whom fortune had smiled, one who had every reason to see the world in a positive light? Yet the very fact in itself can be burdensome. His father had set him a very high standard. Solomon Solis-Cohen combined the sciences and the humanities and community service in a way which is hardly possible in our complex age. Hays hewed out his own path. In his lifelong professional growth as a man of the law, he acquired a reputation for probity second to none. Even those who disagreed with him on this issue or that had to concede that he was a man of conscience, and for him principle came first, and no claim of expediency could make it take second place. Hays took to heart the moral of his father's best-known poem, and knew how quickly love can pass by if it is not grasped and cherished. He loved much and well. He loved America with a passionate devotion. When my son was born, he wrote to me, pointing out the privilege of being born an American citizen. He loved the ideals and traditions of Judaism, and always found them in harmony with his Americanism. He loved his grand-children, and a special warmth came into his voice when he spoke of them.

Graduation Speech: Take Off Your Masks :: Graduation Speech, Commencement Address

What an honor to be standing here tonight as a representative of the Class of 2012! It's truly remarkable. We have all worked very hard to complete this part of our journey. I want to thank my kids Laddie, and Mate. And especially Ron, my loving companion. Without the support of our families, friends, fellow-classmates, instructors and staff, we wouldn't have made it this far! Let's show 'em our appreciation. These three certificates I'm receiving tonight represent a lot more to me than achievement of success. They are the keys that unlocked the door to a whole new world of possibility that I never new existed. I'd like to begin with an Arabian proverb: Strange how much you've got to know, before you know how little you know. Two years ago, I was a single mother of four, with a learning disability and 15 years of sobriety. I began experiencing anxiety attacks so I ceased operation of a non-profit organization I founded and ran for 10 years called the Family Support Network. Even though I had received a number of prestigious awards and been recognized nationally for my work, I resigned myself to being a clerical assistant for the rest of my life. Though I had dreamed of going to college, it was simply out of the question. It was at this juncture in my life that something happened that I initially perceived as a tragic event, but it turned out to be a turning point in my life. The mask I wore for so many years that covered my fears and insecurities about myself was removed, and I finally had an explanation for my quirky behaviors. One day I collapsed on the job and was hospitalized - not in a regular hospital but in a psychiatric hospital. The doctors diagnosed my symptoms as post traumatic stress disorder. In addition, I was also diagnosed with a mood and anxiety disorder. My self-esteem and outlook on life was at an all time low. It was at this point I hit bottom - and to my surprise this became the beginning of my journey to fulfill my destiny. My doctor in her infinite wisdom suggested I supplement my therapy by taking classes in mental health and chemical dependency here at the college. I'm sure by now you are wondering why I am sharing such intimate details about myself. My intent is to inspire and challenge you at the same time.

English Lang and Composition Essay

The British naturalist and politician John Lubbock wrote, â€Å"Your character will be what you yourself choose to make it.† This brings up the idea of nurture and nature. Although this topic has been something discussed for many years, it is the influences beyond our control that shape our character. Even though many of people’s physical traits come from their parents, the mental and emotional characteristics come from outside influences that cannot be chosen, whether it is from personal experience or the way a person was raised. People are not born with all of their characteristics. A person gains their character as he/she is growing up and experiencing new situations. When a child in kindergarten takes a crayon from a fellow peer, the teacher scolds him/her and tells the child that is not right. The teacher’s tone of voice and the negative experience of getting in trouble is an indicator to the child that what he/she did was wrong and shouldn’t be done again. Education plays an important role in building a child’s character. When children receive education, they are taught morals that will benefit them in the future, and they receive a sense of discernment. The environment a person lives in can influence his/her characteristics. In William Golding’s novel Lord of the Flies, a plane filled with English schoolboys crashes on an unknown island. The boys, who were used to living in a wealthy society where their needs were always provided for, had to adopt a new, completely different lifestyle in order to survive. Because there was no one to take care over the young boys, they became like savages, unbound by rules. This eventually led to them killing wild animals and even each other. Golding’s novel connects to the difficulties of traveling to other countries. Because of the cultural diversities, it is difficult for a person to adjust to the lifestyle of another country, because he/she has been living influenced by another environment. The media and pop culture are two reasons why our society has altered drastically over the past 20 years. In modern society, being different is something that is shunned upon. If a person lives a lifestyle that is different than what is popular and accepted, he/she is considered â€Å"weird† and â€Å"unacceptable†. This is why there are numerous cliques in schools, and why bullying is such a serious issue. People are afraid of judgment, and try to change who they are in order to fit in with the people they are surrounded by. The media and pop culture is exceptional at manipulating people into believing anything. They lead people to believe through advertising that what is popular is what they should live by. Take, for example, celebrities. Their fame, wealth, and talent are appealing. People desire to be like them because of their success, and try to live like these celebrities in hopes of becoming as successful as these celebrities. Nature certainly has an effect on a person’s character. It is called nature because it serves as a person’s foundation. However, it is through experiences that people are truly made distinct.

Child Mental Health Factors Essay

The child mental health factors are comprised of: sensory integration, emotional regulation, Attention Deficit Hyperactivity Disorder (ADHD), Oppositional Disorder (ODD) and Autism (Michigan Non Profit Association, 2002, p. 6). The children who have been diagnosed as sensitive or under-reactive to all of its five senses are perceived to be easily distracted and are displaying other challenging behaviors such as impulsiveness and problem of proper transition in between certain events (Nelson, 1999 as cited from Michigan Non Profit Association, 2002, p. 6). Other children are unable to regulate their emotions as such they are more prone to emotional outbursts whenever they are frustrated or is angry with someone (Murphy, Eisenberg and Fabes, 1999, as cited from Michigan Non Profit Association, 2002, p. 6). On the other hand, Attention Deficit Disorder (ADHD) is perceived to be more often present in male children rather than their female counterparts. However, the prevalence of ADHD is hard to recognize because of the usual connotation that children are naturally difficult to deal with most specially during their early stages of development. As such, there is a need to seek the help of psychiatrists and psychologists in order to properly address such a concern (Barreda-Hanson and Kilham, 1997 as cited from Michigan Non Profit Association, 2002, p. 6). The Oppositional Defiant Disorder (ODD) is often times found in children who manifest high rates of problematic behaviors. Albeit, it should be noted that since difficult behaviors in juxtaposition with hyperactivity are hard to recognize due to its close resemblance to ADHD (Speltz, McClellan and DeKleyen, 1999 as cited from Michigan Non Profit Association, 2002, p. 6). Children with Autism have difficulties communicating with other people. In other cases, some of them could be virtually unaware of other people surrounding them. Autism usually appears during the age of three and has an incidence of 1 every 500 children (National, 1998 as cited from Michigan Non Profit Association, 2002, p. 6).

Educational Distinction between US and Bangladesh Essay

Hello everyone, I am here to present a paper on the educational distinction between the USA and Bangladesh. Education is one of the most important tools today, and it is education that would change the future of the country and of the world. Let me read you an interesting poem on education by Randy Johnson first, a poem that states clearly what exactly an educational system must achieve in an individual’s life: â€Å"If you want to succeed, go to college and get a degree. Study hard and make good grades, that is the key. Nothing spells success like a good education. You can be a doctor or President of a corporation. If you want to be a success, an education is what you’ll need. A person who is educated will be far more likely to succeed. † As we all know, the American education system offers its students one of the most varied set of options available anywhere in the world; one would be able to choose to study anything at all that interests him or her, right from art and music to rocket science and nuclear physics. At an average, an American child is required to start school at the age of five, which is when he joins kindergarten, after which he progresses through consecutive grades and reaches secondary school level. After the student attains his High School Diploma, he can enter the College or University of his choice, where he would be awarded either an Associate’s Degree or a Bachelor’s Degree. He can progress towards a Master’s degree, and thereafter towards a PhD. (American Education System 2007) Secondly, I would like to say that it would help to remember that America is considered a free society, with equal opportunities for everyone, regardless of their gender, cultural and religious or even sexual orientation, and their ethnicity. I will now compare this state of affairs with those in Bangladesh. According to the past United States Secretary of State Henry Kissinger, â€Å"Bangladesh is the basket case of the world. † He meant that Bangladesh was one of the poorest countries in the world at the time, 1972, where more people than not live below the poverty line, even today. This crowded city is constantly battered by natural disasters such as floods, famine and drought, and experts state that education in the country would automatically help to improve productivity and to further the economic growth of the country. Education is therefore the key to development and to change in the dismal conditions in the country. The World Bank has loaned significant amounts of money to the government of Bangladesh so that conditions may be improved and the country’s people may broaden their horizons through education, that most essential tool to growth and development. In Bangladesh most private schools offer English as the medium of instruction. However, private schools are often unaffordable for the poorer classes, and therefore, the masses learn in Bengali, the state language. Private school students are expected to complete their A-levels to enter a College or University of their choice, while others must write their Matriculation to complete school. The homeless hundreds in Bangladesh are offered educational instruction by Madrassas, where priests teach them the ways of Islam. At the end, the students are expected to become either priests or other Islamic religious figures. (Education in Bangladesh n. d) Third, let us examine the state of education in America. However, Robert Reich, a Professor of socio and economic policy at Brandeis University has stated that America is fast on its way to ‘marketing’ its higher education, a dangerous trend, in which education is starting to resemble any other professional service industry, in which an ‘investment’ is made, and returns expected from that investment. To compound the problem, certain expensive ‘brands’ of education are becoming available only to those elite who can actually afford them, thereby denying the same to those who lack the funds to pay for the education. Shouldn’t education be freely available to all those who need it? (Reich, Robert 2004) In Bangladesh, the problem is that education in the English language is not available to everyone who may want it and this at a time when English is being recognized worldwide as one of the most important skills that an individual may need in the workplace. The BBC World Service Trust has launched an initiative in the country, wherein the language becomes accessible to hundreds and thousands of Bangladeshis, so that these people may be able to play a more important role in the social and economic development of their country. (Howie, Caroline n. d) As Choudhury puts it, Bangladesh seems to be slowly but inexorably moving towards a military rule, what with plenty of anti-American and anti-West sentiments being aroused by the nation’s leaders. Moriarty, a US diplomat working in Bangladesh, says that if one were to hope to improve the ties between Bangladesh and America, then one must make concerted efforts to accelerate the development of the ‘three Ds’, that is, democracy, development and denying space to terrorism. If the issue of education were to take precedence over these problems, then there is no reason why the country cannot progress in leaps and bounds, to stay at par with the developments in the rest of the world. (Salah Uddin Sohaib Choudhury 2008) Finally, let me compare America and Bangladesh in terms of education, and see where both stand. As one educationist put it, investing money and resources in children’s future is neither a luxury, nor can it be considered a choice, be it in the United States of America, or in Bangladesh, or anywhere else in the world. Take the example set by America: a hundred years ago, it was decided that every child born on American soil must complete his or her high school education, and about forty years ago, an order was passed to make sure that every American child would enjoy the chance to enter the College or University of his choice. The ‘No Child left Behind Act’ passed by President Bush has been one of the groundbreaking policies ever passed, and quite a lot of hard work has gone in to make sure that no child is indeed left behind, or deprived of the education that is his birthright. In Bangladesh, although it is true that students have the choice of attending world class schools, it is almost certain that only the elite and the wealthy would have a chance to enroll in these schools, leaving the rest far behind to attend either Bengali schools or schools run by Madrassas that teach in Arabic. Out of these, about 15% Bangladeshi children do not even get a chance to enter primary school, while even less are able to complete their higher education. As a matter of fact, even the teachers in schools seem ill equipped or even trained to teach, no matter what the medium of instruction may be. It is the widely held belief that collaborative efforts must be initiated if changes are to brought in, and this is the reason why agencies like USAID have stepped in with new teaching methods and materials designed to make learning fun and interesting for Bangladeshi children. We can hope that things will improve in Bangladesh, and that Bangladeshi children, and also American children, will be better equipped to face the challenges of today with greater strength and courage than before. (Hafez, Khoda 2004) As Bill Beattie put it, â€Å"The aim of education should be to teach us rather how to think, than what to think – rather to improve our minds, so as to enable us to think for ourselves, than to load the memory with thoughts of other men. † I would like to conclude with this small quote on education that clearly explains what education must and should be all about. Thank you!

64th Republic Day of India

Introduction 64th Republic Day of India – January 26, 2013 Republic Day, celebrated on January 26th every year, is one of India’s most important national events. It was on January 26th, 1950 that the constitution of India came into force and India became a truly Sovereign, Democratic and Republic state. On this day India finally enjoyed the freedom of spirit, rule of law and fundamental principle of governance. The patriotic fervor of the Indian people on this day brings the whole country together even in her embedded diversity. Republic Day is a people’s day in a variety of ways:It’s when regional identity takes a backseat and what matters most is the universal appeal of unity and brotherhood projected by all Indians. The Indian constitution basically stands for the aspirations which ‘the common man of India’ cherishes. Republic Day is a day of the citizen of the country when he is entitled to be ‘all supreme'. Republic Day is celebrate d most majestically in the capital, New Delhi, where symbols of the great nation's military might and cultural wealth are displayed in what is the world's most impressive parade. All Government buildings are illuminated lending the city the atmosphere of a fairyland.This day is celebrated with much zeal and pride all across the nation. Republic Day Significance India gained independence on August 15, 1947. But till January 26, 1950, it did not have the proper law of the land for ruling the country. On 26th January, 1950 the constitution of India came into force and India became a nation state with sovereignty and republic sense. Our constitution was formed by the Indian Constituent Assembly. The Indian Constituent Assembly met on December 9, 1946. The Assembly appointed a number of committees to report on the various aspects of the proposed constitution.The Constituent Assembly had appointed Dr. B. R. Ambedkar as the Chairman to draft the Constitution. The committee finalized the dr aft with 395 Articles and eight Schedules and was adopted by the Constituent Assembly on November 26, 1949. The Indian Republic officially came into being on January 26, 1950. January 26 was not some random date picked out of the calendar. It was on this date in 1927, that the Indian National Congress, then fighting its non-violent war for freedom, voted for complete independence as against ‘Dominion Status'.It was the date when members of the Indian National Congress took the pledge to work towards a ‘Sovereign Democratic Republic' of India. The Indian Constitution, the longest in the world, now consist of 397 articles and 12 schedules which provides for a single citizenship for the whole of India. It gives the right to vote to all the citizens of 18 years and above, unless they are disqualified. Fundamental rights are guaranteed to the citizens, equality of religion and so on. The Supreme Court, consisting of the Chief Justice of India and other judges, are the guardia n of the Constitution.It stands at the apex of a single integrated judicial system for the whole country. This is where the fundamental rights of the citizens are protected. 26 January 1950 It was on 26 January, 1950 that the constitution of India came into force and India became a Sovereign Democratic Republic. It was on the same day that Dr. Rajendra Prasad took oath as the first President of India. Read here the first speech delivered by Dr. Rajendra Prasad as the President of India on 26th January, 1950. â€Å"It is a great day for our country. India has had a long and chequered history; parts of it were cloudy and parts bright and sunlit.At no period, even during the most glorious eras of which we have record, was this whole country brought under one Constitution and one rule. We have mention of many Republics in our books and our historians have been able to make out a more or less connected and co-ordinated piece out of the incidents and the places which are mentioned in the se records. But these Republics were small and tiny and their shape and size was perhaps the same as that of the Greek Republics of that period. We have mention of Kings and Princes, some of whom are described as ‘Chakravarty', that is, a monarch whose suzerainty was acknowledged by other Princes.During the British period, while acknowledging the suzerainty of Britain, the Indian Princes continued to carry on the administration of their territories in their own way. It is for the first time today that we have inaugurated a Constitution which extends to the whole of this country and we see the birth of a federal republic having States which have no sovereignty of their own and which are really members and parts of one federation and one administration. His Excellency the Ambassador of the Netherlands has been pleased to refer to the relations and connections of this country with other countries both Eastern and Western.That relationship, so far as this country is concerned, has always been one of friendliness. Our ancestors carried the message of our teachers far and wide and established cultural ties which have withstood the ravages of time and still subsist while Empires have crumbled and fallen to pieces. Our ties subsist because they were not of iron and steel or even of gold but of the silken cords of the human spirit, India has had to face, on many occasions, assaults and invasions by foreigners and she has very often succumbed. But, there is not a single instance of a military invasion or aggressive war by this country against any other.It is therefore in the fitness of things and a culmination of our own cultural traditions that we have been able to win our freedom without bloodshed and in a very peaceful manner. The Father of our Nation, Mahatma Gandhi, was not a freak of nature but the physical embodiment and consummation of the progress of that spirit of non-violence which has been our great heritage. We have been able under his matchless leade rship, not only to regain our lost freedom but also to establish and strengthen the bonds of friendship with those — and our thanks are due to them for it — against whose policy we have fought and won.Our Constitution is a democratic instrument seeking to ensure to the individual citizens the freedoms which are so invaluable. India has never prescribed or prosecuted opinion and faith and our philosophy has room as much for a devotee of a personal god, as for an agnostic or an atheist. We shall, therefore, be only implementing in practice under our Constitution what we have inherited from our traditions, namely, freedom of opinion and expression.Under the new set-up, which we are inaugurating today, we hope to live up to the teachings of our Master and help in our own humble way in the establishment of peace in the world. Our attitude towards all countries is one of utmost friendliness. We have no designs against any one, no ambition to dominate others. Our hope is that others also will have no designs against us. We have had bitter experience of aggression by other countries in the past and can only express the hope that it may not be necessary for us to take any measures even in self-defence.I know the world today is passing through a most uncertain and anxious period. Two world wars within one generation, with all their devastation and aftermath of suffering and sorrow, have not been able to convince it that a war can never bring about the end of wars. It is, therefore, necessary to seek the end of wars in positive acts of goodness towards all and the world must learn to utilize all its resources for productive and beneficial purposes and not for destruction.We do venture to think that this country may have a past to play in establishing this goodwill and atmosphere of confidence and co-operation. We have inherited no old enmities. Our republic enters the world stage, therefore, free from pride and prejudice, humbly believing and striving that in international as well as internal affairs our statesmen may be guided by the teachings of the Father of our Nation — tolerance, understanding non-violence and resistance to aggression.It is in such a country and at such a time that it has pleased the representatives of our people to call me to this high office. You can easily understand my nervousness which arises not only from the tremendousness of the task with which our newly won freedom is confronted but also from a consciousness that I succeed in this sphere of activity, though not in office, one who has played such a conspicuous part not only during the period of strife and struggle but also during the period of constructive activity and active administration.You know Sri Chakravarty Rajagopalachari and have experience of his incisive intellect, great learning, practical wisdom and sweetness of manners. It has been my privilege to have been associated with him for more than 30 years and although we might have had occ asional differences of opinion on some vital matters but never have our personal relations suffered by setback and I feel sure that I shall continue to enjoy the benefit of his protective advice in whatever crises I may have to face.My nervousness and anxiety are to no small extent countered by a consciousness that I shall be the recipient of fullest confidence from our Prime Minister, Deputy Prime Minister, the Members of the Cabinet and the Legislature and from the people at large. I shall Endeavour my best to earn and deserve that confidence. Let me also hope that this country will be able to win the confidence of other nations and secure such assistance as it may require in times of need. I have great pleasure in responding to the toast which has been proposed. † Republic Day CelebrationsDate: January 26 (Every Year) Venue: India Gate Highlights: President's Speech, Parade and Caravans (Jhakiyan) of different states This is one of the most colorful and prestigious national festivals and the presence of dignitaries like the President of India, the Prime Minister of India, Union Ministers and foreign delegates also add to the dignity of the celebration. Celebration of Republic Day is different than Independence Day. The difference in significance marks the variation in the pattern of celebration of these two national days. It is a people’s day.On Independence Day, the past is recalled whereas, on Republic Day, the pledge is renewed. Independence Day has rhetoric built in the celebration; Republic Day is without speeches. Republic Day is celebrated all over the country at all the administrative units like the capital cities, district headquarters, sub divisions, talukas, and panchayats. The major ceremonies are held at Delhi and the state capitals. The celebration mood lasts for one week. It consists of the ground preparations, rehearsals, the main display which spills over to the ‘Beating of Retreat’ on January 29.The day has acquir ed the status of a social celebration in which people participate whole-heartedly. The celebration mosaic is studded with activities. Though the Republic Day Parade is the main ceremony, various activities are held from early morning when prabhat pheris (morning rounds) followed by a homage to Mahatma Gandhi – the Father of Nation. The parade is succeeded by sports events in the afternoon. ‘At Home’ functions at the Raj Bhavan, at the District Magistrate’s and at the SDM’s are followed by illumination of public buildings at the provincial capitals and administrative headquarters.The celebrations are universal, total and participatory in which children also take part in a big way. Variations in culture are displayed through colourful attires and folk dances. The parades held on the day traditionally predominates a touch of modernity reflected in the display of might, technology and capabilities of growth in various sectors. The parades symbolizes the might; the tableaux reflects the cultural motifs. Rules for Flag Hoisting in India â€Å"A flag is a necessity for all nations. Millions have died for it. It is no doubt a kind of idolatry which would be a sin to destroy.For, a flag represents an Ideal The unfurling of the Union Jack evokes in the English breast sentiments whose strength it is difficult to measure. The Stars and Stripes mean a world to the Americans. The Star and the Crescent will call forth the best bravery in Islam. † â€Å"It will be necessary for us Indians Muslims, Christians Jews, Parsis, and all others to whom India is their home-to recognize a common flag to live and to die for. † ~ Mahatma Gandhi The Indian Flag is a national symbol and it is respected by every citizen of India. There are certain points to remember while hoisting the Indian Flag. The Indian Flag should be hoisted with the saffron colour on the top. * There should be no flag or emblem either above the National Flag or on its r ight. * If there are multiple flags to be hoisted, they must be placed to the left of the Indian Flag. * During the hoisting of the National Flag, all present must stand to give respect and honour its glory. * The flag cannot be intentionally allowed to touch the ground or the floor or trail in water. It cannot be draped over the hood, top, and sides or back of vehicles, trains, boats or aircraft. * The flag cannot be used for communal gains, drapery, or clothes. The National Flag should be flown from sunrise to sunset, irrespective of the weather. It must be taken out before sunset. Republic Day Parade The main celebrations of Republic Day are held in the form of a colourful parade near India Gate in Delhi. The parade showcasing India's military might and cultural diversity covers a 8 km route, starting from the Rashtrapati Bhavan through the picturesque Rajpath down to India Gate before winding up at the historic Red Fort in Old Delhi. The events of the day begin with the Prime Mi nister laying a wreath at the Amar Jawan Jyoti – India Gate.He then drives up to the central enclosure and awaits the arrival of the President and a Chief Guest of the occasion who is normally a Head of other Country. On his arrival the Hon’ble President meets the dignitaries present and unfurls the National Flag. Following this the National Anthem is played with a 21-gun salute to the National Flag. After this a brief investiture ceremony takes place during which the President presents India's top gallantry awards, the Param Veer Chakra, the Veer Chakra and the Maha Veer Chakra to the outstanding soldiers from the defense services.After this, four helicopters from the armed forces fly past the parade area showering rose petals on the audience. Each chopper carries a flag – the first being the Indian flag and the other three the flags of the Army, the Navy, and the Indian Air Force. The march past begins immediately after the fly past. The President, as Commande r-in-Chief of the Armed Forces, takes the salute of the mechanised, mounted and marching contingents of the Army, Air Force, Navy, Paramilitary forces, Police and the National Cadet Corps.After the march past comes the cultural extravaganza consisting of floats presented by the various states and performances by school children. After the floats, the bravery awards winning children from all over the country enter on elephants. A spectacular fly-past by Air Force and Naval aircraft rounds off this not-to-be missed experience. The parade is followed by a pageant of spectacular displays from the different states of the country. These moving exhibits depict scenes of activities of people in those states and the music and songs of that particular state accompany each display.Each display brings out the diversity and richness of the culture of India and the whole show lends a festive air to the occasion. No other country in the world can parade so many ethnically different people in splen did uniforms as India's Armed Forces. But they are all united in their proven loyalty to the Government elected by the people and in their proud traditions and legendary gallantry. Republic Day Chief Guests Since 1950, India has been inviting head of state or government of another country as the state guest of honor for Republic Day celebrations and parade in New Delhi.Selecting the Chief guests for the Republic Day has more than mere ceremonial reasons. The choice of chief guest every year is dictated by a number of reasons such as strategic and diplomatic, business interest and international geo-politics. Recently India has been inviting dignitaries from South East Asia with the latest being Thailand's first women Prime Minister, Yingluck Shinawatra. Sultan of Oman Qaboos bin Said Al Said will be the chief guest for Republic Day Celebrations 2013 Here is the list of Chief Guests invited as the Guest of Honor for the Republic Day ceremony held in Delhi. 950 President Sukarno from I ndonesia 1954 King Jigme Dorji Wangchuck of Bhutan 1955 Governor General Malik Ghulam Muhammad of Pakistan 1958 Marshall Ye Jianying of People’s Republic of China 1960 President Kliment Voroshilov of Soviet Union 1961 Queen Elizabeth II from United Kingdom 1963 King Norodom Sihanouk of Cambodia 1965 Food and Agriculture Minister Rana Abdul Hamid of Pakistan 1968 Prime Minister Alexei Kosygin of Soviet Union President Josip Broz Tito of Yugoslavia 1969 Prime Minister of Bulgaria Todor Zhivkov of Bulgaria 1971 President Julius Nyerere of Tanzania 972 Prime Minister Seewoosagur Ramgoolam of Mauritius 1973 President Mobutu Sese Seko of Zaire 1974 President Josip Broz Tito of Yugoslavia 1975 President Kenneth Kaunda of Zambia 1976 Prime Minister Jacques Chirac of France 1977 First Secretary Edward Gierek of Poland 1978 President Patrick Hillery of Ireland 1979 Prime Minister Malcolm Fraser of Australia 1980 President Valery Giscard d’Estaing of France 1981 President Jose Lo pez Portillo of Mexico 1982 King Juan Carlos I of Spain 1983 President Shehu Shagari of Nigeria 1984 King Jigme Singye Wangchuck of Bhutan 985 President Raul Alfonsin of Argentina 1986 Prime Minister Andreas Papandreou of Greece 1987 President Alan Garcia of Peru 1988 President Junius Jayewardene of Sri Lanka 1989 General Secretary Nguyen Van Linh of Vietnam 1990 Prime Minister Anerood Jugnauth of Mauritius 1991 President Maumoon Abdul Gayoom of Maldives 1992 President Mario Soares of Portugal 1993 Prime Minister John Major of United Kingdom 1994 Prime Minister Goh Chok Tong of Singapore 1995 President Nelson Mandela of South Africa 1996 President Dr. Fernando Henrique Cardoso of Brazil 997 Prime Minister Basdeo Panday of Trinidad and Tobago 1998 President Jacques Chirac of France 1999 King Birendra Bir Bikram Shah Dev of Nepal 2000 President Olusegun Obasanjo of Nigeria 2001 President Abdelaziz Bouteflika of Algeria 2002 President Cassam Uteem of Mauritius 2003 President Mohammed K hatami of Iran 2004 President Luiz Inacio Lula da Silva of Brazil 2005 King Jigme Singye Wangchuck of Bhutan 2006 King Abdullah bin Abdulaziz al-Saud of Saudi Arabia 2007 President Vladimir Putin of Russia 2008 President Nicolas Sarkozy of France 009 President Nursultan Nazarbayev of Kazakhstan 2010 President Lee Myung Bak of Republic of Korea 2011 P resident Susilo Bambang Yudhoyono of Indonesia 2012 Prime Minister Yingluck Shinawatra of Thailand 2013 Sultan of Oman Qaboos bin Said Al Said Republic Day Awards The national awards for bravery or the National Bravery Awards was started in 1957 by the Indian Council for Child Welfare (ICCW) to recognize and honor children who have performed outstanding deeds of bravery and selfless sacrifice. Every year the ICCW confers these awards to children below 16 years of age.The awards are announced on November 14 (Children's Day) and the Prime Minister presents the awards on the eve of Republic Day. The awardees receive a medal, certificate an d cash as a token of their indispensable courage. These children also take part in the Republic Day Parade atop an elephant. In addition to this, some of them are also granted financial assistance to complete their schooling and professional courses such as medical and engineering (under the Indira Gandhi scholarship scheme). Assistance is also provided to some till they complete their graduation.The Central and State government departments, Panchayats, Zila Parishads, State and Union Territory councils for Child Welfare and also the school authorities have the responsibility of acknowledging the applications for the bravery award. The selection is made by a committee constituted by the ICCW, comprising of representatives from the Secretariats of the President and the Vice-President, various ministries, as well as the Central Social Welfare Board, police, All India Radio, Doordarshan and leading NGOs such as the National Bal Bhavan, SOS, Children's Villages of India, R K Mission and experienced ICCW members.In 1978, the Indian Council for Child Welfare instituted two bravery awards for children under the age of 16, the Sanjay Chopra Award and the Geeta Chopra Award, given each year along with the National Bravery Award. Bravery Awards 2013 The list of Bravery Award winners for the year 2013 was announced by the ICCW on January 18th, 2013. The award is to be conferred to 22 brave children from all parts of the country, the youngest recipient being 7-year-old Koroungamba Kuman from Manipur.The coveted ‘Bharat Award' will be awarded to Tarang Atulbhai Mistry from Gujarat and 11-year-old Gajendra Ram from Chhattisgarh is being felicitated with ‘Sanjay Chopra' award. NameAwardState Renu Geeta Chopra AwardDelhi Gajendra Ram Sanjay Chopra AwardChhattisgarh Tarang Atulbhai MistryBharat AwardGujarat Vijay Kumar SainikBapu Gaidhani AwardUttar Pradesh Akanksha GauteBapu Gaidhani AwardChhattisgarh Hali Raghunath BarafBapu Gaidhani AwardMaharashtra RamdintharaN ational Bravery AwardsMizoram Devansh TiwariNational Bravery AwardsChhattisgarh Mukesh NishadNational Bravery AwardsChhattisgarhLalrinhluaNational Bravery AwardsMizoram E. SuganthanNational Bravery AwardsTamil Nadu Ramith. K,National Bravery AwardsKerala Mebin CyriacNational Bravery AwardsKerala Vishnu M. V. National Bravery AwardsKerala Koroungamba KumanNational Bravery AwardsManipur Sameep Anil PanditNational Bravery AwardsMaharashtra Viswendra LohknaNational Bravery AwardsUttar Pradesh Satendra LohkanaNational Bravery AwardsUttar Pradesh Pawan Kumar KanaujiyaNational Bravery AwardsUttar Pradesh Stripleaseman MylliemNational Bravery AwardsMeghalaya Sapna Kumari MeenaNational Bravery AwardsRajasthan Suhail K. M.National Bravery AwardsKarnataka Gallantry Awards Soldiers, who have performed outstanding deeds of bravery and selfless sacrifice, are awarded the bravery medals, Param Vir Chakra, Vir Chakra and Maha Vir Chakra. Each defense service in India have there own set of gallantry awards that are awarded to the soldiers who have shown courage and valor. Beating Retreat After three days of Republic Day parade, a moving ceremony known as â€Å"Beating Retreat† is held at the Vijay Chowk in New Delhi. This ceremony revives an ancient war custom according to which troops used to stop fighting at sunset.Bugles announcing the sunset would sound in the battlefield. As soon as soldiers heard these bugles they would stand still in the battlefield and war would be stopped for the day. This ceremony held on the 29th of January every year, marks the formal end of the Republic Day celebrations. The ceremony opens with a parade by selected contingents of the armed forces set to scintillating performances by the various armed forces bands. The parade climaxes with all the bands playing in unison. As the bands fall silent, a lone trumpeter picks up the moving tune ‘Siki a mole'.After this performance the hymn ‘Abide with me' is played by the Massed Bands. This hymn, said to be Mahatma Gandhi's favourite, is a permanent feature of the ceremony. At exactly 6 pm, the buglers sound the retreat and the National Flag is lowered to the National Anthem bringing the Republic Day celebrations to a formal end. One by one, the camels and the riders who stand stone-like throughout against the backdrop of the sky, move away from the background. Just after this comes the most visually appealing part of the show. With the click of a button, a thousand bulbs light up the Rashtrapati Bhavan and adjoining buildings.Surely a fitting end to the annual celebrations of the Indian republic! National Anthem of India The National Anthem of India is ‘Jana Gana Mana' which was written and composed by Nobel laureate Rabindranath Tagore. It was first sung at the Calcutta Session of the Indian National Congress on December 27, 1911. It was officially adopted by the Constituent Assembly as the National Anthem of India on January 24, 1950. THE NATIONAL ANTHEM OF INDIA Jana gana mana adhinayaka jaya he Bharata bhagya vidhata Punjaba Sind Gujarata Maratha Dravida Utkala Banga Vindhya Himachala Yamuna Ganga Ucchala jaladhi tarangaTava subha name jage Tava subha asisa mage Gahe tava jaya gatha Jana gana mangala dayaka jaya he Bharata bhagya vidhata Jaya he jaya he jaya he Jaya jaya jaya jaya he! Translation into English Thou art the ruler of the minds of all people, Dispenser of India's destiny. Thy name rouses the hearts of Punjab, Sind, Gujarat and Maratha, Of the Dravida and Orissa and Bengal; It echoes in the hills of the Vindhyas and Himalayas, mingles in the music of Jamuna and Ganges and is chanted by the waves of the Indian Sea. They pray for thy blessings and sing thy praise. The saving of all people waits in thy hand,Thou dispenser of India's destiny. Victory, victory, victory, Victory to thee. Preamble to the Constitution of India Just as every book we read comes with a preface, which gives us a brief outline and the central them e of that book, so is the case with the preamble of Indian Constitution. The Preamble being the preface of the constitution lays down the basic makeup of the Constitution. The Indian Preamble highlights the type of society and government it wishes India and Indians to have. For this, it has tried to incorporate the objectives of the Constitution in a nutshell.The Preamble of the constitution has used the noblest words which symbolize the highest principles and values of human creativity and experience. World over, the Preamble of the Indian Constitution is regarded highly for its originality in wholeness of approach in dealing with so many subjects. The Indian preamble wishes India to be a country where there should be no high class and low class of citizens; an India in which all communities will co-exist in perfect harmony. Interestingly, the Indian Constitution is the longest of all the constitutions by any other nation.PREAMBLE WE, THE PEOPLE OF INDIA, are having solemnly resolv ed to constitute India into a SOVEREIGN SOCIALIST SECULAR DEMOCRATIC REPUBLIC and to secure to all its citizens: JUSTICE, social, economic and political; LIBERTY of thought, expression, belief, faith and worship; EQUALITY of status and of opportunity and to promote among them all FRATERNITY assuring the dignity of the individual and the unity and integrity of the Nation; IN OUR CONSTITUENT ASSEMBLY this twenty-sixth day of November, 1949, do HEREBY ADOPT, ENACT AND GIVE TO OURSELVES THIS CONSTITUTION.