Definition Of Full Access For Children With Disabilities

Full Access Full Access is a one stop shop for any person with disabilities. They offer resources and links to other organizations that can help with almost all aspects of health and well-being. For instance, they offer connections to services for advocacy, autism, brokerages, camps, disability resources, education, government, guardianship, housing, homeless resources, medical, recreation, therapy, transportation, utilities, vocational, and women. Each of these areas contribute to living a comfortable and self-reliant life. Abraham Maslow introduced a hierarchical way to categorize our necessities for health and well-being. According to Maslow, people start by addressing their physiological needs then their safety needs, love needs, esteem needs, and self-actualization needs (Martin, 14). His theory was that if people did not have their lower levels of needs met, then they could not fathom addressing the needs towards the top of the hierarchy like self-actualization. This premise is a lo t like current videogames; you must pass level one to unlock level two. Although needs may not work in this fashion, he did point out quite a few of our core needs, and Full Access provides resources for the disabled to better obtain these essentials. For instance, Full Access offers housing resources. They have links to mortgage and home ownership guides for the disabled. They show websites that contain information on affordable housing, landlord and tenant laws, andShow MoreRelatedAutism Essay724 Words   |  3 Pagescould support children on the spectrum to develop in the safe space of a drama group. The necessary social skills could be practised in drama class and appeared to support the integration of appropriate social behaviour (D’Amico et al., 2015:22). The description of the wider education background regarding some of the challenges faced by children with autism, including White Paper 6, revealed an awareness of the impact of disabilities that lead to the exclusion of children with disabilities in educationRead MoreTheme 1: Legislation. The Irish Constitution Enshrines1521 Words   |  7 Pageslive a full and responsible life within society. The State must ensure that children with disabilities have equal opportunities to participate fully in education through the removal of barriers that impede the realisation of their rights. International agreements and legislative provision for those with disabilities have witnessed considerable development. Worldwide, as people with disabilities challenged the stigmatising and limiting nature of segregated education, issues of equality of access andRead More Learning Disabilities: ADHD Essay1709 Words   |  7 PagesLearning Disabilities: ADHD Attention Deficit Hyperactive Disorder (ADHD) is a condition that can affect any person’s behavior and way of life. In their book, Special Education, J.Ysseldyke and B. Algozzine state that no area has experienced as much growth as learning disabilities. It is by far the largest of all special education categories. Enormous changes in the last century have changed the way society treats children with disabilities. Psychologist William Lee Heward affirms that in theRead MoreDefinition Of Disability, Perception, Service, Delivery, And Services Delivery And Purpose Of Service Delivery1435 Words   |  6 Pageswill be reflecting a particular philosophy in relation to the following definition of disability, perception of disability, terminology, service delivery and purpose of service delivery. It will also discuss Social Minority Model. What exactly is Social Minority Model? It can be described as the social model of disability optically discerns the issue of disability as a conv ivially engendered quandary and a matter of the full integration of individuals into society. In this model, incapacitationRead MoreLearning Disabilities And The Early Stages Of A Disability1650 Words   |  7 PagesAbstract Learning disabilities are something a lot of people have to do it. It is a problem that affects many people around the world, and causes a lot of frustration. This people will cover the general definition of what other s ability is, and explain a little bit what it is. It will also go over some myths that are prevalent when it comes to her and Billy s learning disabilities. It will cover the criteria that needs to be met to receive the proper diagnosis and treatment for a child or youngRead MorePersonal Reflection : Wheelchair And Accessible Public Buildings1534 Words   |  7 PagesChapter 1 Introduction Wheelchair and accessible public buildings Personal Reflection â€Å"My life revolves around my two children. They see me as ‘Mummy’, not a person in a wheelchair and do not judge me or our life. This is now changing as my efforts to be part of their life is limited by the physical access of schools, parks and shops; the attitudes of other parents; and the reality of needing 8 hours support a day with personal care†¦.. I cannot get in to the houses of my children’s friends and mustRead MoreAutism Research Paper794 Words   |  4 PagesAutism Spectrum Disorders are developmental disabilities with lifelong effects for the person. They are characterized by the repetitive behaviors exhibited by the client with social and communication deficits as well. Clients with ASDs have unusual abilities to learn, they struggle with paying attention and may react inappropriately with extreme tantrums to different sensations. ASDs include and are not limited to autistic disorder, pervasive developmental disorder, atypical autism and AspergerRead MoreEssay about Unit 53 Equality and Inclusion1425 Words   |  6 PagesIN HEALTH, SOCIAL OR CHILDREN’S AND YOUNG PEOPLE’S SETTINGS 1.1 Diversity- Two definitions of Diversity are: Diversity- acknowledgement of and respect for their individuality. Diversity- celebrating differences and valuing everyone. By respecting visible and invisible differences everyone can feel valued for their contribution, beneficial for both the individual and the setting. Equality- Two definitions of Equality are: Equality- equal opportunities to develop and learn while their physicalRead MoreThe Effects Of Hearing On Children With Disabilities1453 Words   |  6 PagesChristian Popoca According to the Americans with Disabilities Act, individuals with disabilities include those who have impairments that substantially limit a major life activity, have a history or record of a substantially limiting impairment, or are regarded as having a disability. Deaf people are limited in some functions because of an impairment of hearing. The Center for Disease Control and Prevention (CDC) reports â€Å"deaf† individuals do not hear well enough to rely on their hearing to processRead MoreDisability As Defined By The Act Person With Disability Act1680 Words   |  7 PagesDefining Disability Disability as defined by the act Person With Disability Act, 1995 covers blindness, low vision, leprosy-cured, hearing impairment, locomotor disability, mental retardation and mental illness as well as multiple disabilities. â€Å"Any lack resulting from impairment of ability to perform an activity in the manner or within the range considered normal for human being†. (World Health Organization, 2001) Autism: â€Å"A condition of uneven skill development primarily affecting the communication

Confucius Curry and a Mountain Dew - 1396 Words

As Americans, we ridicule others based on their selection of clothing. We are snobby because of how much money we make or what we hold as an occupation. We chew with our mouths full of macaroni and curse when the soda machine is out of Pepsi. We could use some manners, or maybe just a reintroduction. Confucius thought is constructed on kindness and propriety, as well as holding the morally virtuous to be the ideal person. This philosophy exceedingly expresses value in benevolence, education, and the treatment of other people, but has hidden innuendos that would knock the petals off any flower child. In this reflection paper, I will dabble with how incorporating Confucius thought and practices would help in some areas of American society,†¦show more content†¦If the notion of banning those comedians was a new law, I would probably cry myself to sleep every night. Amending the Amendments Currently, the United States ranks first in number of prisoners. That is kind of depressing, isnt it? We like our jails full and our streets empty (empty of crime, of course). What is found in the emotional bluster of those prisoners hearts is the complete opposite of what the Confucianism concepts are: Jen (benevolence) and Li (prosperity). Jen can be understood as the good-hearten nature in human beings, and Li is the guide that is followed to ensure that the practice of Jen is appropriate. With the acceptance and performance of these concepts, all is well in the state. Li has a basis on five relationships: Sovereign to subject, parent to child, elder to younger brother, husband to wife, friend to friend. Should everyone fulfill their respective position in those relationships, all is well in the state. There is no much thought behind punishment because everyone is born into a moral atmosphere. If one does not know what greed is, do they even think about it? In this style of governing, to reign supreme does not entitle an advantageous power, but one who controls the order of the state to keep it in check. The position can be described as a Sheppard amongst sheep. With the preaching of happiness and kindness, this would only help the argumentsShow MoreRelated Confucius Curry and a Mountain Dew1373 Words   |  6 PagesPepsi. We could use some manners, or maybe just a reintroduction. Confucius thought is constructed on kindness and propriety, as well as holding the morally virtuous to be the ideal person. This philosophy exceedingly expresses value in benevolence, education, and the treatment of other people, but has hidden innuendos that would knock the petals off any flower child. In this reflection paper, I will dabble with how incorporating Confucius thought and practices would help in some areas of American society

Communication and professional relationships Free Essays

string(68) " someone or reply to a communication can also affect relationships\." Explain how you use effective communication in developing positive relationships with children, young people and adults. Why is this important? 1. 1 In developing positive relationships we use effective communication in several ways. We will write a custom essay sample on Communication and professional relationships or any similar topic only for you Order Now We use it to: help us better understand a situation or person which can help to determine our approach when engaging with them. build trust and respect. If individuals feel comfortable speaking with us and feel they can approach us at any time on any subject, they are more likely to co-operate and look favourably on any suggestions made. show that we care about the welfare and future of an individual and will do our best to aid in their success ensure that all parties are agreed upon the same goal, making sure that everyone is clear about the final aim and how it will be achieved. build and maintain a positive working environment where creativity and learning can flourish. It is important to do this because poor communication can lead to misunderstandings, lack of trust and conflict. Without a positive relationship you are unlikely to gain support and co-operation and find it challenging to achieve a good outcome from any situation. Explain the principles of relationship building with children, young people and adults 1. 2 When trying to develop positive relationships there are several principles to follow. Firstly effective communication is essential. You must be clear in what you say and ensure you have been understood correctly. At the end of a communication you can reiterate your key points and if necessary outline responsibilities and actions. Also be sure to use language appropriate to the person with whom you are communicating. When speaking with young children keep key points to a minimum and ask them to repeat what you have said. Secondly, take time to listen to others and try to understand their point of view. Use active listening techniques to show that you are interested in what they are saying and respond appropriately. Also make sure that, if you tell someone you will get back to them, you do get back to them. This will help engender a sense of trust and respect. It is also essential that you show respect for the person with whom you are communicating. Remember their name and details of how they like to be addressed and issues which are personal to them. Recalling details of their lives adds to the feeling that you are genuinely interested in hem and their welfare. When communicating be sure to acknowledge the individual. Accommodate any religious and cultural beliefs and show that you value these differences. Be considerate of the person’s situation trying to understand and accommodate any issues which may influence their feelings, actions and responses. Finally, remain positive and retain a sense of humour. Laughter is a good way to break the ice and relieve tension in a stressful situation. relationships and the way people communicate 1. 3 There are several ways in which social, professional and cultural contexts may affect our relationships and the way we communicate. We must remember that communication is not Just verbal and context will influence the way we act, what we wear, how we communicate and what we say. In a social setting our actions, language and dress may be less formal. If we have colleagues and parents from school as friends outside of school, then we might perhaps greet them with a hug and a wave. Our language might incorporate slang and Jokes and conversation might be more generic and less serious. We might be more casual in our attire and the situation would suggest whether this is acceptable. For example, you would not be expected to attend a party wearing your best suit. The manner in which we communicate socially is also likely to be different from a professional setting. As well as telephone and face to face conversations we might also engage via text message, email and social media sites and we would be unlikely to write a letter to someone we might see daily. Communications might, for example, utilise text speak and Jargon and not necessarily demand an immediate response if any at all. In a professional context you would be expected to act, speak and dress more formally. Your actions language and clothing should match the severity of the issue which you will address nd show appropriate respect for the location and people with whom you are meeting. If participating in a parent/ teacher meeting at school for example the same people you greeted with a hug the night before would be better greeted with perhaps a handshake to highlight the position you hold in this scenario. Our language would be more formal and depending who was present we might try to eliminate Jargon to ensure clarity and minimise misunderstandings. Similarly again our clothing would be more formal to identify the position we hold and show respect for those involved in any meeting. When contacting people professionally the use of ocial media sites would not be appropriate to discuss any matters relating to school, pupils or staff. Text messages might be appropriate to inform parents/carers of a school social event for example but to arrange a meeting or discuss an important matter it would be more appropriate to speak with a parent/carer or write a letter if the contact needs to be documented. When working with outside agencies email, for ease of use and speed, has become the standard form of communication but again when broaching a sensitive or important issue, a phone call or face to face meeting might be preferred. Emails can easily be misread which can lead to misunderstanding and conflict. When speaking we can use tone of voice to help ensure a point is understood correctly and face to face we can use body language in the same way. The timeframe in which we contact someone or reply to a communication can also affect relationships. You read "Communication and professional relationships" in category "Papers" When someone has taken the time to contact you they will expect a response to show that you value their contact and it should be made in the same manner or more personally. Responding to a phone call with an email, for example, could be seen as rude and deter future contact. Similarly, elaying a response could suggest that you do not value the input of the individual or consider them or their issue to be important and bring about the same result. Different cultures may also have different standards in terms of behaviour, dress, communication and contact. Actions could be misinterpreted and cause offence leading to the breakdown of a relationship. If you are meeting with someone from a different culture it may be worth doing some research and asking their preferred form of contact etc. to show that you value their beliefs. However, whilst it may be detrimental not to account for cultural differences you could see the same onsequences if you assume differences because of background or race when actually there are none. What skills do you need to communicate with children and young people 2. 1 Communication is still a relatively new thing for children and young people and they may not be used to asking questions and holding conversations. One skill required to communicate effectively is giving children and young people opportunities to speak. As adults we are inclined to think that we know what children are thinking and feeling and try to tell them this or fill the gaps in their speech. Whilst we should ontinue to try and communicate with children as often as possible we should ensure it is a two-way conversation and not a one-way stream of instructions. We should remain patient and allow children time to organise their thoughts and formulate their sentences. When a child is relaxed and at ease they will be more forthcoming. Children may be shy and reluctant to say more than a few words if they feel you are not interested in what they have to say. Using positive body language we can encourage children to speak out. We should come down to the child’s level, face them and maintain eye contact. Remaining focussed on the child rather than ontinuing with another task will confirm your interest and appropriate facial expressions will show that you are listening and have understood what they are saying. Active listening is another key skill. Be interested and make appropriate responses whilst the child is speaking to confirm that you are really listening. Add to this by repeating back what the child has said to ensure your understanding is correct and by giving positive comments when they have finished. Asking open questions will extend the conversation giving the child more practice, boost the child’s confidence so they are encouraged to communicate more and model a real onversation for them to learn from. Finally, we must also ensure that communication is appropriate for the child or young person and be able to adapt the style we use. Depending on the age and ability of the child we may be able to simply converse or might need to incorporate visual support or play into the communication. We should not assume children and young people will not understand but instead make our communication clear, use vocabulary which is appropriate to their age and encourage questioning. Give a detailed explanation of how you adapt communication with children and young people for: 2. a The age of the When communicating with younger children you should try choose a setting which is familiar to the child and where they are more confident – their favourite area of the classroom for example. Get down to the level of the child perhaps sitting on the carpet and use body language to make them feel more comfortable – ensure you are facing the child, smile, nod, turn toward them, keep your arms open and remove any barriers between you. Younger children will require more reassurance and perhaps more physical contact. They may feel more confident holding your hand or sitting close together. Vocabulary should be kept simple and sentences short, broken down into easy steps. The same point may need to be repeated several times in different ways and it is helpful to provide examples based around their own experiences. If a child is very reluctant to communicate you may want to use puppets to speak through, include pictures or props to help them engage or perhaps incorporate your communication into a favourite game. The attention span of younger children is very short and you must also account for this. Monitor the length of time you spend together and include attention switches to maintain their interest: change your ethod of communication, switch speakers, move location, ask questions etc. Older children and young people will still need to feel comfortable in your company but are more independent and will require less reassurance and physical contact. They are more familiar with the school environment so will find it easier communicate in different settings but will more comfortable in a setting they have used before. Older children often view themselves as grown up and will appreciate being treated accordingly. Positive body language will still be beneficial in encouraging a child to peak but it will no longer be necessary to sit on the floor. Language and vocabulary should be more mature and sentences can be more complex. It may also not be necessary to repeat a point so often unless it is something new and above that person’s ability level. Examples can be drawn from a variety of sources as their experiences are wider and additional materials should be more sophisticated such as written texts or â€Å"you tube† clips. Older children are more aware of themselves and can be easily embarrassed. They will benefit from confidence boosting reminders of how well they are progressing and positive re-enforcement. They will, however, withdraw and react negatively if patronised, preferring to be treated with respect and spoken to honestly. With age attention span also increases so it is still necessary to include attention switches to maintain focus but not as frequently. the context of the communication We will encounter children in a variety of situations at school and it will be necessary to adapt our communication accordingly. Primarily our contact will be made inside school during a learning activity. In this case we need to remain quite formal, be directive and model the behaviour we require through our own actions. G round rules should be laid down in clear, concise Instructions and the learning objectives highlighted to ensure all children fully understand what we expect and are trying to achieve from the lesson. There will be other children in the same area working on of our group but not distract the others. We can do this through tone of voice, choice of vocabulary and supplementary resources but must be wary not to overexcite the group because of the other learners present. If your activity is away from other learners then it may be possible to incorporate physical activity and allow greater expression. Distractions will be plentiful and we will need to encourage and focus our learners through positive re-enforcement and challenges. If appropriate to the task we should encourage discussion through questioning but keep discussion restricted to the subject at hand. In a more social setting, for example the playground, we can be less formal and more relaxed in our approach. This would be reflected in our body language, tone of voice and vocabulary. These times can be used as opportunities to build relationships and get to know the children better. Children can be encouraged to discuss outside nterests and we might share our own experiences to help form a bond. Whilst it may be necessary to give little reminders of school rules to avoid bad behaviour it should not be necessary to outline them in full and they can be made in a more playful and conspiratorial manner – a helpful friend rather than a fgure of authority. Although conversation might be more light hearted we must still remember to maintain the relationship of teacher and pupil. A school trip, however, is a more social event, but still a learning activity and the degree of formality should remain on a similar level to the classroom. The formality f the pupil teacher relationship should remain so the children understand that you â€Å"are in charge†. Children will need to be reminded often of their objectives but communication might be more light hearted and children allowed to speak more freely, discussing outside interests highlighted by the current situation. Outside the school environment they will be excited and more forgetful of their code of conduct. It will not always be possible to speak with the whole group when on a trip so we should communicate through our own behaviour, modelling what we expect from the children: remaining focussed, respectful, and responsible. How to cite Communication and professional relationships, Papers

Egypt Essay Paper Example For Students

Egypt Essay Paper The majority of people have various ways of viewing cultures. Becauseof close-mindedness and lack of cultural education, people have a difficult timeinteracting with different societies. I feel that people shouldnt stereotypebecause this might lead to misjudgment. For example, I have personallyexperienced this type of stereotyping of my Egyptian culture. Although peopleview Egypt as a plain desert with camel riders, my experience from living thereshows Egypt to be a developing civilized country with a great history . People think about Egypt in this manner because of the media. Thenews primarily exposes the uncivilized parts of the country. For instance, thewell known news broad-casting channel CNN showed the circumcising of a younggirl on the television screen. This is a harsh way to introduce a culture topeople. Often, CNN shows cases of the Egyptian desert with camel riders. Thisnarrow perspective influences the societys view of our culture. Another example is an article in the National Geographic magazineabout Egypt (written by Peter Throux in April 1993). The writer described thecountry as smoggy, dirty, over-populated and with traffic problems. The articleintroduced Egypt as a superstitious culture which was graphically proven in apicture shown in the article. This picture showed the head of a woman with thebody of a snake. This picture gives the reader the impression that Egyptiansbelieve in black magic. Whenever the media introduce a culture, they should mention all thepositive and the negative aspects of that specific culture. For instance,whenever you watch a program about the United States of America back home, yousee only sky-scrapers and big luxurious cities. This doesnt portray the entireUnited States. In reality, Egypt is a mixture of well educated and uneducated people. I have lived there for many years and from experience, I think its aninteresting country. Egypt has the Nile River which supports the cities aroundit with water and green areas. In Egypt, the government encourages the peopleto move away from the cities and start agricultural communities with greatfacilities. This encouragement helps provide more agricultural areas and morejobs for the Egyptian people. This enrichment has stabilized the currency forsix years and has also improved the growth of the national income. In Egypt,there are the pyramids which are symbols of the Egyptian pride. Temples,churches and mosques show a great art of design. These buildings are not justconstructions, they are decorations and a history for all generations. Thishistory has motivated the Egyptians to continue their modern progresses. It hasalso influenced the Egyptian traditions. For example, the Egyptian ancestorspassed down many traditions. These traditions emphasize respect for elders andfamily. In conclusion, my view is that culture has its good and bad qualities. The negative ones in the Egyptian culture are the traffic, extensive paper work(with certified signature), hard-to-find housing and beggars. This occursbecause of the over population problem. The Egyptian government is trying tofix this problem by doing everything possible. I wish every person could view the Nile River at night, the historicalsites (such as the pyramids) and the beaches of the red sea, to fully understandthe beauty of nature in this part of the world. Egypt is mentioned in the holybook Quran as a secure country with generous people living in it. I wisheveryone could see the world with an open mind, rather than with an eye ofignorance and prejudice. Category: History

Crimes in our society free essay sample

Firstly the law isn’t strict enough for criminals, so many of them aren’t afraid of punishment. Criminals spend too little time in prison and they have too good conditions there. In many countries, as in Poland, there isn’t death penalty, however it would help us to stop increasing violence and crime and it would be a warning for criminals. Another problem is that often the homeless commit crime to go to prison because they have food free of charge, bed, TV and other entertainments. I think that our government should be more interested in these people and try to help them (give them places to live, meals). Everybody knows that many crimes are committed by teenagers. They often want to have more friends and they decide to commit a crime to impress them. The young also try to stay against their parents, they want to get money without work and to be independent. We will write a custom essay sample on Crimes in our society or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page TV has huge influence on their behaviour. It shows them the world full of crime and brutal sex, without friendship, love and other important feelings in many thrillers and crime series. It isn’t strange that after watching a film, like „Pulp Fiction† or „Rambo†, crime may seem funny to teenagers. In cartoons there is also bad behaviour, for example a main hero of this film beats others. In films an actor doesn’t die but in real life people do. Our society nowadays is divided into classes: rich, well-to-do, poor. Poor people, who start their life in poor families or families with the problem of alcoholism, need money and may attack rich (or well to do) people to get money. They usually hate them, because they also would like to live in beautiful villas and have expensive cars. It may be next cause of attacks on people. Sects, football fans, skins are also very dangerous. Adults often don’t have time for their children and teenagers don’t feel important and needed so they join these groups. Then they can commit crimes with their new „friends†. We can meet robbers everywhere: on the street, in the school, in shops, in the park. Sometimes a robber wants us to give him money but if we don’t have it he doesn’t believe us and often we are beaten and eventually we go to hospital. From time to time boys beat others for fun it is one of causes of accidents. The situation, when people have a gun illegally is also an important cause of crime. They can often buy weapon on „black market†. If criminals have guns, they feel safe and can frighten or use them against innocent people. Another thing is that alcohol and drugs also have big influence on crime in our society. Often drug addicts want to have money for drugs and attack people. many crimes are committed by drunk men or women. Crime is a serious issue that affects everyone in society. It affects the victims, perpetrators and their families. Crime has increased drastically within the last decade. More prisons are being built around the world because there is not enough room to hold inmates. Some argue that criminal behavior is due to environment, others believe that it is genetic, and yet others think that it has to do with personality. If there were certain personality traits that could be identified with potential criminal behavior, steps could be taken to try to reduce or diminish the criminal personality. Although personality is not the only factor in criminal behavior, there does seem to be a strong association between the both. Alfred Adler believed that  «children who failed to solve the vital problem of social interest-who lack cooperation and a desire for contributing to the well-being of others-will always meet significant problems later, during their adult years » (Adler, 1998). This could include personality problems or criminal behavior. Personality develops early in life. That is why early childhood aggression and antisocial behavior should be taken seriously. Being able to identify potential criminal behavior is vital for prevention and intervention. Childhood factors shown to relate to the development of antisocial behaviors include a difficult early temperament, low IQ, academic deficiencies and learning problems, lack of empathy, underdeveloped social skills, and negative peer relations. Environmental factors such as family structure and poverty are also associated with potential criminal behavior. Juvenile delinquency is becoming more common. The age at which these young kids are committing crimes is getting younger. The crimes they are committing are getting more serious. They are not only involved in vandalism and shop lifting like many people might assume, but they are involved in life threatening crimes such as assault and murder. As mentioned earlier, being able to identify personality traits that tend to lead to delinquency is clearly one option to the reduction of crime. However, the problem is that many youth display similar negative behavior during adolescence. This includes negative attitude, different interests, and a need for privacy. The key is to be involved in the life of today? s youth. Communicating with them, spending time with them and knowing what they are involved in is part of the process. When the parent acknowledges this behavior, the parent can takes steps to improve it, or at least stop it from getting worse. Individual counseling, and family therapy allows the family to learn how to deal with the youths antisocial personality and possible delinquent behavior. A number of studies have addressed the question of general Therapeutic effectiveness and found psychotherapy capable of promoting lasting behavioral change. There are many individuals that with proper guidance will not become involved in crime. If antisocial behavior is not monitored and treated at an early age, this behavior can lead to a lifestyle of crime. There are many factors that contribute to our personality. Although human personality and behavior is very complex, I think that with proper guidance and support children have the potential to be successful adults. Each child is unique and learns in different ways. Therefore, parents, teachers, and mentors must learn to reach children and youth. As members of society we must be aware of negative behavior and/or personality that could possibly lead to criminal behavior in the future. If we take responsibility for the youth of society as a whole, we will not only improve the life of that child, but we will improve the world we live in. The lack of connectedness that is portrayed by the delinquent youth can also be seen by the members of society. The attitude of, That is not my kid, therefore that is not my problem contributes to the criminal society that we live in. I believe that the prevention, intervention and rehabilitation programs are helpful, but I also think that parents have the power to prevent their child from engaging in such acts of crime. After all, a parent should know their child more than any other person in this world. Although, having an antisocial/aggressive personality does not necessarily guarantee that a child will become a criminal, I believe that taking the proper steps to insure the positive future for children is the best prevention method that a parent can use. In my opinion we have to try to stop increasing crime in our society. we should devote more time to our children, we ought to help and co-operate one another, give money for the poor, pay attention to people screaming. This is an easy way to live better and more safely.

Mass. MBA Sample Essay Answers

Mass. MBA Sample Essay AnswersHaving recently completed a Mass online application and made the decision to apply to the prestigious undergraduate law schools of the Boston area, I was put to a bit of a dilemma. Would the Mass. sample essay answers that I had included on my application lend credence to the fact that I might be qualified for admission or, would they lead me to the conclusion that I needed to write a whole new application? Based on the three Mass. sample essay answers and the advice I received in the following paragraphs, it appears that there is a wealth of insight to be gleaned from the three specific essays.The four samples for which the Mass. MBA sample essay answers were useful are:There are some instances when I would agree with the Mass. MBA sample essay answers. For example, I agree with the second Mass. MBA sample essay answer and that it addresses concerns I had about the admissions process and an admissions officer's ability to communicate with a foreign lang uage. However, when presented with another Mass. MBA sample essay answer that was in a different tone, I did not believe it conveyed a deep concern or commitment to the application process as the other was. In addition, when I arrived at a second Mass. MBA sample essay answer, I did not believe that the essay represented a deep and thoughtful reflection on the application process or an applicant's ability to communicate with a foreign language. Thus, it appears that the Mass. MBA sample essay answers may not be the specific course or program essays that you would have written.While there is definitely a 'mood' that you may express when drafting an application essay, it is also important to consider how the Mass. MBA sample essay answers differ from the candid opinion expressed in a primary source or from one's experience. In addition, keep in mind that regardless of what your goals are, it is a personal endeavor and your purpose in the application process should be something that is meaningful to you. With this in mind, what my Mass. MBA sample essay answers accomplished for me was that they helped me to better examine my own opinions and specific application questions.The Mass. MBA sample essay answers do not necessarily represent the common elements of an application essay. The first Mass. MBA sample essay answer suggests that an admission officer who is of a high caliber is likely to be a highly qualified and experienced candidate. This comes from the sentiment expressed by the second Mass. MBA sample essay answer. Yet, the third Mass. MBA sample essay answer seems to suggest that a communication expert, such as an admissions officer, may not be qualified for the position. This may be a standard conclusion that an admissions officer would come to or they may convey a more personal or strong emotion about the process and about the individual receiving the admission.The Mass. MBA sample essay answers also suggest that an applicant is most likely to be rejecte d if there is an unanswered question or a lack of communication about an application or the decision. In addition, a mass application or any type of mass application, unless it is perfect and and confident, cannot be accepted. Finally, an admissions officer who is skilled at communication may choose to create an essay on a totally different topic and go from there. The fourth Mass. MBA sample essay answer suggests that a selection committee may use the Mass. MBA sample essay answers to help them with evaluating the applicant. Thus, the Mass. MBA sample essay answers are helpful in identifying any critical issues that the admissions officer may encounter and in providing a solid foundation for evaluating an applicant.When writing your Mass. MBA essay and planning to apply to an undergraduate program, bear in mind that Mass. MBA sample essay answers can provide a solid foundation for your application. When writing the Mass. MBA application essay, make sure that you have fully consider ed the advantages and disadvantages of applying to the University of Massachusetts-Boston.

Lord Of The Rings Picked Apart Essays - English-language Films

Lord of the Rings: Picked Apart Free Swiss Anti-Wrinkle Cream. You Won't Believe Your Eyes! [an error occurred while processing this directive] Lord of the Rings: Picked Apart Imagine yourself in a pre-industrial world full of mystery and magic. Imagine a world full of monsters, demons, and danger, as well as a world full of friends, fairies, good wizards, and adventure. In doing so you have just taken your first step onto a vast world created by author and scholar John Ronald Reuel Tolkien. Tolkien became fascinated by language at an early age during his schooling, in particularly, the languages of Northern Europe, both ancient and modern. This affinity for language did not only lead to his profession, but also his private hobby, the invention of languages. His broad knowledge eventually led to the development of his opinions about Myth and the importance of stories. All these various perspectives: language, the heroic tradition, and Myth, as well as deeply-held beliefs in Catholic Christianity work together in all of his works. The main elements of Tolkien's works are Good versus Evil, characters of Christian and anti-Christian origin, and the power of imagination. In Tolkien world, evil is the antithesis of creativity, and is dependent on destruction and ruin for its basis. Conversely, goodness is associated with the beauty of creation as well as the preservation of anything that is created. The symbolic nature of these two ideologies is represented in the Elven Rings, which symbolize goodness, and the One Ring, which is wholly evil. A main theme of "The Hobbit", then, is the struggle within our own free will between good will and evil. "Early in the (Lord of the Rings) narrative, Frodo recalls that his uncle Bilbo, especially during his later years, was fond of declaring that... there was only one Road; that it was like a great river: its springs were at every doorstep, and every path was it tributary." (Wood, 208) Bilbo, the main character of "The Hobbit", often displayed his goodness throughout Tolkien's novel. One example of this goodness is when he decides to let the evil and corrupt Gollum live, out of pity for him, in the dark caves under the mountain. Bilbo could have easily slain the horrid creature mainly because of the ring, which he was wearing at that time, gave him the power of invisibility. Instead, he risked his life to let the Gollum live by quickly jumping past the evil creature, thereby escaping death of either character. Gandalf, in a later narrative, lectures Frodo by praising Bilbo's act of pity upon Gollum. Gandalf's words were, "Pity? It was pity that stayed his hand. Pity, and Mercy; not to strike without need. And he has been well rewarded Frodo." For Gollum, later in the novel, saved Frodo from becoming possessed by the Ring of power. "Many that live deserves death. And some that die deserve life. Can you give it to them? Then do not be too eager to deal out death in judgement..." (Wood, 208) Another form of goodness that is displayed throughout "The Hobbit" and "The Lord of the Rings" is Bilbo and Frodo's actions of self-sacrifice. In "The Hobbit" there are two instances in which villains caught the dwarves, Bilbo's fellow adventurers. Instead of fleeing their enemies, Bilbo risked his life to save the dwarves from the clutches of evil. One instance of this is when a clan of unusually large spiders captured Bilbo's companions and planned to eat them. Bilbo then devised a plan to distract the spiders away from their victims and then silently backtracked to his companions. He then cut the dwarves from the sticky spider webs with which they were tied and, together, they fought their way to safety. Also, Frodo, in "The Lord of the Rings" was challenged with the destruction of the all-evil and corrupting One Ring of power. In doing so, Frodo sacrificed his life. "We should also remember that Frodo's self-sacrifice is not only for the defeat of evil; it is also for the good of society, for the whole community of created beings. This suggests, in turn, that in the mind of the fantasist, society is worth saving." (Evans, 481) As opposed to the good deeds and morals portrayed by Bilbo and his companions, there are many foul and unholy creatures that lurk in the pages of Tolkien's works, which commit horrible acts. One of the most horrid of the acts in "The Hobbit" was the corruption of Gollum. Gollum was not always the slimy, cave dwelling, dangerous monster that he became. He was once a Hobbit, not unlike