Imported Food free essay sample

Some people think imported food exerts positive impact on our lives. To what extent do you agree? In the contemporary world, thanks to the high efficiency of logistics and transportation, it is not difficult for us to obtain imported food from all over the world such as kiwi fruits from New Zealand, cherries from Chile, chocolates from Switzerland and so on. But in the meantime, whether these kinds of food exert positive impact on our lives has become a highly debatable issue. Some individuals maintain that they are beneficial. Personally, I agree with this view, but I would qualify it to some extent. It’s evident that imported food has its merits in the following aspects. Firstly, it plays a crucial role in cultural communication thereby boosting local tourism industry and stimulating economic growth. Imported foreign traditional food is a great promotion that appeals to the potential customers. Hence, people who feel the food tasty are more likely to be willing to travel in the country where the food comes from. We will write a custom essay sample on Imported Food or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Secondly, some imported food are wholesome to body in terms of its rich nutrition like high vitamins, low calories and other particular elements which have been proved to boost our immune system. Moreover, imported food enriches our lives by providing us with different flavors and fresh feeling that we cannot experience from local traditional food. Indeed, imported food has its shortcomings for being higher costs and lack of eco-friendly concern. As imported foods are usually distant, it is essential to transport them by train, ship or even airplane to maintain its freshness. As a result, the shipping fee is relatively high compared to local food. In addition, a large amount of fuel is necessary during the shipment while tons of toxic gas is discharged, which can contribute to environmental pollution. To summarize, I appreciate the exotic feeling and rich nutrition the imported food brings about, even though I have to admit it adds to the deterioration of the environment to some extent. I suppose a good way to solve this problem would be import these foreign food ingredients and produce them domestically.

In Case Of and In the Event Of

In Case Of and In the Event Of In Case Of and In the Event Of In Case Of and In the Event Of By Maeve Maddox A reader asks if there’s a difference between these two phrases: Is there any difference between in case of and in the event of? Some seem to think these two phrases are synonymous; others contend that in case of is used when youre preparing for something, e.g. Take an umbrella in case it rains, while   in the event of when anticipating an unplanned occurrence, like In the event of fire, use the emergency exit.  What is your take on this? The OED defines the conjunction â€Å"in case† as â€Å"in the event that; if it should happen that.† On the Ngram Viewer, â€Å"in case of† is far more common than â€Å"in the event of† from 1800 to 1917, but then begins to plummet. In 2000, â€Å"in case of† is only slightly ahead of â€Å"in the event of† in the English database. A Google search also indicates that â€Å"in case of† is more common: in case of (290,000,000 results)   in the event of (95,400,000 results)   As for â€Å"anticipating an unplanned occurrence,† like a fire, a Google search indicates that the phrases occur about equally: in the event of emergency: 28,400,000 results   in case of emergency: 29,600,000 results   in case of fire: 22,700,000 results   in the event of fire: 19,600,000 results It seems clear that the two phrases are synonymous. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:7 Types of Narrative ConflictProbable vs. PossibleTypes of Plots

Philosophy of Science Coursework Example | Topics and Well Written Essays - 250 words - 1

Philosophy of Science - Coursework Example ve knowledge about things and are capable of even discovering others including those which make up the fundamental truth of the structure of reality supports the underdetermination arguments. This therefore implies that both weak and strong underdetermination are critical aspects in the understanding of philosophy of science. It is however worth noting that his call for more epistemic  resources like the ampliative principles of beliefs which are meant to help in narrowing down merely logical possibilities to come up with those that are rationally defensible is very problematic. Despite the fact that underdetermination is known to pose a threat to the rationality of scientific enterprise, Laudan argued that the significance of underdetermination is often exaggerated in a variety of contexts and claims. To him, underdetermination comes with a variety of strengths2. However, the known or seen strengths primarily depends on what is being said or asserted about a given character, the rational defensibility of the competing hypothesis and the ways through which people revise their beliefs on different evidences which are available to

Case study - legislation and security in zoos Essay

Case study - legislation and security in zoos - Essay Example 2) notes that it is possible that the UK has the highest level of Animal Welfare Legislation in the world. The western lowland gorillas are a subspecies of Gorilla that resides in lowland swamps, primary and secondary forests in central Africa. At the moment, the western lowland gorillas face extinction due to a number of factors. Some of the factors include poaching, deforestation, and disease outbreak especially Ebola. The Western Lowland Gorilla was classified as a critically endangered species on 2007 based on a reduction of population of over 80% over three generations (Genton 2013, pp. 2). Several legislations have been put in place to conserve wild animal all over the world, especially those designated as critically endangered. In the UK various laws have been put in place to protect critically endangered animals put in zoos. These legislations include: Cruelty to animals act, 1876 Protection of animals act, 1911 Dangerous wild animals act, 1976 Endangered species (import and export) act, 1976 Animals health act, 1981 Zoo licensing act, 1981 European Council Zoos Directive 1999/22/EC In 1896, the UK parliament passed the Cruelty to Animals act that defined limits on animal experimentation and established a licensing system for this experimentation. It instituted that researchers faced prosecution for cruelty if they did not conform to its provisions that required painful experimentation on animals to be carried out only when the proposed experiments are critically essential to save or prolong human life (Cruelty to Animals Act 1876, c.77). The Protection of Animals Act is legislation passed by the UK parliament and received the Royal Assent in 1911. It is basically a consolidation of various legislations, repelling other legislations such as the Wild Animals in Captivity Protection Act 1900 and the Cruelty to Animals Act 1849. This legislation however has largely been repealed by the Animal welfare Act 2006. The Dangerous Wild Animals Act 1976 was enacte d to ensure that dangerous wild animals kept by private individuals (as was the fad in the late 1960s and early 1970s), were kept in circumstances that did not endanger the public while also safeguarding the welfare of the animals (Dangerous Wild Animals Act 1976, c. 38). The Endangered Species (import and export) Act 1976 is a legislation of the UK parliament that seeks to restrict the importation, exportation and sale of certain animals and plants deemed endangered as well as their derivatives such as elephant tusks (Endangered Species (Import and Export) Act 1976, c. 72). The Animal Health Act 1981 is a legislation enacted to prevent and deal with various diseases affecting animals under human care. It established inspection regulations by approved government official and also set up a means with which the government can aid in preventing and curing animal diseases (Animals Health Act 1981, c. 22). The Zoo Licensing Act was established by the parliament to regulate zoos through r egistration with local authorities. The act requires all zoos to be inspected and licensed thus ensuring that animals confined in enclosures are provided with a suitable environment that ensures that they can express their normal behavior. The act also lays out conditions that zoos must keep to prevent escape leading to captive animal being injured or compromising public safety (Zoo

Health Promotion Research Paper Example | Topics and Well Written Essays - 250 words

Health Promotion - Research Paper Example This is why there are a number of media publications which cater to this particular segment due to seeing an opportunity to serve the seniors and attend to their health and life concerns. There are also many Web sites which cater to this seniors group with the rise of Internet usage. One such site is the magazine of the American Association of Retired Persons (AAR) which can be accessed by anyone with an Internet connection and which has about 37 million members. However, there are a lot of seniors who are not very proficient or familiar with the use of personal computers and do not how to access the Internet, especially for those who have poor eyesight or are not very computer literate. Advancing age brings with it the usual ailments of old age such as arthritis, osteoporosis, failing eyesight, poor hearing, problems with maintaining proper balance when standing and while walking, danger of falling down in the stairs or in the bath room, plus all other health needs like having a good diet and physical fitness. The name of the Web site is itself already indicative of the target market for its products and services (www.aarp.org, 2014). Topics are relevant for seniors people (55+ years) and so the site is effective in its messages like maintaining wellness, on leading healthy lives, and preventing common ailments and in the avoidance of the usual accidents at home (Gullota & Bloom,

Nurse or ODP as first assistant in theatre

Nurse or ODP as first assistant in theatre The Role of a Nurse or ODP as First Assistant This essay will look at the role of a Nurse or Operating Department Practitioner as a first assistant in modern theatre. NATN (1993) defines first assistants as registered Nurses who provide skilled assistance under the supervision of the surgeon but do not intervene surgically. Their standard of care must be of a very high order. Holding retractors, using suction, Handling tissues and organs, skin preparation, assisting with skin closure and haemostasis, cutting sutures and ligatures, prepping, draping and general assistance to the surgeon are examples of this role. Patient safety is paramount and to ensure this, the importance of undertaking training beforehand is emphasised. The role is not to be confused with that of a surgeons assistant where Nurses have more extensive involvement during surgeries NATN (1994) Theatre Nurses began to function as first assistants during World War Two when there was a shortage of surgeons and their juniors. Recently this role has evolved as Nurses expand their practice as well as compensating for a similar shortage of Surgeons, resulting from a reduction of Doctors working hours NHSME (1991). By assuming this role, Nurses are acquiring greater responsibility and therefore greater legal accountability. Studies show that considering the amount of time Nurses are spending on these expanded role activities, the continuing expansion has created cost implications, which include training costs, and the costs of increased hours required to enable the Nurses to carry out these procedures. As the years are going by, it has become clear that the roles of all healthcare workers have changed and are still changing. Reforms in healthcare delivery have arisen from the move to degree level education of the Nurses and the implementation of the New Deal (NHSME1991), which concerned Doctors working hours and delegating to Nurses activities previously undertaken by medical staff. Professional and legal developments such as the United Kingdom Central Councils (UKCC) Code of Professional Conduct (1992), Scope of Professional Practice (1992) and Exercising Accountability (1989) have all acted as guidelines for the Nurse when developing practice and expanding their roles. In 1989, the Government agreed that the number of hours worked by junior Doctors was unacceptable and it was necessary to reduce their workload. This initiative also had implications for Nurses to take on some of the activities or tasks which had been considered a part of the junior Doctors remit Higgins (1997). The author continues by saying that this extension and expansion of the Nurses role would also fulfil the key requirements of the New Deal. In the process, the training incentives would also enhance and expand the scope of nursing practice, and provide a more holistic approach to patient care. To ensure that these training programmes complied with the scope of professional practice requirements (UKCC 1992), each programme has three centre objectives to be achieved by the participant. By the completion of the course, each participant must be able to recognise the legal and the professional issues surrounding the practice, gain skills and experience required to perform the proc edure and attained all the requisite knowledge underpinning the practice with improvement in communication between disciplines. DHSS (1997) Theatre Nurses working as first assistants have many matters such as accountability, responsibility, autonomy and duty of care to the patient with which to contend. Hind (1997) declares that there are four issues to consider, which are professional, legal, contractual and self, as described below: * Professional: UKCC (1996) states that a registered Nurse must promote and safeguard the interests and well being of patients and clients, acknowledge any limitations in knowledge and competence and decline any duties unless able to perform them in a safe and skilled manner. Bernthal (1999) advocates this by saying that Nurses are totally accountable and Surgeons can only supervise and not take responsibility for any action of the Nurse acting as a first assistant.   They must not help the surgeon out without adequate education. * Legal: Bernthal (1999) says that Nurses are accountable to the public through criminal law and to the patient through civil law. Theatre Nurses need to be aware of the possibilities of litigation as they extend their role. If a theatre Nurse does not feel competent in a role, they have a duty in civil law as well as in the guidelines set by UKCC to refuse to act, thereby ensuring patient safety. Lack of experience is never an excuse for incompetent care, once a duty of care is breached causing harm to the patient, the result is a charge of negligence. Therefore, major legal and professional implications exist. * Contractual: When a contract of employment is signed, employees are bound by its terms Hunter (1994). Employers can control not only what nurses do but also how they do it Lunn (1994) which creates a dilemma.   Nurses have a responsibility, legally and professionally, to protect their patients by performing only in those areas in which they are competent but as employees, they also have a duty to carry out the orders of the employer. Therefore the employer must provide adequate training and support so that the staff can carry out any extended role competently that they require of them Bernthal (1999). * Self: Bernthal (1999) states that to be ‘self accountable, Nurses have a moral, as well as a legal and professional duty, to educate themselves in any deficient area of knowledge. If all professionals self regulated themselves perfectly, there would be no need for other legal and professional bodies to ensure patient safety Hind (1997) A group of senior Nurses at the University Of Dundee in 1999 stated that a high percentage of scrub practitioners are undertaking first assistant activities. They also stated that there was a lack of funding to support this role and to recognise those who had successfully completed the formal first assistant training course. They also realised that for the initiative to progress, it was imperative that there was an actual record of the current scrub practitioners practice in Tayside, which resulted in a four-week long scrub practitioner audit in 1999. This audit involved each scrub practitioner filling a questionnaire for every case admitted to the theatre. However the result wasnt as expected (Robinson and McIntosh 2002). Robinson and McIntosh (2002) stated that the analysis, though, showed the first assistant activities were undertaken to some extent by the scrub practitioner, confirming the working partys initial theory. The audit team also learnt that the degree of involvement of first assistant was far higher than originally thought, and that all the first assistant duties which scrub practitioners had accepted as a part of their normal practice were inclined to be undertaken more often. These include activities such as skin preparation, draping and cutting of sutures and ligatures. The personal opinion of the audit team was that, locally, medical staff had adapted their practice and accordingly were happy for scrub practitioners to perform the first assistant activities. The audit team also learnt that surgeons have helped in redefining the role of scrub practitioners. Despite increasing emphasis on professional accountability, it is evident that the scrub staff are routinely performing outside t heir ‘normal scope of practice. Tanner (2000) stated that first assistants activities constitute an extended role and it is necessary to explore whether the tasks undertaken are extended skills requiring additional training and separate contracts. There is a concern that if scrub Nurse or ODP takes on the first assistant role, they will encounter problems with professional accountability and liability and also require additional training. This however has been accepted, apparently unchallenged, by scrub and theatre Nurses. However it is time to address this and find out whether the activities currently recognised as a part of the first assistants role do or do not constitute extended practice (Tanner 2000). Timmons (2000) states that evidence on the above statement is based on the qualitative study exploring Theatre Nurse practice. The methodology of this study used observations of scrub Nurse practice and interviews with scrub and theatre nurses. As suggested by NATN (1993), some first assistant activities (e.g. assisting with skin closure and haemostasis, cutting sutures and ligatures, prepping, draping etc.) were actually all routine theatre Nurse practice. Sutherland et al (2000) confirmed these findings in a later audit of theatre Nurse practice showing that in 951 surgical cases, 73% of the theatre Nurses undertook first assistant activities, and on asking why, 39% of them said the activities were a part of their normal practice, especially prepping and draping.   EORNA (1997) supports this idea of first assistant tasks in the curriculum content for theatre course, e.g. preparation of the patient. This does not mean that the first assistant role is not an extended role, but rather the tasks currently described by NATN as being a part of first assistant role may be routine theatre practice. Tanner (2000) states that the observations of theatre practice identified some activities which occurred infrequently, were limited to certain surgical specialities and appeared to require additional education or understanding, e.g. staff developing x-rays, setting up image intensifiers, shaping grafts, putting cement on prostheses, hammering, preparing ‘back slabs, cementing and directing laparoscopic camera equipment. It does not mean that these tasks are skills of the first assistant but merely that these tasks seemed to be additional skills which may form part of the future developing role of the theatre practitioner. NATNs principles of safe practice in the perioperative environment (1998) goes on to say that surgical preparation requires knowledge of infection control and aseptic techniques and that staff at all grades should receive support in these techniques until proficient. One should assume that all qualified theatre practitioner possess a proficient aseptic technique and therefore they are able to undertake this task. Tanner (2000) stated that in fact, a majority of theatre nurses prep and drape patients, which make it superficial to label these activities as additional skills. It is much better to incorporate them into our existing developing role in response to a changing environment. The current role of theatre Nurses has evolved as a response to the changes brought by advances in surgery, world wars, staff shortage and even a personality dispute (Kneedler and Dodge 1987) (Groah 1990) (Fairchild 1993, 1996) (Adams 1990) Bernthal (1999) called for the need to provide well-defined parameters defining the first assistant role. Tanner (2000) stated that the theatre is a complex environment with a large number of professional groups where the smooth running of operating sessions is dependent upon boundaries that are fluid and continually negotiated. Scrub Nurses will be familiar with situations where Surgeons have opened sutures for them, moved the theatre lights or transferred patient, all tasks considered to be the responsibility of nursing or circulating staff.   Placing boundaries or limit may prevent such negotiated ‘swapping of roles. Boundaries which are inflexible and not responsive to changing situations may restrict the smooth running of the operating lists. If limitations are built around theatre practice, in the future theatre Nursing may become over-specialised and eventually untenable. Ultimately the boundaries set down by theatre Nurses may end up excluding theatre Nurses themselve s.   It is time to consider whether scrub Nurses can adapt successfully to their expanded and extended roles. Wright (1995) stated that in the simplest terms, role extension refers to Nurses carrying out tasks not included in their normal training. Most of these tasks relate to acute medical-technical intervention usually carried out by Doctors such as setting up intravenous infusions. Such tasks are thought to require greater intelligence and skill. Role expansion, on the other hand, is based on an alternative set of values. The significance and intricacy of scrub Nurses core skills are recognised in a concept of ‘fundamental rather than ‘basic training. UKCC (1992) states that the scrub Nurse undertaking either some or all the elements of the first assistant role, as defined by NATN (1993) should be competent enough to do the task as no work should be carried out unless the Nurse is certain in the requisite knowledge and skills. Section 9 guidelines of UKCC (1992) gives enormous scope for Nurses to expand their activities, provided that certain critical questions can be adequately answered: whether the patient care will get better, whether core Nursing is preserved and the essential values and practices associated with caring protected, whether the scrub Nurse is competent and able to judge as not all Nurses are aware of the limitations of their knowledge and skills. More importantly, whether any management support is present, as Nurses need to feel that any new work that they take is supported by the organisation in which they work. Also, a comprehensive strategy is needed to ensure that any role development is safe and based on so und knowledge and skills which can be made possible by education. UKCC (1992) Thus, the aim of this initiative is to educate Nurses to undertake the role of first assistant, which is recognised nationally as an interface between the Doctor and the Nurses in the operating department. The education programme is divided into two sections dealing with clinical and academic issues. During this period, the first assistants critically analyse the care needs of patients for both elective and emergency surgery and scrub practitioner participates in care and preparation of patient for surgery and act as a first-assistant to the surgeon. Beesley (1998) and Bernthal (1999) stated that numerous hospitals support their staff to undertake university based Theatre Nursing courses or in-house theatre course where e.g. prepping and draping are taught. It is also surprising for a hospital that has paid for its theatre staff to be taught prepping and draping not to undertake these activities as a part of their contract. Beesley (1998) also describes a hypothetical situation where a patient prepped and draped by a theatre Nurse developed a post-operative wound infection. Beesley continues by suggesting that in this situation, the Nurse could be deemed negligent, as the Nurse had no formal training on the role of first assistant. However, it would be surprising for a qualified theatre Nurse not to have been taught the underlying principles of prepping, draping and infection control. Tanner (2000) also stated that a surgeon in a similar situation, although knowledgeable of asepsis would be unlikely to have covered ‘draping the patient as part of the FRCS exams. NATN (1993) also states that it is essential that adequate education and training be offered to those Nurses who are likely to undertake the first assistant role. While this is also a wise advice to offer Nurses undertaking new roles, it is based on the assumption that the activities currently associated with the first assistant role are indeed new. Beesley (1998) also bring forward the NATN stance and advocate that ‘nurses must first seek the education and training they require to become competent in this role. Tanner (2000) states that as a result of this demand for education, the ENB N77 ‘The Nurse as the First Assistant was developed. Farrell (1999) describes the development and the delivery of this course at Manchester University and includes a table showing an example of the course content reading ‘core anatomy and physiology, skin prep and draping, wound healing, tissue viability, sutures, wound drainage and haemostasis. This would appear indistinguishable from the contents of a routine theatre course (Tanner 2000). In conclusion, theatre practitioners will continue to face challenges to their practice in a dynamic and changing healthcare system. The role of the first assistant has wide implications, legally and professionally, and all theatre practitioners must be aware of these. Nurses have a unique professional role and it is essential that this is developed and not eroded if Nurses take on the role of the first assistant. Wright (1995) states that expanding the role of a theatre Nurse is fraught with difficulties, but also full of possibilities. Observation of theatre practitioners practice suggests that prepping, draping and retracting are routine theatre practice and not extended duties which require additional education and separate contracts. This should not be misinterpreted as suggesting that first assistant activities do not require additional education or separate contracts, but simply that some of the activities previously mentioned, which are identified as being first assistant activities, do not require this. If boundaries to theatre Nursing practice are set which are incorrect or inflexible, theatre Nurses may find themselves excluded, not only from carrying out these routine tasks, but from any future tasks developed in response to a changing environment. Stretching the boundaries of care, may of course, increase the employment opportunities for theatre Nurses in an increasingly competitive and cost-conscious healthcare market. More importantly, it seems that the patient has a chance of a better deal. Formal approaches to role expansion can replace the previous ad hoc methods providing safer practice and legitimising what many theatre staff already do anyway. There is no need to fear the creation of a ‘mini-doctor if we are clear about our values, practices and methods of development. Indeed, the potential is there to create many varied ‘mega-nurse roles that can be turned into a genuine clinical career structure, based not on managerial hierarchy, but on expanding knowledge and skills in-patient care (Wright 1995).

The Internet Essay -- Communications, Media

Hypotheses Hypothesis # 1: The lower the perceived complexity of using internet, the more likely that internet will be adopted for the ornamental plant business. Perceived complexity. The management’s perceptions of difficulties in using internet are important variable to associate it with their behavior to use the technology. Characteristics of innovation as the factors of adoption of innovation (2003) have been tested by many scholars. Innovation adoption is usually to be related with its perceived complexity (Rogers, 2003). Meanwhile, Tan & Teo (2000) found that self-efficacy is important variable, in which the more confident the internet users, the more likely they adopt internet-based banking service. Cooper and Zmud (1990) also found that better technical skills to implement and use of particular technology may increase the chances to adopt the technology. Thus, perceived easiness to use internet will likely associated with internet adoption for ornamental plant business. Hypothesis # 2: The lower the perceived expensiveness of using internet, the more likely that internet will be adopted for ornamental flower business Perceived relative advantage: perceived expensiveness, overcoming space, and widening market area. Other thing than technical complexity is how management perceives the relative advantage of using internet. Perceived expensiveness is important indicator of relative advantage. Chang’s study as quoted by Saverin & Tankard (2000) shows that factor economic particularly cheap price is important factor to predict innovation adoption. Similarly, the characteristics of internet adopters are not different from the typical of earlier adopters in other innovation, due to better access to resources and higher soci... ...ty, then it could be useful to identify who are the elites and who are the marginal segments with regard to the socio-economic characteristic and ecological environment differences as hypothesized above. There could be also consequences of the adoption and not adoption of internet to the business activities. Agricultural knowledge, social connection, market behaviors could be among different things that experienced by the two segment groups due to technological distinction. All of these factors may determine the survival of the business activities in the long run. Thereafter, the research questions are: †¢ Does digital divide exist due to unequal access of internet that is experienced by ornamental plant business community? †¢ What are the impacts of this digital gap to the sustainability of the disadvantaged social segments of ornamental plant business community?

Importance of play Essay

Introduction: I will be doing a project on which gender has more influence to play in home corner and what play also interacts with children? The reason I am doing this projects is because this project is going to help me find out the differences in each gender’s role. I want to find why children at the age of 4-5yrs do not play with the other gender (e.g. Girls with boys and boys with girls.) The three questions I will be focusing on are 1) How gender effects home corner? 2) How play promotes children’s relationship with peers and adults in home -corner? 3) Does resources of multicultural determine the gender of home corner? Home corner is a role-play that supports an individual in their learning about knowledge and understanding of the world. Play enables children to learn by exploring, to practise skills, to learn to use imagination in order to understand how things work and to understand social roles. Culture is a set of learned beliefs, values and behaviours the way of life shared by the members of a society. (www.saa.org/publications/sampler/terms.html) Culture is the collection of values and norms associated with the group. Culture is intended to describe all the features of a group that make it different and distinct from other groups. Culture differences due to different life and learning experiences can effect communication and understanding. Gender is the sex of an individual (boy and girl or man and woman). Literature Review: History of play In 1873, Spencer â€Å"declared that play activity, driven by surplus energy is directed towards activities which have a prominent role in the animal’s/person’s life. He emphasised a close relationship between art and play saying that â€Å". Art is but one kind of play.† There are many types of plays the children learn from: Sensory-motor play. Sensory/ Messy play touching, smelling, tasting and looking helps the child explores and experience the world through their senses, they then begins to explore objects, materials and toys outside themselves. Games with rules. Playing games with rules helps the child understand that you need to share and give a turn when playing with some toys. It gives the child an opportunity to learn about rules, which help a child become more disciplined and helps them share with each other. Symbolic play Children often represent their social world through symbolic play. Children signal that they are about to start, or change playing; by various methods such as saying â€Å"do you want to play with me?† â€Å"Now I’m a monster† and close the playing by negating the roles â€Å"I’m not dead any more† marking boundaries of when children enter and leave the play. Symbolic play enables the experience of subjective realities in alternative environments, whilst also sharing this experience with others. The participants agree To create an alternative reality. Abused children find symbols or metaphors to describe their pain, thus allowing them to explore past relationships in a multi-dimensional way and make some meaning and resolution of their past. Freud identified his theories of play as a repetition of symbolic games being the ego attempt to repeat actively a traumatic event, previously experienced passively, thus allowing the child to gain mastery over the event. From this, a psychoanalytic approach to child analysis developed which used play to interpret the child’s unconscious motivation. The two people, on the whole, who were responsible for this development, are Anna Freud and Melanie Klein, through their work with neurotic children. ( http://www.geocities.com/Wellesley/9158/play.htm) Recently there have been many theorists who have written many articles and journals about children and their imagination in play. Every child is unique, and has his/her own imagination that he/she can’t share with his friends or anyone else. Most theorists have different views about how play is important in the child’s life (e.g. Albert Bandura (born in 1925). Albert Bandura argues that people learn from what they see and hear, and that people often imitate or copy others without external reinforcement and conditioning association-taking place. Bandura argued that people are not only influenced by reinforcement but they are also influenced by what they see in the media and what happens to other people. Bandura argues that people will model themselves on other people who are rewarded or ‘reinforced’. Learning undoubtedly influences human development, conditioning and imitation in learning how local environment is about influencing people at different levels. Home-corner: Most children spend their time in home corner and try many things that they have seen from other people e.g. pretending to cook like they might have seen mummy cooking in the kitchen, or trying to feed the dolly as their mummy feeds them, or try dressing them selves etc†¦ â€Å"By providing a setting for role play, the home corner allows children to make sense of their immediate world.† By looking at other people, children try to imitate and pretend to be someone else with their friends and perform familiar roles (e.g. mom, dad etc†¦) Children also react the events they have experienced in the past or present like going to the doctor, talking to the policeman, looking at the builders, paying the money to the shop keeper when gone for shopping, or making noises when they see a fire engine going past them or acting out as fire fighters using their imagination and what they do as a fireman, talking on the phone, visiting daddy, having a birthday party, dressing up to ‘go out,’ celebrating holidays, going to church, and attending weddings, funerals, picnics, and movies. â€Å"By providing a setting for role-play, the home corner allows children to make sense of their immediate world. Children have numerous opportunities to work together, express their feelings, and use language to communicate roles and respond to one another’s needs and requests.† Childcare and education, Third Edition, Tina Bruce and Carolyn Meggit, (hodder and Stoughton), 2004. Role-play, it has been argued, is used to provide help to children so they can come to terms with their own experiences, ‘to play over and over the important happenings of their lives’ (Plowden et al., 1967) Other researchers suggest that play is held together by children’s knowledge of scripts, that is, by schematic representations of events including information about the temporal and causal organization of a set of related acts, which are obligatory and which optional, and the associated props and roles (French et al., 1985). Gà ¯Ã‚ ¿Ã‚ ½ncà ¯Ã‚ ¿Ã‚ ½ (1987) argues that children’s shared (public) script knowledge allows them to establish a general framework for their play and provides the grounds for the further negotiation of play through individual (private) contributions. Play: Play also helps people to meet emotional needs and adult ‘recreation’ often involves ‘play’. (Childcare and education, Third Edition, Tina Bruce and Carolyn Meggit, (Hodder and Stoughton), 2004.) Skinner (1938) believed that conceptualized play as a learning response to a set of stimuli (e.g. toys). In his view, play was seen as a problem solving behavior because it is complex and has investigative features. Bateson (1972) considers play as a means of developing children’s communication skills. Piaget was the first theorist who separated social and emotional development but focused play toward cognitive development. He argues that play contributes to intellectual development through the process of ‘accommodation’ and ‘assimilation’ He believes that accommodation is the main sort of play that children achieve. They take this idea and fit in the knowledge they know and understand. According to Vygotsky, play is a leading activity of child development as it supports all the aspects of child development. This involves the ability to mentally represent experiences and what happens through play. He also made a note that make-believe play is socially and culturally determined, and as children explore this type of play they are depending on their understanding of the social life and rules of their communities. Gender: In the past decades there were activities in the society that men thought women could do and activities that women thought men could do. In the twentieth century there were gender roles for people and that worked according to the government (e.g. the boys have greater access than girls in education and men are over representing in important decision-making). On the present day, when children grow up probably at the age of 3yrs to 4yrs, some children tend to recognise themselves as boys and girls. In some plays, children stereotype other children and tend to play with the same sex (i.e. boys with boys, girls with girls). In most play boys tend to play freely and tend to be more active while girls take their time in exploring. Children don’t understand that in some activities girls can contribute just as much as boys can. Most children as boys, think that girls can’t be policeman and boys can’t look after babies. At the age of five, children tend to form a group of the same gender and won’t let the other gender play with them. Looking at their parents or their relative, boys think and also set in their minds that girls are suppose to be looking after babies and families, and boys are suppose to be working hard like, building a house, or doctors, or fire-fighters etc†¦ some children imitate other people’s language. They keep their concentration away from girls and also try to stay away from girls. Children are more knowledgeable about the wide variety of gender stereotypes and gender roles. At the same time they have open minds about what the males and females can do and this continues in the adolescence and this kind of thinking gets stronger. Gender stereotyping affects behaviour only when children incorporate those beliefs into their own gender identities, self-perceptions of what they can do at play in school and further perceptions in society. Gender Roles: John Locke believed that children are born as blank slate. He believes that children are tabula rasa. John Locke also believes children are born with nothing at all, and all kinds of experiences and responsibilities can shape them up in any way they wish, e.g. rewarding them for good behaviour not with sweets or money but appraisals and approvals. Jean Jacques Rousseau disagrees with John Locke and believes that children are not blank slate and children are filled with all the knowledge with the adult instruction. Children only need to know what is right and what is wrong and are mature enough to learn themselves. Piaget does not believe that children’s learning depends on the reinforcement, such as reward from the adults. According to his cognitive development theory, children actively construct knowledge as they manipulate the world. Vygotsky (1934/1987): According to Vygotsky social interaction in particular, cooperative dialogues between children and more knowledgeable member of society is necessary for children to acquire the way of thinking and behaving that make up a community’s culture. Vygotsky believed that as adults and more expert’s peers help children master culturally meaningful activities, the communication between them becomes part of children’s thinking. Bronfenbrenner emphasizes that the developing person is embedded in a series of environmental systems that interact with one another and with the individual to influence development. Methodology: The way I am going to be working towards my project is by having a structure-where I will be observing children in the home corner. Firstly I will ask at least six boys to play in the home corner. I will be observing their communication with other children. Then I will be taking brief notes of what they are playing with. I will also be observing the situation they will be playing at. When boys are playing they tend to chose their own activities that interests them and choose as much as character they like in their play. The main purpose of observation will e to see how they engage with role play and also what language is used during the role play.Boys are more likely to go towards action situations instead of sitting down to play. Boys tend to be noisier that girls and tend to make friends with children who have high confidence. Boys don’t like any equipment that they think girls play with or they think is for girls. Children tend to play out the situation they have been through e.g. boys mostly tend to be a policeman because they have telephone, guns, and different tools hanged to their belt. Boys when walking around with any thing in their hands they tend to use their imagination of that thing e.g. telephone made out of mega blocks or a toy drill machine they think it is gun. The reason I used a plastic drill machine is because boys tend to play with tools, which have some sort of action, more than girls. In a boy’s imagination if a toy or furniture is broken they start banging the toy/furniture until it is not fixed. I will then be observing the character boys are pretending to play with their friends and ask them few questions like what character they are playing? And observe them about who and how they relate to the situation to them? Then I will have six girls playing in the home corner with free equipment. I know girls are then to play quieter then boys and use their imagination to their familiar person (e.g. mum, dad, or their favourite auntie that they like very much). Just like the boys girls tend to choose their own activities and they prefer those, which are quietly done. They play toward kitchens and babies and looking after other children etc. I will be observing the girls in the same way as boys. I will then ask the children to play together (six boys and six girls). I will be observing their conversation towards each other and try to see if the boys contribute as much to the group as the girls they are playing with. I will also observe them in their situation /events plays, and see if boys tend to play with girls in their activities or if girls tend to play in boys activities. The method techniques I will be using are narrative report, which will help me to write a brief note on what the children are doing, their attitudes, communication and actions towards the other gender and play. Time sampling which will help me to observe the time each gender to play with each other and time they tend to spend in the home corner individually and in group events sampling, which will help me observe whether the child is playing and what materials/equipment/toys they are using. When there is a role-play, the setting needs to be free role-play for children to explore and express their feeli ngs and imaginations in the play. I would also like to observe how children interact with peers and adults around them. This will help me to see if children are different with peers and adults (e.g. if a child is talking to their friend he/she is talking freely, but if the child is talking to the adult he/she will watch his/her word and behaviour what they would be talking about.) in my method I would also like to observe the children about their culture and observe them if they are aware about the attitude, beliefs, and values about their culture. I will be able to see if they are expressing their feelings towards the knowledge that is given to them by their parents and expressing them in the setting with other children. I will also be observing the play that effects culture, gender and environment in the setting for the children. In my method techniques I would also want to interview the staff about the behaviour of the children in the home corner. The materials in the home corner that I am going to use for both genders, and have my observation done according to the materials I provide for them in the setting are the following: * Dolls – female and male, commercial and homemade, to reflect the skin colours, hair styles, facial features, and special needs of children in the programme * Stuffed animals * Doll beds, blankets, pram, front/back pack * Baby rattles, bibs, bottles, nappies, clothes (trousers and dresses) * Broom, dustpan * Toaster (wooden or de-electrified), clocks (wind-up or de-electrified) * Mirror * Two telephones * Small stepladder * Dress-up clothes and accessories-hats, shoes, purses, wallets, briefcases, scarves, head wraps, jewellery, masks, neckties, belts, suspenders * Lunch boxes, picnic hamper, laundry basket * Toolbox and tools * Envelopes, cancelled stamps, seals, stickers, junk mail * Typewriter, keyboard * Sturdy cardboard boxes * Low, movable partitions * Rocking chair or easy chair * Blankets, sheets, quilts, pillows, beach towels, sleeping bags * Photos of programme’s children and their families * Wall hangings reflecting local community * Real plants, watering can * Real cooking equipment (stored out of children’s reach and used only with adult supervision) * Hotplate, toaster oven * Electric frying pan * Reference photos and recipes * Cookbooks, picture recipes * Field-trip photos (for role-play ideas) Props- * Home-builders’ props: toolbox, tools, empty paint cans, brushes, pipe fittings * Doctor’ props: lab coats, plasters, gauze, stethoscope, cloth bandages * Farm props: overalls, pail, straw, animal brush, empty feed bag * Petrol-station props: empty oil can, hose, rags, empty paste-wax can, jack, spanner, steering wheel, hubcaps * Fire-station props: hats, raincoats, wellies boots, hoses * Restaurant props: hats, aprons, cups, straws, serviettes, menus, order pads and pencils * Fishing props: fishing poles, nets, heavy boots, buckets, oars, petrol can. When young children are watching television they are aware that TV images can represent reality. Since the 1950’s researchers and public citizens have concerns about attitudes and behaviour that children have by watching T.V. Most studies believe that TV is great impact on children by violence, other researchers focus on TV that teaches children to be undesirable gender and ethnic stereotype. Children who are aggressive learn from the media through TV because most of the cartoons have violence and they teach children that being violence and aggressive solves the problem and all the children like to have a go on whatever they see that they think is interesting by watching in the television. Violence has an impact not only on parents but also in peer relationships. Ethnic and stereotype is another impact on children by T.V. Even though females are involved in more careers but on T.V the media has still shown that women are loving, caring and looks after the family. This affects children because boys like to be hyper and loud whereas girls should not be loud but quiet. The T.V has an impact on both genders because children have seen the advertisements and people are with the same sex (boys talking to boys and girls talking to girls), so in the children’s view they might think that is how it should be like and they stereotype other children from what they see from the media. How gender affects Home-corner? How play promotes children’s relationship with peers and adults in home -corner? Does resources of multicultural determine the gender of home corner? Reference List: Bartlett, S and Burton, D. Introduction to Education Studies. (2007) (2nd eds), SAGE publication LTD. Childcare and education, Third Edition, Tina Bruce and Carolyn Meggit, (hodder and Stoughton), 2004. Cole, M., Cole, S.R. & Lightfoot, C. (2005) ‘The Development of Children’ edn. 5, New York: Worth Publishers

The Past is a foreign country Essays

The Past is a foreign country Essays The Past is a foreign country Paper The Past is a foreign country Paper The Past is a foreign country: they do things differently there. Referring to L. P. Hartleys novel The Go-Between and Philip Larkins poetry anthology The Whitsun Weddings, explore the significance of the past. Whats gone and whats past help, should be past grief. L. P. Hartleys novel and Larkins poetry demonstrate the lack of reality in this philosophy, a point that Shakespeare clearly implies with the use of the auxiliary verb should. Although a foreign country our capacity of memory allows us to continue living in that strange land making the events that occurred there very much present grief. The devastating history of The Go-Between epitomises the power that the past has to dictate our lives. That one summer in adolescence can affect the next fifty years of a mans life illustrates the influence that the past has on the present. Similarly, the poetry of Philip Larkin portrays how alive and existing the past is, in memorabilia, in our children, in artifacts and in ourselves. A post mortem of Leo Colstons metaphorical death, the novel The Go-Between, tells the account of how a boy was prematurely forced into adulthood, an adulthood never lived out. The events that occurred at the age of twelve crippled Leo to such an extent that even in his sixties he has not recovered; he is dried up, the husk of a man. One summer in his youth holds more significance for him than any other time, it is the only time in his life that Leo lived but also the time at which he gave up on his existence and died. The Leo Colston of pre-1900 remained at Brandham Hall, where they do things differently, and it is only at the age of sixty-four when he returns in person that he is able and dares to start living once more. After opening Pandoras box, his diary from that eventful year, he decides to confront the past. Despite Leos advance in age he still possesses childhood nostalgia contained in a box, which like him is battered, all these years later. He stored away memorabilia from his early days, evidence that he had not recovered from what happened in the past. In this searching exploration of the nature of memory as termed by Douglas Brooks-Davies, we are shown the ability that the faculty has, as well as memorabilia, to contain the past. Colston was unable to throw away his physical memories just as much as he was unable to rid them from his mind; he did not have closure on the events that took place in Norfolk, it was unfinished business. The prologue of this bildungsroman sees Leo Colston unable to resist the enervating power of his boyhood diary, and so he once again opens the door to his disturbing past. Both the prologue and epilogue of the novel are evidence of the great significance the author places on the past, shown in the pathetic life he has created for green Leo Colston, a now cindery creature, a dull dog. Many factors contributed to the breakdown of the young go-between, not solely the revelation of the sexual act. The twelve-year-old Leo Colston was emotionally immature. He knew nothing of the facts of life and believed that by being a go-between he was a messenger of the gods so high were the Maudsleys in his esteem. Therefore when plunged into water too deep for him, acting as the lynch-pin of the whole business, he was destined to get hurt. After weeks of manipulation by his adored Maid Marian, amounting to psychological child abuse on her part, he was then sadistically forced by a hysterical Mrs. Maudsley to witness the two bodies moving like one. Leos downfall had almost reached its peak. The climax arrived however with the news that Ted Burgess had gone home and shot himself, releasing the metaphorical trigger that was to kill Leo the schoolboy and force him into an unpleasant adult world. The Diary for the year 1900 is a snapshot of naivety, as regards to both Leo and society, echoing the line from Philip Larkins poem MCMXIV: Never such innocence again. Both Leo and England were ignorant of the capabilities of man. Later England was to be disillusioned by the atrocities of two world wars and on a personal scale Leo was to lose his faith in the morality of man. It could be argued that had this novel not been set at the turn of the twentieth century but one hundred years later at the turn of the millennium, Leo Colston would not have suffered a nervous breakdown. Due to advancements in technology there would have been no need for a messenger to aid a secret love affair. The romance between Marian Maudsley, aristocrat and the farmer Ted Burgess would probably not have needed to be a secret at all due to the lack of such a segregated class system in todays society, and also due to the much improved status of women who are now far more liberated as regards sexual relationships and marriage. It is also improbable that an adolescent approaching thirteen in todays society could be as nai ve as Leo concerning the facts of life. The past therefore also has significance in terms of context and as the setting for L. P. Hartleys novel. In The Go-Between L. P. Hartley accurately recaptures the mood of the late Victorian period, through his novel the reader is allowed to witness not only Leos past but also the age in which Leslie Poles Hartley lived. The novel contains many similarities to the authors life and to a certain extent is autobiographical. Lord David Cecil praised Hartleys ability as a historical and social commentator believing him to be One of the most distinguished of modern novelists (And) a sharp-eyed chronicler of the social scene. The Epilogue of the novel shows most effectively the relationship between the past and present. When Leo Colston returns to the village near Norwich where the frightful trouble occurred, it is to a landscape as foreign to him then as when he first arrived there as a pubescent schoolboy. Whilst Leo has lived a monotonous existence for fifty years the most changeful half a century in history has taken place in the world around him. Yet other things remained unaltered. Marian Maudsley still has the power to bewitch Leo, to emotionally blackmail him, to make him carry out a final errand of love. Despite himself Leo is compelled to enter the world of Brandham Hall once more to deliver Marians words to her grandson, Ted Burgess grandson, the character of Edward symbolising the legacy we create in our children. As long as people continue to procreate they will never truly die, but live on through their offspring. Although his farmer friend had taken his own life all those years ago, Leo sees Ted Burgess once more in the face of his grandchild. On seeing the Hall, Leo allows himself to start recollecting fully the time he spent there. As he revisits the foreign country of his past he allows himself to stop being a stranger there and to understand that past land and the events that took place there. Also a foreigner in the world of emotion his entire adult life, Leo Colston will be no longer as he attempts to lay his ghosts to rest. In his anthology The Whitsun Weddings Philip Larkin explores the concept of past and its different aspects. With Afternoons he examines the passing of time; generations growing old without hardly noticing, then looking back at their pasts, their youths, from the hollows of afternoons. Mr. Bleaney was a person of the past and yet his personality lives on through the tales of his landlady and the stamp of bleakness that he left on the hired box. Yet it is in poems such as Love Songs in Age where Larkin truly observes the role that the past plays in our everyday lives, the ability nostalgic souvenirs have to comfort and move us as well as to disappoint. As in The Go-Between a tatty keepsake is the key to unlocking the past, again memories both fond and painful. The tone of the first verse is very matter of fact, simply informing the reader of how a widow accidentally stumbles upon some old, uncared for songbooks. Although unloved she could not face throwing them away as they took so little space. The simplicity of the language used complements the everyday value of the subject matter whilst at the same time informing the reader of the domestic situation of the lady in question. The repetition of One emphasises the lack of importance that the items held for the widow, but almost as though they knew of their own significance they had waited. Now however, in the autumn of her life they awaken nostalgic recollections as she vividly remembers the unfailing sense of being young and in love. The second stanza of the poem creates an optimistic mood, an illusion of sentimental love that makes her feel youthful once more like a spring-woken tree. Yet in the closing stanza Larkins underlying theme of cynicism emerges as the widow realises that the ideal of love portrayed in the song words is merely an illusion. Alliteration emphasises the lack of truth in the promise love makes to solve, satisfy and set unchangeably in order. In confronting this painful reminder from the past the widow also has to face the reality of the present, the two are entwined. The sentimental illusion of romance aimed too high and could not fulfil its promises; It had not done so then, and could not do so now.

The Yellow Wallpaper and its symbolical interpretation

The Yellow Wallpaper and its symbolical interpretation While discussing the key theme of Charlotte Perkins Gilman’s The Yellow Wallpaper, it is necessary to highlight some fundamentals of the short story. First of all, there is a need to point out that the author is deeply concerned about the role of women in society. Advertising We will write a custom essay sample on The Yellow Wallpaper and its symbolical interpretation specifically for you for only $16.05 $11/page Learn More From the very beginning it becomes obvious that the protagonist of the short story is oppressed and the oppression is depicted symbolically. For instance, one is to keep in mind that Gilman relies on rather complicated symbols, including the window, the wallpaper, etc. The house is mostly associated with freedom, as the author provides us with her own psychological vision of a woman’s transformation. In other words, she gives us an opportunity to understand that the house is considered to be the symbol of self-expression. O n the other hand, the protagonist cannot feel safe, as she is not in her own house. Thus, nobody can say that the house is a symbol of security; it should be regarded as a place, which allows us to observe a woman’s metamorphosis. While analyzing the short story, one can probably notice that the main character feels uncertainty and fear. For instance, she says that â€Å"There is something strange about the house† (Gillman p. 1). However, there is no need to understand the phrase sensu stricto; on the contrary, deeper analysis of a woman’s worldview, allows us to suppose that for her there is something strange about her expectations and hopes; although she is not ready yet to accept the process of transformation and consider it necessary. In other words, a woman’s metamorphosis should be regarded as an evolutionary process. Negative connotations of the short story One more symbol, which cannot be neglected, is the widow. Generally, at first sight, it see ms that the window should represent a woman’s potential; however, the author gives us a negative connotation. The protagonist does not want to look out of the window, as she can see many other women, who must creep, in order to belong to society. Thus, the main character of Gilman’s short story does not want to see her real personality, as other women symbolize her own reflection. In other words, one can make a conclusion that the window is not a symbol of various possibilities; it is a trap. Despite the fact that the woman experiences transformation, she cannot fight against her demons, as she seems to be alone in her fight. The room the main character is in is of particular importance, as it forms the protagonist’s emotions and attitude to reality. For instance, the author draws our attention to the yellow wallpaper. Thus, it should be noted that it is the color, which influences the protagonist’s reasoning about life. The woman says that â€Å"The co lor is repellent, almost revolting; a smouldering unclean yellow, strangely faded by the slow-turning sunlight† (Gillman p. 1). Advertising Looking for essay on american literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More It is obvious that the protagonist’s only hope is her thoughts. She sees no way to avoid cruel reality; however, the wallpaper gives her an opportunity to escape. The author points out that the image in the wallpaper symbolizes all the women who must creep, in order to stay a part of the world. The conclusion The short story written by Charlotte Perkins Gilman gives us an opportunity to become familiar with women’s oppression in the 19th century. Gilman depicts psychological portrayal of women who feel trapped. Gilman, Charlotte. The Yellow Wallpaper, Small Maynard, Boston: MA, 1899. Print.

Ethics and Governance Case Study Example | Topics and Well Written Essays - 1000 words

Ethics and Governance - Case Study Example Also, in monitoring the suppliers' compliance with the codes it has been stated, 'it is the supplier's responsibility to ensure and provide evidence that any subcontractors and outworkers used conform to the criteria outlined in this code'. The obvious weakness is its monitoring procedures, which amount to little more than self-certification by suppliers, with no independent system of checking. Conflicts of cultural tradition occur when business-making processes within western corporations are confronted with well-established norms and behaviors strictly linked to local settings and most of the time unfamiliar to western staff in foreign settings. As a result norms and behaviors result acceptable in one setting, and unacceptable in another. For example, in Pakistan there is no legislation against child labour. Although Next doesn't have a connection with Pakistan, the fact has been mentioned only to show how different right and wrong could be in different countries. The point is that, in developing countries like India, where Next has its sourcing industries, even though there are strict legislations against child labour, the corruption and bribery in those countries may allow children work with those industries. Since the monitoring procedure of Next relies on the suppliers' evidence of conformance to criteria, this becomes a case of an ethical dilemma, since the chances of child labour remain. EVALUATION BASED ON ETHICAL THEORIES In Utilitarianism, John Stuart Mill argues that moral philosophers have left a train of unconvincing and incompatible theories that can be coherently unified by a single standard of beneficence that allows us to decide objectively what is right and wrong. The principle of utility, or the "greatest happiness" principle, he declares the basic foundation of morals: Actions are right in proportion to their promotion of happiness, and wrong as they produce the reverse. This is a straightforward, and potentially very demanding, principle of beneficence: That action or practice is right (when compared with any alternative action or practice) if it leads to the greatest possible balance of beneficial consequences or to the least possible balance of bad consequences. Mill also holds that the concepts of duty, obligation, and right are subordinated to, and determined by, that which maximizes benefits and minimizes harmful outcomes. The principle of utility is presented by Mill as an absolute o r preeminent principle-thus making beneficence the one and only supreme principle of ethics. It justifies all subordinate rules and is not simply one among a number of prima facie principles. The utilitarian method of reasoning could actually be in favour of Child labour. Viewed from the different stakeholders involved, the extra income gained from the child would maximize happiness for the most. The family

Post-conviction remedies Essay Example | Topics and Well Written Essays - 500 words

Post-conviction remedies - Essay Example common post conviction appeals include: appeal to State appellate Court which contends that trial judge made some legal error, State Supreme Court appeal that requests that highest court in the state review and overturn the decision of the mid-level appeals court, U.S. Supreme Court appeal that makes a request to the highest court in the nation to intervene and correct an error on the part of the state courts that violated the U.S. Constitution, appeal of Federal Habeas Corpus Petition to Circuit Court which requests the mid-level federal court to review the federal trial courts decision denying the writ and lastly, appeal of Federal Habeas Corpus Petition to U.S. Supreme Court which requests the premier court in the land to examine the mid-level federal courts verdict denying the writ. On the other hand, Post conviction remedies include a variety of liberation sought by a convicted criminal to have his or her sentence vacated, set aside, or corrected because such a sentence was base d upon some defiance of the U.S. Constitution. Among the most common post-conviction remedies available are the writ of Habeas Corpus and the writ of Coram Nobis. However, Writ of Habeas Corpus is the mostly used. It involves issuing of a court order that orders a person or a government official who has prevented another to produce the prisoner at a designated time and place so that the court can determine the authenticity of charge and decide whether to demand the prisoners discharge. Development of writ of habeas corpus can be traced back in 1215 whereby the habeas corpus concept was first expressed in the Magna Charta at Runnymede on June 15, 1215. Among the liberties affirmed in the Magna Charta was that "No free man shall be detained, or jailed, or diseased, or forbidden, or exiled, or wounded in any way (Neubauer, 2004). The writ of habeas corpus was initially used by the common-law courts in thirteenth and fourteenth century in England. From the late fifteenth to the