Free Essays on Taxes

Taxes2 Taxes From 1763, Americans had only to be convinced that an arbitrary ruler-whether Parliament or King-was violating their inherent rights, to feel that rebellion was justified. This conviction was bred in them by the series of events that occurred between 1763 and 1776. The language used to protest the British Acts was legal, and political. But the primary cause of the Revolution is economics. In theory the colonists accepted the principle that natural laws rather than royal decrees should govern the economy. In practice only the southern colonies were bound to England by the tobacco trade. The New England and Middle Colonies, unable to find markets in Britain, found prosperity by trading outside the empire. Any attempt to stop this trade would lead to rebellion and consequentially ensued. The idea of mercantilism where the channelizing of all trade through England, was a restriction upon economic prosperity of the New England colony. The major cause for revolution within the economic theory is of economic subordination of colonies to England. The Greenville Ministry passed a number of acts, but the main act of provocation to the colonists was the stamp act. The stamp act was protested upon the principle of "no taxation without representation". The stamp act was affecting virtually all the colonists, and restricted economic prosperity, thus it was protested by colonists. The Townsend Acts were also a factor in the economic theory, Sam Adams had said "The parliament was taxing illegally!", most colonists agreed, and a Taxes3 boycott of British goods resulted. When the British passed the Currency act, this left the paper money worthless, and the colonists had to rely (economically) on England for Hard Currency. The ma... Free Essays on Taxes Free Essays on Taxes Taxes2 Taxes From 1763, Americans had only to be convinced that an arbitrary ruler-whether Parliament or King-was violating their inherent rights, to feel that rebellion was justified. This conviction was bred in them by the series of events that occurred between 1763 and 1776. The language used to protest the British Acts was legal, and political. But the primary cause of the Revolution is economics. In theory the colonists accepted the principle that natural laws rather than royal decrees should govern the economy. In practice only the southern colonies were bound to England by the tobacco trade. The New England and Middle Colonies, unable to find markets in Britain, found prosperity by trading outside the empire. Any attempt to stop this trade would lead to rebellion and consequentially ensued. The idea of mercantilism where the channelizing of all trade through England, was a restriction upon economic prosperity of the New England colony. The major cause for revolution within the economic theory is of economic subordination of colonies to England. The Greenville Ministry passed a number of acts, but the main act of provocation to the colonists was the stamp act. The stamp act was protested upon the principle of "no taxation without representation". The stamp act was affecting virtually all the colonists, and restricted economic prosperity, thus it was protested by colonists. The Townsend Acts were also a factor in the economic theory, Sam Adams had said "The parliament was taxing illegally!", most colonists agreed, and a Taxes3 boycott of British goods resulted. When the British passed the Currency act, this left the paper money worthless, and the colonists had to rely (economically) on England for Hard Currency. The ma...

Analysis on Learning and Societal Pattern of Mennonites

The current study tends to delved into the case study presented upon the project conducted upon the Mennonites women. Moreover, discussion on how through exposing them   to different sets of learning aspects their views regarding life as a whole has been evolved has been elaborated. The project comprised of introductory and intermediate course focused towards facilitating adult learning programs followed by awareness as regards to health issues and maintenance of healthier lifestyle. The control and regulations imposed upon the education system to be followed by Mennonites comprises of limited quantum of school education followed by services to the community.   Despite emphasis upon education and learning for protection of the community, the Mennonites have restricted themselves of being influenced by outer societal values. Further, the approaches towards upbringing of children are orthodox and oppressive in nature owing to the fact that the interactions between children and thei r parents are restrictive and devoid of environment that is conducive to learning. The project aimed towards inculcating learning amongst the Mennonites women in order to facilitate awareness regarding parental skills. The participation of women in the project resulted in showcasing the insights as regards to Mennonites lifestyle and norms. The community is on the verge of widespread economic downturn due to the orthodox lifestyle maintained by its people. However, the issues regarding orthodoxy can be amended gradually through enhancing exposure towards societal norms and transmittal learning. Education for the Mennonites women was limited to sixth standards thereby constraining the degree of exposure to learning. The dissemination of their way of living displays the fact that the Mennonites believed in influencing others through presenting an exemplary way of living rather than being dependent upon the external cultures for learning and educational processes. The rigidity in terms of living and lifestyle as has been laid down by the church and which are to be followed by the Mennonites impacted their education in an significant manner. The restriction upon   education beyond a certain threshold- grade 6 for girls and grade 7 for boys meant   that the benefits to be derived through relevant degree of exposure to education was missing for both the men and women Mennonites. The repercussions of the rigidity in showcasing affection towards children by their parents within the Mennonites were displayed aptly in the responses made by Mennonite women to some of the question s posed in the project. In terms of evaluation of meaningful existence in the context of Mennonites, there was a sense of isolation from other cultures prevalent.   This can be observed from the fact that education was meant to be a tool for Old Mennonites Community in order to inculcate a culture of isolation from other communities. Moreover, in terms of selection of language for education and learning the Mennonites were exposed to High German in schools. The influences drawn out by High German were from biblical scriptures. This in turn resulted in an upbringing for the Mennonites students whereby the skills as regards to dissemination of certain facts and rationality in terms of judgments were absent.   Through the description made by Candy, the different sets of Adult Learning p rocesses are considered voluntary. In case of transformative learning, the experiences are analyzed and different sets of perspectives are developed based upon such experiences (Boud, Keogh & Walker, 2013). Even though the sharing of experiences can enhance the overall sense of learning, the Mennonite women would have been able to amend their understanding for it. In terms of directed learning, the identification of objectives, necessity towards achieving those objectives as well as methods of inculcating such learning was embedded (Cranton, 2013). It can be observed that the Mennonites women were brought up in their society in such a manner that affection towards their children were hindered owing to different sets of customs prevalent in their society (Keeney, 2015). For instance, a woman respondent participating in the project commented that she was shown affection as a child only on minimal occasions. She was hugged for less than four times in all her life. However, as deduced by Candy,   heightened degree of exposure towards education and self learning coupled with application of those learning onto deriving rational decision making is   beneficial towards an Adult’s self development (Derlaga & Berg, Eds. 2013). Communicative Knowledge is based upon shared interpretation and development of   a particular set of perspectives derived through achieving consensus. The responses received from the Mennonite women reflect similar sense of consensus owing to the fact that majority of the participant’s perspectives have been dramatically changed when exposed to the learning project.  Ã‚   The developmental stages pertaining to assimilation of knowledge by women as developed by Belenky comprised of several levels evolving from being silenced to received knower and subsequently evolving to connected and constructivist knower (Boud, Keogh & Walker, 2013). The observations made in terms of Mennonite women clearly showcases a gender based hierarchy in the sense that men were allowed to study a grade higher than that of women. Moreover, the restrictions on women as regards displaying sense of acknowledgement towards their children highlight a restrictive approach. The responses received from the women after initiation of learning processes shows that they have evolved from being received knower onto connected knower. Action learning can be observed in the scenario of current project whereby the Mennonite women are influenced through impacts upon their perspective and behaviors as regards to educating and inculcating a sense of learning.   Learning theories tends to emphas ize the fact that women tends to learn through interaction with others. Many of the Mennonites women were interacting for the first time with other women regarding family issues and the parenting challenges. Thereby, it can be construed that through the different sets of interactions the isolation faced by women were alleviated. The imposition of restrictions upon the Mennonite women was facilitated through limiting the interactions beyond family members. Moreover, emphasis should be towards learning outside the classroom or the application of what has been learned inside the classroom onto external issues. This can be showcased by the usage of metaphors by the class instructors to the Mennonites women seeking education in the project. The usage of metaphors in order to inculcate empathy among the women was highly effective as can be observed by some of their responses. It can be observed that the evolution of their learning in the project has been critical and in most cases can turn out to be lifestyle altering. This is in the sense that many of the women were barred from their Mennonite culture from displaying affection towards their children as the display of affection were restricted between couples seeking courtships (Hutchison, 2015). The assumptions are highly justified that adults are not self directed and that the inclusion of practicality and applicability of learning can be beneficial towards internalizing the lessons taught to such adults.   The inclusion of public health issues in the project curriculum facilitated the awareness as regards to the different sets of relevant processes to be followed in order to maintain a healthy lifestyle for the Mennonite women. John Dewey’s treatises based upon education and particularly experience enriched education that utilizes different sets of experiences (Kolb, 2014). This is done in order to facilitate enhanced sets of learning can be applied in the context of current case.   The requirements of liberal sets of education in order to inculcate as sense of equality amongst the different Mennonite members and those belonging to other communities can provide a pathway for social integration and intercommunity transactions. The testing of different sets of lea rning onto practical scenarios as deduced by John Dewey and there from deriving newer sets of insights can in turn result towards heightened degree of awareness by Mennonites women.   The initiative of the project is to focus upon capacity development of the Mennonites Women. Thereby, increasing their awareness as regards to the different sets of culturally sensitive issues were in turn facilitated heightened degree of empathy and better understanding regarding their upbringing and the Mennonites culture as a whole. The dissemination of health literacy programs conducted in Low German for creating awareness as regards to the different sets of health issues that can arise in Mennonites communities is highly beneficial (Haque, 2014). It can turn out to be highly effective for the community in the sense being in charge of their families the women participants are in a better position to communicate different sets of health and safety measures to their children and families. As all the participants in the learning project are mothers with one woman having 10 children, thereby the dissemination of relevant healthcare insights onto their offspring is enabled.   Other families belonging to the Mennonite community can be similarly approached through the project in order to improve their standards of living. Reflective learning are derived by the Mennonites women through introducing them to metaphors.   Through these metaphors, their perspective as regards to children, family and nature as a whole has been attempted at being evolved. Prior to the commencement of the program, the participant Mennonite women in the program were unaware of the fact that children require affection and encouragement in their endeavors. Transformative learning entails liberalization and empowerment, the Mennonites women were oppressed by the different sets of stringent rules and customs. The customs as regards to social conduct can be construed as highly conservative and restrictive coupled with the lack of awareness as regards to formal education. The lack of empathy towards children is a reminder of the sense of upbringing that Mennonites children are subjected to which encompasses lack of affection showcased by parents and limited exposure to schooling. As stated in the development approach to learning, t he evolving of education and   transitional improvements results towards   heightened degree of societal integration (Kroth & Cranton, 2014). The economically strained setting presented   in the Mennonites communities restricted their commitments towards family life. Moreover, the lack of empathetic behavior towards their children and the absence of providing necessary encouragement can be attributed to economical constraints. The appreciation pertaining to a child’s gift can be considered as rare in case of Mennonite society.   Moreover, following a particular set of norms is essential for the upbringing of a child in Mennonite community and any form of deviation from norm resulted in punishment. Society in general evolves out of contradiction displayed in interpretation of learning and diversity. The diversity as regards to interpreting experiences in a certain manners was missing in the case of Mennonites. The observations made upon the upbringing of women participating in the learning project showcases the fact that majority of the women were brought up in large families under inadequate degree of parenting skills. Thereby, the knowledge in the course of their childhood such as lack of empathy and admiration from parents and lack of appreciation in case a child showcases a particular skill set has been derived by them. The derived knowledge as regards to lack of empathy and understanding were   implemented   onto their children when they themselves became parents. The project facilitated the development of parenting skills through assimilation of knowledge through a progressive learning process. The women were made aware of their role as parents through model behavior, resulting in them becoming aware of the implications of their languages and actions. The project entails communicative learning in the sense that the educators and instructors are providing assistance towards the learning process of individual Mennonite women thorough use of metaphors.   Moreover, through referring children as gems and communicating the fact their development relies upon nurturing akin to that of other components of nature the educators provided a broader perspective. The probability of communicative learning transforming onto Emancipatory learning is high owing to the fact that communicative learning entails observation made on self and that of society as a whole. Taylor & Cranton (2012) stated that in case of emancipatory learning the role of educator should be that of an facilitator enabling the students to improvise upon   the experiences derived through facilitating an environment conducive to learning. However, in the context of current case study, it can be observed that the teachers and instructors involved in   the project have focused upon collective development. This is opposed to individual development as can be observed from uniform learning curriculum in the project. In the context of Emancipatory Learning, the educator is seen as an reformist. The reformer’s role entails facilitating personal and societal changes. The observation made upon the learning project upon the Mennonite community has shown the changes with regards to softening of stance by women within the community. The softening of language with regards to Mennonite children were seldom practiced and most of the discussion and conversations were on topics that were relevant. The behavior pertaining to those children were shaped with hardening of stance. The absence of verbal affection among those Mennonite children fostered an atmosphere   that is not conducive to learning. As stated by many women bel onging to the community, majority of the parents had limited interactions with their children and most would either remain silent in front of their   children or walk away. This is opposed to initiating a discussion of providing a word of encouragement to the children who may have displayed any form of skills or achievement.   The above discussion on the case study upon Mennonite community showcases the prevalent sets of learning procedures inherent to the community. The influence of Biblical scriptures as opposed to scientific learning upon their education of Mennonites was derived due to the usage of High German language. The conservatism in case of formal educational policies can be observed   through limitations imposed upon learning. Further, the case of   fostering encouragement to children through better sets of interactions between parents and the child is largely avoided   by the community. There remains a hierarchy with regards to gender in the sense that women are allowed to study until 6 th grade as compared to men of the community whose education is restricted up to 7 th grade. The Mennonite community is adversely affected by economic strain, which resulted in limiting the interactions between parents and children, limiting the degree of prosperity experienced by the community. The role of educators conducting the learning project can be construed as that of an reformist facilitating reforms within the Mennonite community. The usage of metaphors in order to inculcate relation between children, family, society and nature has resulted in creation of awareness as regards to the parenting skills and developing of perspectives. Learning facilitated these women with empowerment and their emancipation can be observed by their reflective responses. The Mennonites women were more conscious of the repercussions of the lack of adequate communication to their children. Moreover, as an outcome of transformative learning, the women decided towards showcasing affection towards their children coupled with encouragement in order to emulate an environment which imbibes the nature of data. Therefore, through enhancement of learning initiatives amongst the Mennonite women, the community as a whole can be benefitted.   Blake, J., Sterling, S., & Goodson, I. (2013). Transformative learning for a sustainable future: An exploration of pedagogies for change at an alternative college.  Sustainability,  5(12), 5347-5372. Boud, D. (2013).  Enhancing learning through self-assessment. Routledge. Boud, D., Cohen, R., & Sampson, J. (Eds.). (2014).  Peer learning in higher education: Learning from and with each other. Routledge. Boud, D., Keogh, R., & Walker, D. (2013).  Reflection: Turning experience into learning. Routledge. Carver, C. S., & Scheier, M. F. (2012).  Attention and self-regulation: A control-theory approach to human behavior. Springer Science & Business Media. Cranton, P. (2013). Transformative learning. In  Learning with Adults  (pp. 267-274). SensePublishers. Cranton, P. (2016). Transformative Learning: A Narrative. Cranton, P., & Cohen, L. R. (2013). Learning through Teaching: A Narrative Analysis.  Handbook of Research on Teaching and Learning in K-20 Education, 17. Derlaga, V. J., & Berg, J. H. (Eds.). (2013).  Self-disclosure: Theory, research, and therapy. Springer Science & Business Media. Dix, M. (2015). The Cognitive Spectrum of Transformative Learning.  Journal of Transformative Education, 1541344615621951. Engestrà ¶m, Y. (2014).  Learning by expanding. Cambridge University Press. Erdal, M. B., & Ezzati, R. (2015). ‘Where are you from’or ‘when did you come’? Temporal dimensions in migrants' reflections about settlement and return.  Ethnic and Racial Studies,  38(7), 1202-1217. Haque, E. (2014). Multiculturalism within a bilingual framework: a retrospective.  Canadian Ethnic Studies,  46(2), 119-125. Hutchison, J. (2015). Private People in Public Places: Contemporary Canadian Mennonite Life Writing. Keeney, H. (2015). California Mennonite Historical Society: celebrating fifty years. Kolb, D. A. (2014).  Experiential learning: Experience as the source of learning and development. FT press. Konopasky, A. W., & Reybold, L. E. (2015). Accessing the World Adult Literacy Educators’ Metaphors for Learners and Learning.  Journal of Transformative Education,  13(3), 239-258. Kroth, M., & Cranton, P. (2014). Fostering Transformative Learning. In  Stories of Transformative Learning  (pp. 1-12). SensePublishers. Kucukaydin, I., & Cranton, P. (2013). Critically questioning the discourse of transformative learning theory.  Adult Education Quarterly,  63(1), 43-56. Kucukaydin, I., & Cranton, P. (2013). Critically questioning the discourse of transformative learning theory.  Adult Education Quarterly,  63(1), 43-56. Lawrence, R. L. (2014). Artful Learning: Holistic Curriculum Development.  Andragogical and Pedagogical Methods for Curriculum and Program Development, 299. Mosalanejad, L., Shahsavari, S., Sobhanian, S., & Dastpak, M. (2014). The effect of virtual versus traditional learning in achieving competency-based skills. Pennington, D. D., Simpson, G. L., McConnell, M. S., Fair, J. M., & Baker, R. J. (2013). Transdisciplinary research, transformative learning, and transformative science.  Bioscience,  63(7), 564-573. Peters, A. (2015). Researching Mennonite family roots: fifty years later. Roessger, K. M. (2014). The effect of reflective activities on instrumental learning in adult work-related education: A critical review of the empirical research.  Educational Research Review,  13, 17-34. Stuckey, H. L., Taylor, E. W., & Cranton, P. (2014). Developing a survey of transformative learning outcomes and processes based on theoretical principles.  Journal of Transformative Education, 1541344614540335. Taylor, E. W., & Cranton, P. (2012).  The handbook of transformative learning: Theory, research, and practice. John Wiley & Sons. Wang, V. C., & Cranton, P. (2013). Transformative learning.  Technological applications in adult and vocational education advancement, 232-240. Wilmott, R. W. (2013). Genetics of primary ciliary dyskinesia in Amish and Mennonite communities.  The Journal of pediatrics,  163(2), 309-311. Looking for an answer 'who will do my essay for cheap',

Company on green event planning in UAE Thesis Example | Topics and Well Written Essays - 1500 words

Company on green event planning in UAE - Thesis Example This approach helps the businesses in achieving their long terms goals and objectives by benefiting people and protecting environment. The paper will highlight the sustainable development project of Eco Event Planner Company in UAE. The company deals in planning different events in eco friendly ways. Organizing green events has become a new trend in present time. People are very much concerned about environmental pollution and damages. For this reason the green event planning companies are developing a lot. According to the authors, Cherian & Jacob, the awareness of various environmental problems is increasing day by day. People have become very much concerned about different environmental issue for protecting the environment from damages. For this reason the tastes and preferences of the customers have changed a lot. They are focusing more on eco friendly products and services. A positive attitude has been observed among the customers regarding green lifestyle. People are seriously trying to reduce negative impacts on environment which are caused by their different activities and functions. The author stated that companies need to consider these issues for holding its position in competitive market. For this reason company of UAE requires to develop eco friendly business process for benefiting the society and attracting maximum number of customers (Cherian & Jacob, 2012). By following the views of authors Moise and Macovei, for organizing, designing, planning and promoting any event a company requires thinking about the impact on the event on people and on the environment. Ecological balance should be taken into consideration for organizing an event. This helps the company in developing an event which will not cause any damage to the environment. By organizing green events the companies can show off their concerns towards the benefits of society. In UAE many companies are developing which cause many negative impacts

Presumtion of Innocent Case Study Example | Topics and Well Written Essays - 2250 words

Presumtion of Innocent - Case Study Example Fair interpretation gives fair justice. Further, the rules, which are for guidance of human conduct, must be differentiated from rules of strict regulation. These rules of morality, which guide rather providing for strict regulation, must be recognised and allowed to stand. In the proper administration and enforcement of law, the distinction between criminal and civil matters should be clearly put in place, and in proper enforcement, there should be a clear court system where criminal and civil courts are in place. Whichever way, the rules of law must be clear and the enforcement agencies effective. A system of enforcement of the law lies before the Police and courts of law. These courts of law have been given discretion to award sentence or acquit. In their enforcement of the law, these officers should apply the law universally without fear or favour. The Police role of the Police in enforcement of law is maintaining public order and peace. Whenever the police have reason to doubt the commissioning of a crime, they must move in and prevent such a crime from happening. They must also investigate and prosecute the wrongdoers. The cause of action should be ascertained and the wrongdoers brought to justice. Conclusively, in enforcement of the law both agencies the courts of law and police must coordinate so that they can be able to enforce the law. Each organ should play its duty as prescribed in the law. Both the police and courts have the duty of enforcing the law so as to avoid a state of anarchy. Rules Which are Subject to Interpretation Interpretation is the act or result of interpreting, explanation, meaning translation, exposition etc (Webster's New World Dictionary. (i) Primary Rule (Literal rule) Under this rule the words of an enactment are to be given their ordinary and natural meaning and if such meaning is clear and unambiguous, effect should be given to a provision of a statute whatever may be the consequences. (ii) The Rule laid down in Heydon's case has attained the status of 'Mischief Rule'. The rule enables consideration of four matters in constructing an act: (i) What was the law before the making of the Act (ii) What was the mischief or defect for which the law did not provide (iii) What is the remedy that the Act has provided (iv) What is the reason of the remedy. The rule directs that the courts must adopt that construction which shall suppress the mischief and advance the remedy. Gardier v. SevenOaks (1950) The question in this case was if the cave was included in the word premises under English Statute. The court, Held it included and the statute therefore had application of X's case. (iii) Golden Rule Under this rule, a statute is interpreted in such a way as to remove any inconsistency, absurdity that might arise from a literal interpretation of the words used. Re Sigsworth (1935) The question here was whether x could be apparent heir as per the literal interpret

Adorno: Semi-Formation as Cultural Reconstruction of Society :: Culture Cultural Papers

Adorno: Semi-Formation as Cultural Reconstruction of Society ABSTRACT: The apprehension of the culture industry in its totality, as it is presented in Adorno's Dialectic of Enlightenment, makes it necessary to turn to his Theory of Self-Formation, where the cultural domain of the constellation of society has an explicit formative dimension. The cultural formation, the German Bildung, expresses such a prism. It is not a national peculiarity, but it translates in the experience of delay of the German bourgeois society as the formative dimension of culture, generally hidden in the social constitution, facilitating the basis of immanent criticism. In the State interventionist society that follows the liberal order, with the manipulation of the totalitarian State and the society of mass consumption, the productive process does not tolerate the formative experience of autonomy: there is a social reconstruction of culture as culture industry, which turns out to be a political concept. Here there is not absence, but an eclipse of formation. It is semi -formation: only integration, without autonomy. When universality, instead of residing in ideals formed within culture formation, resides on universalization of given cultural goods, the mercantile ideals only integrate the masses. The culture industry is the chore of what appears as the cultural construction of society, in terms of the integrating semi-formation. The disintegration of the working class and its reconstruction en masse are a result of the formation process of which the culture industry is a part. Formation is concealed because the social construction is confounded with the cultural construction; society is itself ideology. The social organization obstructs the experience of the social formative labor in the integration. Society appears to be an extra-productive socialization. In the Dialectic of Enlightenment (1985), written with Horkheimer, Adorno analyzed the social formation of a State interventionist order, that followed the earlier liberal one. To the authors, then emigrated to the USA, the north-American experience of mass culture complemented the experience of cultural manipulation of the totalitarian fascism, conditioning the famous conception of culture industry. The manipulation of the masses by the totalitarian fascist State in its function as the main economic agent would be found again in the consumers' society. Such society, apparently did not need the support of a legitimating ideology. By representing the fulfillment of ideals as consumers goods the society itself becomes ideology. The rise of the living standards of the inferior classes, materially reprehensible and socially regretful, reflects itself on the hypocrite expansion of the spirit.

Reflective Account Essay

On an occasion at work I was aware of a staff member communicating very negatively, for example sighing and tutting and general negativity. Supervision was due so it was brought into meeting that last had concerned had noticed a change in the person’s general attitude, I asked if there was a specific reason and was told there was not. Although they agreed that they were being negative. We discussed the workload and it was decided it was not that. It was mentioned by the staff member that they were feeling a little unsure of how to deal with a service user who had dementia and was unpredictable and seemed to have taken a dislike to the staff member .We discussed at length the way forward and I arranged for some training in challenging behaviour and dementia. The staff member realised she could not avoid the service user and that if she had mentioned her concerns sooner the problem would not have escalated. She tried to hide her feelings but they were shown in a different way. I agreed to mentor and support the staff member with the service user helping her to find an appropriate approach, the service user was feeding on the negative behaviour of the staff .In a few weeks the situation was improved undoubtedly and the staff member is more positive and no longer showing any sign of negativity. I recorded everything we had discussed and we both signed it. At the following supervision the staff had been on a training workshop and was awaiting further news of more. She mentioned previously that she felt it was a weakness in her that is why she had tried to cover it up but since our discussion and my ongoing support she would never hesitate to mention any concerns she had in the future. I felt that we needed to improve activity at the Centre; the service users are a mixed group (physically and mentally frail) so I needed to find something they could all do and enjoy. I signed myself onto three one day courses with another staff member. The courses were all different but aimed at dementia sufferers. The first one ‘Bringing stories to Life ‘, I thought was going to be about putting together a Life Story, I could not have been more wrong! The ice-breaker at the beginning of the workshop was letter bingo, it involved walking around so I have adapted this so that my service users are seated, we use sets of the 26 letters of the alphabet and the service user chooses a letter and then gives me a word beginning with that letter before answering a quiz question, which I write down and while they are playing two alike trying to match up. I take the words and make up a little story or poem. The feedback from that activity has been very positive. Also from the workshop which involved using props to tell a story I have been able to do this activity several times? Using the props seems to help the quietest of the service user to join in and the feedback discussion afterwards have become very enjoyable to all. The second workshop was about using pictures (not personal) to story tell. Again this activity has been very successful, there was one or two people who were unsure but has we progressed they too joined in. The picture is given to the service user and they are asked open ended questions about it and everything is validated. Before we start we decide who is going to scribe and afterwards that person will firstly read back what as been said and ask if the service users would like to add anything? When everybody is satisfied the scriber will type the ‘story ‘ up and each service user gets a copy , we keep a copy in a folder for all to look at and we also pin a copy too our notice board . The third workshop was along the same line but using senses to make a story/poem, again we have done this a couple of times. We used a bottle of water some soil in a bag, cotton wool, leaves and bubbles, we pass the items around the room one at a time and ask the service user to say the first word they thought of when looking / touching or smelling the item .one thing we came up against was that the service users said the same thing as the previous person, so we are trying to adapt this activity further. From all three workshops I and my staff member redeveloped our armchair exercise which we do daily. We had heard the service users discuss how they were bored with doing the same exercise week after week and listening to the same music disc. So we put together some more upbeat music and sat and compiled our version of seated exercise ,using the same safe exercise taking advice from one of our other services ‘Ageing Well’ who had spent several weeks showing us seated exercise . Of course before we started any of the new activities we had a meeting with all the staff who were going to be involved. We discussed what we had learnt from each workshop and asked for feedback from the staff, some of them felt unsure about using the props and pictures, so me and the staff member who came with me agreed to lead the first one, we arranged a date and agreed on a theme for it and it was decided we would use props for the first one .I was to lead and the staff member was going to scribe. Before we started we went to each service user and asked them to sign a consent form to allow us to take photographs. This would allow another staff to get a little involved with out feeling to unsure .the discussion /feedback with the service users was great ,they were still talking about how much they had enjoyed themselves when they were going home. They were excited when I told them that there would be photographs to look at the following week. I discussed with the staff the following day how they felt about the activity and was pleased they were all positive. I continued to share taking the lead with the staff member who attended the training with me for several sessions to enable the other staff to be able to learn from us. Although with all the activities there is no right or wrong way. That is why we validate everything that is said. The change in the majority of service users is a pleasure to see, even the quietest person as become much more vocal and willing to join in with most of the activities we do. One person in particular who is hard of hearing and registered blind joins in, when in the past he as chosen not to. He still talks about certain themes we have done the story telling to, for example at Halloween we took the opportunity to do this theme, we used pumpkins and plastic spiders, I passed these things around the room and we used ‘The Monster Mash’ song to do some light movement to music before using props to make up a story relevant to the theme. I asked the service user to describe the spider, for example what he thought it was felt like and he got really into it and even had a photograph taken. Since then I have heard him telling others about ‘the day we let him hold the Tarantula ‘and how he danced to ‘spooky music’. Changing what we do and the way we do it as had a very positive effect all the way round. We still do the other activities for example Bingo, dominoes etc.During our action plan meeting we discuss which service users are in the centre that day and adapt our activity to suit, of course what we plan for the day may change if we ask the service users they may want to do another thing so if we can we will accommodate the majority. Usually the day is spent doing group work but if needed we do offer one to one.

The Biggest Policy Flaw - Free Essay Example

Sample details Pages: 4 Words: 1316 Downloads: 9 Date added: 2019/03/19 Category Society Essay Level High school Tags: Gun Control Essay Did you like this example? In the world that we live in today, the thought of gun violence has been a major issue for many years and has been a issue proposed by the people to the government. The government needs to have some type of gun control laws to fix the problem in America on gun related violence. Anti-gun activists believe that by taking guns away the crime rate will drop. They believe it is too dangerous for the public to have access to weapons. I believe that if certain new gun laws were to be enacted crime would most likely change. I dont disagree that we have we have problem but the way people want to fix it is what I feel is wrong. If guns were to be completely wiped out people would be left defenseless against criminals and would be losing their second amendment rights. Don’t waste time! Our writers will create an original "The Biggest Policy Flaw" essay for you Create order Last year nearly 40 thousand people were killed by guns in the United States marking it the highest year of gun deaths in decades. Cable news Network or CNN found that the number of people killed by guns in 2017 shows a 10,000 person increase from 1999. The center for disease control or CDC confirmed with CNN that these death numbers are correct. Every day, 342 people in America are shot in murders, assaults, suicides suicide attempts, unintentional shootings, and police interventions. In 2017, nearly 109 people died every single day from gun violence, Director of Public Health Research Adelyn Allchin said in a statement. Gun violence is a epidemic that requires a solution, which is why we must immediately enact and implement evidence-based interventions such as permit-to-purchase policies and extreme risk laws. Allchin also stated that he thinks its time that our elected leaders at every level of government need to come together to make gun violence rare and abnormal. I believe that the second amendment was put in place for a reason and that right to own a gun should still be available. Many Americans are troubled everyday deciding whether keeping a gun in the home is a good idea. Keeping a gun in the home comes with some risks. There are many accidents occurring daily due to people not understanding how to handle guns. Many of us take that risk because the thought of protection outweighs the negatives. Our right of free choice needs to be preserved, and if the second amendment was taken away, our democratic society would be overruling us. Whenever I turn on the news the only thing that I seem to see are all the deadly crimes that are taking place across the country. I feel like we all want this to stop yet we are trying to take away a form of protection. If we dont have weapons to protect our personal safety then we might as well let people just kill us without a fight. I feel like we all want to have the ideal environment but we cant have that so called environment unless we feel safe and have a sense of protection. It is clear that crime is not going away anytime soon. Our federal government has put into effect many different forms of public policies to try and fix the problems that are widely known throughout the United States. The most important laws that are in effect right now are the federal laws prohibiting certain people from owning firearms. This law stop certain types of people from getting hold of a weapon. These people can range from having certain kinds of criminal records, mental illness, immigrants without legal status, veterans with dishonorable discharge and many more lost their right to own a firearm. Another example that branches of from the previous policy are the people selling the guns. The government takes many steps to make sure everything goes right and no laws are violated, or so they think. Federal law requires all weapons dealers to conduct a background check with the F.B.I to check if any red flags show up with the buyer. This may seem like a lot of safety but their are still problems with the system. People have found major loopholes and are using them to get weapons when they are not allowed too. The biggest policy flaw is that their are small-scale sellers, off branch people like small companies including many who do business at local gun shows,at these gun shows sellers are not required to do background checks on the buyers. This hole lets the sale of guns to be hidden and not seen by the government. Another example of a weapons policy that was put in place was that the federal government placed a ban on the sale of many types of assault rifles, but the law expired and has not been looked at sense. A few states have assault weapon bans of their own that remain in place. In fact, most gun controls exist at the level of the state, Laws on concealed carry weapons vary upon location widely too. Most states allow anyone who legally owns a gun to carry it openly, in public, without requiring a license or permit. Concealed carry in New York requires a permit like most states, these fluctuations show how federal and state rules can vary and show what can can result from different viewpoints. By many different sides of the argument, President Obama can be seen as one of the key players who was against guns and fought extensively for tougher gun control laws. was a key driver of the news and conversation on the topic. Overall, Obamas is widely known for taking many presidential actions such as announcement of a Gun Violence Task Force, this was to be lead by Joe Biden. The biggest pro gun player would be none other than the NRA or National Rifle Association. They fight for people to keep their second amendment right of the availability to keep and bear Arms. You often hear about the NRA today and that they are leading the fight to stop people and the government from taking away weapons. Despite the wide array of variation with gun control across the United States cities, there is no correlation between measurable impacts of violence levels found. The measurable information seems to be that with violence their is a higher frequency with which guns are used. Therefore, I think that the significance of some gun controls are definitely needed and recommended such as background checks, permits and licenses. We need these things because they put up some sort of security to block suspicious gun buyers, similar to having to going to hunter education classes before you can get a license. All in all I believe that certain types of gun control can be part of the solution to fixing violence related weapons problems in the United States. Through what I have shown I think that the United States needs more control on violence rather then weapons. I think that the idea of only guns being the problem is wrong and for many people thinking they are wrong too, but thats my opinion. I feel like if we want to have change we need to have longer prison terms, mandatory sentencing, and more use of stricter penalties. Even though Firearms have good and bad sides to it, you cant tell which side is wrong, this is why Gun Control is a ongoing topic still being discussed in our government today. The use of guns can save lives but can also can destroy ones life in a trigger pull. That fact brings people towards guns or scares people away from guns. In conclusion I think that that guns dont need be taken away. Its true that our laws regulate the sale and possession of other dangerous instrumentalities. The deaths from gun violence are close to the deaths from car accidents so one could say that cars dont kill people, people kill people.