Unit 6 Healthy Environment

Unit 6 Promoting a Healthy Environment for Children E1) Practitioners can work on promoting and maintain a healthy lifestyle and environment by: ? Allowing children to have a balanced diet, this can be done by encouraging children to eat their five-a-day. By reading books and poems that they can join into, this will help children to remember the importance of having a balanced diet. By having fruit and vegetables provided for the children in school, helps them to eat at least on piece a day. The School Fruit & Vegetable scheme is a programme that helps to increase fruit & vegetable intake.This is important as each child deserves a healthy start in life as it may influence their health in the future. The School Fruit & Vegetable Scheme states: â€Å"By providing four to six year old children with an extra portion of fruit or vegetable each school day, along with a positive and enjoyable experience of eating fruit and vegetables, the scheme encourages children to develop positive atti tudes towards fruit and vegetables. † (www. dh. gov. uk) ? If a child is allowed regular exercise it allows motivation of brain activity, aids the digestive system, develops bone density and maintains it and strengths the muscles.Physical activities such as practical training, P. E. , climbing frames and riding bikes help children to develop social skills as they are playing with each other. The British Heart Foundation proposes â€Å"That children and young people need at least one hour of moderate activity a day. † This does not have to be done at one time, but can be at different times during the day. As young children are still developing practitioners should allow them to have a stop-start approach to exercise, when children are feeling tired they should be allowed to sit down and rest for the amount of time they want before getting up and playing again.Practitioners should encourage children to do exercise outside of the setting as well as inside. They could do th is by joining Walk to School 2008, when the practitioners talk about this with the children they are able to learn about the benefits of walking, road safety, awareness and the environment around them. 50% of children do not walk to school regularly and more are being driven to and from school, by being driven children are reducing their physical activity. ?Risk assessments identify and minimise risks, they are not created to make n environment risk free. Practitioners should encourage children to take risks, as long as they are managed and strongly supervised. By doing so they are promoting a healthy environment as all settings have risks, as long as these risks don’t stop children from doing anything they could help to create an enabling environment. Danks and Schofield state: â€Å"Life if full of risk, so the best way to prepare children for life is to ensure that they [learn] how to judge risk for themselves. † (Source: Danks, F. & Schofield, J (2005) Natureâ€⠄¢s Playground) E2/B1)There are many different types of legislations which helps to maintain that a child has a right to life, development, to be healthy and also the right for children to have an education. E3/E4) Factors such as housing, poverty, breast feeding and the child’s lifestyle may affect their health and well being at differing times in their lives. ?Housing affects the health of a child as it can cause a lot of diseases if the house is poorly maintained or designed the most remarkably is asthma. If a house is overcrowded it may be dangerous to a child's health as diseases may be transmitted between each family member.Poverty is linked with poor housing as if a family was to live on a low income it would be harder for them to heat the house as it would be expensive. In addition to this home insurance would be expensive for families in poor housing as these areas would be more likely to be hit by crime. As families are living on a lower income the furniture may be unsafe as they haven’t got the money to fix or buy another one. Poor housing effects children’s social skills as the parents may feel that they don’t want the child’s friends around as they are ashamed of the way they are living.As a result to this the children may feel left out of discussions that are happening in their setting. Children may also feel they are losing out as they do not have the space at home to do any extra activities, such as homework. ?Diet and exercise is important to a child as it plays a main part in their development. Breast feeding a baby gives them the best nutritional start in life, over the months, the milk’s composition changes to meet the nutritional needs of the baby as it growing and developing.By breast feeding it lowers the risk of cardiovascular disease, is associated with better cognitive development and the milk contains antibodies which means the baby is less likely to get a disease in their earliest months of life. They are less likely to develop food allergies, respiratory and gastrointestinal illnesses and are less likely to become obese adults. When breastfeeding the mother and baby are able to build a bond between them, furthermore as there is no sterilising it is more hygienic. As breast milk needs no preparation it is always ready, always at the right temperature and free.Mothers who have a lower income are more likely to breast feed immediately after birth, then bottle feed. ?Families and their communities have an effect on children, as some families like to spend there spare time playing sports and others looking after animals. As more children are staying indoors to play with friends on game consoles, computers and watching television they are not allowing themselves to physical activity outdoors. In addition to this if children were to play indoors, they do not have enough space to run around, as children are always reminded not to run inside and to slow down.So unless activiti es are carefully organised it can be hard for a larger scale activity to happen, which is why fine motor skills activities are usually promoted indoors. If a child is living with a lone parent who has an abusive partner, this could have an effect on the child, as the child may see the abusive behaviour and feel this is the way he/she should behave towards their parent. This may affect the child’s mental health as well. E5) Mealtime routines include following the parents instructions, as some parents may want their child to eat at certain times as it follows the routine the child has at home.Sometimes the parents may want to work with the practitioners to establish a regular mealtime routine. All children have different diets, e. g. lactose intolerant, vegetarian, gluten and wheat free diet etc, and this should all be taking into consideration. Practitioners and the child’s family should talk about which foods are and are not appropriate for the child before starting th e setting. Most children would prefer to use their fingers when eating, but should be given the opportunity to develop their skills by using a spoon, fork and then a knife.These should be the child sized versions and appropriate to the child’s age, level of development and culture. Children should also be encouraged to use the cutlery safely; in addition to this children should find mealtimes a pleasurable time and not feel like it is a battle zone. If children are put with other children it becomes a social experience of the eating there meal together. In the appendix, child K was observed while eating lunch, the intended learning objective was for her to use her spoon more instead of using her fingers to eat her lunch.When eating the child K behaved in a calm manner and followed the instructions that the practitioner had given her, when asked to use her spoon instead of her fingers. Child K was able to communicate with the practitioner in an effective way as she the practit ioner to open the yogurt for her. By looking at the appendix, I can see that child K is becoming more confident when using her spoon, as she would use her fingers at certain times but then go back to using her spoon; she was also able to use a pincer grip.At certain times when she could not use the spoon to pick up food she resulted back to her fingers. So by the end of the observation I feel like the intended learning objective was successful. Naptime routines are needed as most young children need lots of sleep. When putting children to bed it can sometimes be a challenging time. This is because the child can become stressed in addition to this it could also be a time of warmth and security. As all children may not want to sleep, practitioners could create a relaxed and quite rest time for them.Some children may have outgrown the need for a daytime sleep in that case there should be a restful mood created where children can do some quite activities, such as completing a jigsaw whi ch can help the body to unwind and rest. As all children are different they may have specific requirements to help them full asleep such as having a comforter or a glass/bottle of hot milk. If a child id with someone that is recognisable to them they may find it easier to fall asleep, then with someone that they are not so familiar with.As seen in the appendix, children between the ages of one and four years need an average of 10 and 14 hours sleep. As whilst asleep this is when the cells in the body and brain can repair themselves and are less vulnerable to illnesses and accidents. When the body is deprived of sleep a child’s concentration, temper and ability to learn is also affected. E6) Activity 1: Activity 😠 To grow watercress| (brief description)| | | We want the children to learn that growing part of their 5-a-day| | can be fun. In addition to this to help them try new foods, which| | they would have a hand in preparing. | This links with the EYFS as in Knowledg e and Understanding of| What do we want| the World (Exploration and Investigation pg 80). The early| the children to| learning goals for a child aged 40-60+ months are:| learn? | ? Investigating objectives and materials by using all of their| (learning intentions)| senses as appropriate. | | ? Find out about, and identify, some features of living things,| | objects and events they observe. | | ? Look closely at similarities, differences, patterns and change. | | ? Ask questions about why things happen and how things work. Number of children| Four| in group:| | Ages of children| 4 – 5 years old| the group:| | | In the weeks before the activity we will be the teaching the| | children about the importance of having 5-a-day and also about| How will the| how plants grow. On the day of the activity, which would be in the| activity be| morning, I would sit them on the carpet and explain to them what| introduced? | we are going to do which is growing our own watercress. I would| (Wha t will the adult| explain to them that this would be done in groups of four, so if| be doing?What will| they are not chosen the first time they would be chosen| the children be| throughout the morning, so everyone will have a go. A certain are| doing? )| of the room will be cornered of for the activity and the children| | would be told that they are only allowed in this area if| | accompanied with an adult. | How will the| I and each child will have a plant pot in front of them. I will| activity be| demonstrate to the children what they have to do while| developed? | encouraging the children to follow my actions i. e. putting soil in| (What will the adult| the plant pot the pushing the seeds into the soil and after| be doing?What will| watering the plant. Lastly each child will take their plant pot to the| the children be| designated area on the window ledge, so that their plants are| doing? )| able to get light. | Resources:| Soil| | Watercress Seeds| | Water| | Plant pots| | | Key vocabulary/| Grow| questions:| How long do you think it will take for the watercress to start| | growing? | How will individual| If a child finishes early give them something else to do but| needs be met? | remind them to wash their hands. If a child has difficulty help| (Differentiation)| them along so they don’t feel left out. | Plenary? I will once again bring the children to the carpet and ask them if| (How will you bring| they enjoyed the activity. I would then explain to them that the| the activity to a| activity is no over and that everyday each child will get to water| close? How will you| their plan, so we are able to watch them grow. | focus on the purpose| After a month or two, when the plants have grown, we will use| of the activity? )| the watercress in a salad that we make. After this done each| | child will be able to take their plant home. | | | Activity 2: Activity 😠 Informing teenagers why protected sex is important| (brief description)| |What do we want| To understand why we must protect ourselves when having sex. | the children to| | learn? | | (learning intentions)| | Number of children| 28 in the class but for certain activities they will be split into groups| in group:| of four. | Ages of children the| 15 – 16 years old| group:| | | Send out a letter to parents informing them that their child would be| How will the activity| taking part in a series of activities about STIs (Sexual Transmitted| be introduced? | Infections) and if they did not want their child to take part in this,| (What will the adult| they could inform us. be doing? What will| After this letter had been sent out, I would remind the children who| the children be| are participating the day before. The morning of the activity I would| doing? )| remind the teenagers to be on their best behaviour and if they feel| | uncomfortable about anything they would be allowed to leave the| | classroom. | | Throughout the morning there will be a range of activitie s, the| | teenagers will first fill out a questionnaire of what they know about| How will the activity| STIs and how they think they are transmitted. After this they would| be developed? be presented with a PowerPoint presentation about STIs. | (What will the adult| They will then get into groups of four and discuss what they have| be doing? What will| just seen and learnt. In addition to this in their groups of four, they| the children be| will have to make a poster on a chosen STI, leaflets and handouts| doing? )| will be given to them. After given the teenagers one hour to do that| | they would be allowed to feedback to the rest of the class. This| | allows the whole class to gain more knowledge and as it is group| | work allows the shyest of teenager participate. | | Resources:| Leaflets/Handouts| | Felt tips| | A3 sugar paper| | PowerPoint presentation| | http://www. nhs. uk/LiveWell/SexualHealth/Pages/Sexualhealthhome. | | aspx| | http://www. condomessentialwear. co. uk/| | ht tp://www. ruthinking. co. uk/| | http://sexperienceuk. channel4. com/| Key vocabulary/| STIs| questions:| | How will individual| By allowing children to walk out the class if they don’t feel| needs be met? | comfortable. | (Differentiation)| | Plenary? | Get the teenagers to fill out a questionnaire about what they have| (How will you bring| learnt throughout the morning. | he activity to a| Give them leaflets about different STI’s and allow the posters they| close? How will you| have done to be put up so to inform over teenagers, this will also| focus on the purpose| allow them to feel that their work is appreciated and it wasn’t just a| of the activity? )| pointless activity. | | | D1) Routines can promote and maintain a healthy lifestyle: ? Mealtime routines support healthy eating as once babies are weaned, it is important for them to eat a variety of healthy foods. As babies are still developing their sense of taste it is important this is when it happens.As children get older they will have more of a preference of what they would like to eat, but new foods could still be introduced if the child helps to prepare them, this would also help them improve their self-confidence as they are eating something that they helped to make. If children help to lay the table at mealtimes this would help them gain independence. Mealtime routines can promote a balanced diet, by eating a variety of fruit and vegetables, bread, other cereals and potatoes, meat, fish and alternatives, milk and dairy foods, foods containing fat and sugar.Children are able to develop a strong, well formed body; they would have enough energy to keep warm and active, grow to their full potential height, maintain an appropriate weight for their height and age. Hygiene is interlinked with mealtime routines, as both adults and children should wash their hands after visiting the toilet, changing a nappy and giving a feed, by doing this they will be preventing the spread of germs. By the adults doing this they can become role models to the children, which encourages them to wash their hands. In addition to this it should be explained to children why they are washing their hands e. . they are dirty and may have germs on them. There should be soap and water for them to wash their hands and individual towels for the children to dry them, preventing the spread of germs. As children get older To allow children to have a structure, as children start to understand at certain times they will have to do activities. they should be encouraged to wash their hands and face by themselves, this allows them to gain independence. Furthermore it helps them with gaining confidence to wash when at home, as they have done it at nursery. Sleep/rest routines promote a healthy environment as when children are tired they become restless and irritable, where they find it hard to control their emotions. By having this sort of routine the children are able to unwind from the activities that they have done and allow their bodies to prepare for oncoming activities. Children need specific hours of sleep; this can be done with a sleep pattern throughout the day. This also helps the children as they know at certain times of the day it is time for them to sleep and unwind.When sleeping the body’s heart rate, bodily functions and breathing slow down meaning that when they wake they feel more refreshed and allows concentration, frame of mind and memory to function properly. If children are deprived from sleep it can cause the brain to suffer long deprivation. When children wake they may feel unsettled, so the child should be made to feel comforted. As the body loses water when it is asleep children should be offered a drink of water when woken. As well as children who are toilet trained should be familiar with the fact that when they wake they should use the toilet.Activities can promote and maintain a healthy lifestyle: ? In my first activity in E6 (cooking potat oes and vegetables) it interlinks with children having their 5-a-day, it also encourages them to help when preparing food. As potato is a vegetable it counts as one of their 5-a-day if a handful is eating. Even if a child is not keen on vegetables, when helping to prepare food the child is more likely to eat it. This is also a social event as the children are able to sit and talk together, which also develops respects for each other. In an everyday environment e. . a setting, practitioners could provide opportunities of different foods to children in a relaxed environment, which allows a unique chance to encourage healthy eating alongside the growth of educational and social skills. â€Å"Young people’s eating patterns can be shaped through a variety of routes. Schools offer most important opportunity for educating children on nutritional issues and facilitating and encouraging healthy eating patterns alongside the development of academic and social skills. † (Source: www. thesnackpack. net (2002))When using the watercress in meals it is important that the children use their sense of smell, they will also enjoy the fact that they grew it themselves this links with the EYFS. C1) The reason for planning and implementing activities which contribute to promoting and maintaining a healthy lifestyle are: ? ?Planning activities help to identify children’s needs, and provide for them. E. g. a washing clothes activity, things such as fragrances and chemicals in the washing powder could make the child’s eczema flare up, so if an activity like this was to be planned biological soap powder would be preferred.This would help the practitioner plan, to every child’s need no matter the age or size. These plans should be established on the child’s abilities and be able to support them rather then on the age norms for the child. ?When planning trips the child to staff ratio is considered, as it is important that there are enough staff m ember, so that children are kept a watchful eye on and are in a safe environment. If there is not enough staff members this will not be possible and children are at a higher risk of going missing.They would also be able to look at activities that they have done before to see if improvements can be made for the next time. ?If activities are not planned correctly there can be risks associated with they activity, where children can be put in harm and danger. When making risk assessments it is important to: 1. Recognize the hazard/s (which is anything that may cause harm to yourself or the child? ) 2. Decide who the hazard may affect and how? 3. Evaluate the risks and decide on precautions. 4. Record the findings and put them into practice. 5. Review the risk assessment.By reviewing the assessment the practitioner would be able to see if it has got better, and if the hazard is still there, if anything needs changing it is possible. They will also be able to go back to the assessment if anything was to go wrong. ? When children have special needs, it is important to incorporate this with the planning of the setting. As they may need outside help to support the needs of the child. Child psychiatrists are an example of this as they work with children who are showing emotional and depression difficulties. As these doctors have been trained in mental health they specialise in helping children.This helps support children to develop in areas which they are struggling in but because of emotional difficulties are missing out on. E2/B1) There are several different legislations that support the rights of children to a healthy lifestyle and help to safeguard and underpin the rights of children in life. The United Nations Convention on the Rights of the Child is one regulation that supports this. This regulation is an international agreement, which was drawn up in 1989; it applies to all children and young people under the age of 18 years.Article 2 (from the Little Book of Chi ldren’s Rights ; Responsibilities, given by Angela Marney on Wednesday 8th October 2008) says that â€Å"The convention applies to everyone, whatever their race, religion, abilities, whatever they think or say, whatever type of family they come from. † This article shows that practitioners and the government should be diverse when dealing with children. In addition to this it shows that children should be treated equally by adults no matter their race or colour as by doing this the children are learning by modelling the behaviour of the adult.If a child is not treated equally they may feel left out and it may emotionally distress the child, meaning that the child may feel different compared to the other children. Article 12 (from the Little Book of Children’s Rights ; Responsibilities, given by Angela Marney on Wednesday 8th October 2008) says, â€Å"Children have the right to say what they think should happen, when adults are making decisions that affect them, and to have their opinions taken into account. † This article shows that children’s opinions are important and should be taking into consideration and should be consulted hen their parents are separating, as the child should have a preference of who they stay with. As the child decision may not be final, it would be taking into consideration, when trying to make that final decision. Article 19 (from the Little Book of Children’s Rights ; Responsibilities, given by Angela Marney on Wednesday 8th October 2008) says, â€Å"Governments should ensure that children are properly cared for, and protect them from violence, abuse and neglect by their parents, or anyone else who looks after them. This article is important as children should not be subjected to cruelty. Children are being subjected to cruelty by the same people that are meant to be protecting them from the world; no adult has the right to subject any child to this. The Children Act 1989 also helps to suppo rt the rights of children. â€Å"The Children Act 1989 covers the following: ?reforms the law relating to children; ?makes provision for local authority services for children in need and others; ? amends the law with respect to children's homes, community home, voluntary homes and voluntary organisations; ? akes provision with respect to fostering, child minding and day care for young children and adoption, and for connected purposes. † (Source: http://www. dcsf. gov. uk/childrenactreport/ Accessed: 19/01/2009) It was updated in 2004 to include Every Child Matters: Change for Children, this was an approach to look for the well-being of children and young people from birth to 19 years. The aim of this is to make sure that every child, whether their background or their circumstances, to have the support they need to: ? Be healthy ?Stay safe Enjoy and achieve ?Make a positive contribution ?Achieve economic well-being. Any organisation that is involved with providing services for children, teams up to provide new ways to work together and share information to help protect children from harm and help them to achieve what they want in life. A1) My first experience was an afternoon trip to The Co-Operative. We took a group of children aged 2-3 years, after they had woken from there afternoon nap. The aim of the trip was to teach the children about the different fruit and vegetables.As there were only four children there was me and one member of staff, we both had two children, we walked as The Co- Operative wasn’t far from us. We made sure that the children had their coats so that they could stay warm. The only major barrier was that we had to cross the road, as there was a zebra crossing we used that. There was also a lollipop lady, we made sure that they looked left and right to see if any cars were coming and explained to them why we were doing this. When arriving at The Co-Operative we made sure that the children stayed close and were in eye sight a t all times.When we found the fruit and vegetables, we asked them questions, such as if they knew what they were called and if they knew the colours of them. My second experience was a trip to the park; the children had finished their morning activities. There were three members of staff and me, we took a group of eight children, and like the first activity there were two children to each adult but this time the children’s ages ranged between 2-4 years. The reason for the trip was for the children to get some fresh air and to exercise.As it was a sunny day the children did not need coats but all had jumpers on. We had to cross the road at an island as this was the safest way. When arriving at the park the children were only allowed to play in the designated area, which we made sure that we supervised very strictly. My first experience to The Co-Operative linked to the planning of the setting as at the time they were reading the book Handa’s Surprise, and they were lear ning about all the different fruits that were in that book and we were also helping them learn new vegetables.It also helps them to improve on their vocabulary and counting as we asked them how many items we had at the end of their shopping trip. It encourages them to eat health, which relates to healthy eating. My second experience to the park was linked to the planning of the setting as they would usually go outside to play in the garden, so we decided to give them more space to run around. When walking back from the park we asked them if they enjoyed their time, what they played on and if they wanted to go back soon, which helped the children to extend their vocabulary. The trip to the park helped them to have a daily ose of exercise. The cultural and social factors that were considered is that no child is discriminated against, that none of the children where there were made to feel left out and that their opinions and needs were respected, so they were treated as individuals. N o matter what their race, religion, age or ability. For the first experience we made sure that it was appropriate for the children’s age. The social factors that were considered were to make sure that they interacted with each other and us as the practitioners; we made sure that they held the practitioner hand so they were safe.We also made sure that they were interacting with other children and not just their usual circle of friends, by doing this the children got to build new relationships. It was important that children listened and followed the instructions and directions that were given to them by the practitioners; as if the instructions were not followed properly the children’s life could be put in danger. I feel that I was effective in both experiences as I asked the children questions, on the way back and asked them what they had remembered from the trip on the way back.I was able to follow the instructions given to me in a calm manner and explain to my superv isor how both experiences were when I returned. The children listened and interacted to each other and to us as practitioners without any problems. The fact that they were both small group I was able to give the children support and the attention they needed, which helps them with their concentration and listening skills. During both experiences I was able to interact with the children and staff and monitor the behaviour and what was happening with the children’s progress

Kids Need Sports

Kids these days are stuck inside doors just playing video games, doing homework, watching television, and that’s just wrong. Kids should be outside playing sports, getting some exercise while having fun. There are many reasons nowadays why kids aren’t playing or end up quitting sports, such as their parents don’t want them to play and get hurt, kids feel that they can’t do the sport or won’t be any good at it. A other reason kids end up quitting sports because they don’t like to lose or be on a losing team but as Muhammed Ali once said â€Å"I never thought about losing, but now that it’s happened, the only thing is to do it right† (Ali).This is a good mindset to have. Playing a sport at a young age helps the child become a better leader, team player, and an athlete that will carry on as they get older. Whoever disagrees that kids shouldn’t play sports should consider all the benefits sports bring to a child’s life and the people around them. Kids that play a sport are more likely to be in healthy, and have better socializing behavior. There are reasons why kids don’t playing sports at an early age due to parents not allowing them, and kid end up quitting sports due to injury and the stress of a sport.Sports are a great way for a kid to stay in shape and have fun. Playing a sports at a young age has a lot of health befits. As stated by Family, Youth and Community Sciences â€Å"According to the Women’s Sports Foundation, girls who participate in sports are less likely to become pregnant as teenagers and are less likely to suffer from depression. There is also evidence that athletic activity can decrease the likelihood of developing breast cancer and osteoporosis. †(â€Å"Benefits of Sports for Kids†). Kids that play a sport at a young age are more likely to have better eating habits, and exercise when they grow up to an adult.As told by Academic Search Premier. â⠂¬Å"Athletes are generally less likely than their nonathlete peers to smoke cigarettes or to use marijuana or other illegal drugs (â€Å"Relationships Between Youth Sport Participation†). When a kid plays a sport they are often on a team which builds socializing skills and teamwork skills. Routledge â€Å"Around the world, there is evidence of sport/physical activity programmes being used to re-engage young people in education and society more broadly (â€Å"The role of physical activity/sport†).Kids that play sports learn how to share, be a leader, have great team work, and be a better person in both the sport and everyday life. Kid will also have better obedience, and respect to their elders and parents. Sports are a great way to find close friends to talk to play with and they would have the same interests and hobbies as the child would have this makes finding friends easier on the child. Parents need to be involved in their child’s life making sure they are up to good; a great way in doing that is to enroll them in a sport.Parents are the one that need to make the push in their child’s life to start playing a sport and finding the sports they would like to play. Often enough parents are also the reason why kids aren’t playing any sports. An example would be a mother doesn’t want her kid to play football because they can get injured and she is to overprotective of her child, but parents need to know that they cannot keep their kids in door all the time this could cause socializing problems, and health problems. As said by Steinberg Academic Search Premier â€Å"As a general rule, kids should start playing sports around age 6 (â€Å"Let's play ball! ). There are many reasons why kids quit sports nowadays. Some of the reason are that the kid is under too much stress and got injured and afraid to play again. The kid could be in a great deal of stress with the sports busy work schedule with practices, games, and film . This could be a lot for a kid to handle. Academic OneFile â€Å"If your child is unhappily stuck in a high-stress situation, De Lench advises, allow him or her to quit. â€Å"As adults, we walk away from situations that aren't good for us, and it's a healthy lesson to teach your child (â€Å"Not just fun and games†).Kids also should just play seasonal a sports not a year round sports so he or she is constantly under stress. Youth sports are essential to a kids’ development to grow and learn. A child without a sport could have health problem when growing up and likely to get into more trouble with drugs. The kids also build social behaviors and leadership traits that well stick with them for the rest of their lives and good friends along so. The things that are stopping kids from playing g sports are parents, cause of injury, and a stressful environment of the sport itself.

An Overview of the Life and Literary Works of Alfred Noyes

An Overview of the Life and Literary Works of Alfred Noyes Alfred Noyes was born in Wolver Hampton on 16th September 1880. In 1896, he went to Exeter College, Oxford, where he distinguished himself at rowing. His first volume of poems was The Loom of Years (1902). The Highwayman, Noyess best-loved poem, is included in the volume Forty Singing Seamen and other poems. The poem is about a highwayman and his lover Bess. The highwayman is deeply in love with Bess and goes to see her one night. Tim, the ostler was also in love with Bess and was jealous of the highwayman. He quietly listens to the conversation of bess and the highwayman .The highwayman was a felon and was wanted by the red coats. Tim informs the red coats about his next visit. To arrest the highwayman, the redcoats use Bess as bait. They position themselves everywhere in the neighborhood and in the inn. They tie Bess in front the window with a musket under her breast. At midnight she hears the highwayman coming closer and closer. To save him she pulls the trigger of the musket and kills herself. On hearing the shot of the musket, the highwayman flees away. The next day, when the highwayman gets to know about Bess he is furious and spurs on his horse to take revenge. But he is shot down. Even after years, it is said that on a night like that one, one can hear the highwayman on his horse coming to the inn-door, and one can see Bess at the window with her hair let loose waiting for the highwayman. The language of poetry is significantly different from the language of ordinary conversation because it is very often the language of indirection: it uses figures of speech like metaphors, similes, and symbols to get across the experience that the poet is trying to recreate. In the following paragraphs, I have analyzed the poem and stated a few of these figures of speech. Using the language of poetry, the poet creates a scene and makes the reader imagine his thoughts. In the first verse of his poem, Alfred Noyes, metaphorically describes: the wind to a river, which is flowing through the mountain like trees: the moon to a ship, which floats in a sea of clouds: the road to ribbon, twisting and turning, shining in moonlight, and passing through a marshy piece of land. In the same verse, the poet introduces the highwayman riding a long distance on his horse before arriving to the inn-door. This can be noticed and the poet puns on the word riding and repeats the word over and over again. Another example of the same style of poetry can be seen in the seventh verse, where the red coats arrive to the landlords inn. In this example the pun is on the word marching. In the second and the third verse the poet describes the highwayman and Bess. The highwayman is dressed in rich attire and when he arrives Bess is waiting for him there. The lovers are parted apart, as the landlord doesnt want Bess to meet the Highwayman. This is because in verse, the highwayman is a wanted convict by the red coats. The poet also introduces Tim who takes of the horses and is also in love with Bess, and is jealous of the highwayman. Unlike the highwayman, the poet presents Tim in a very rustic manner.

Marketing report Essay Example | Topics and Well Written Essays - 3000 words

Marketing report - Essay Example Some of the major findings from the report were that the business was not as aggressive in marketing as some of the competitor companies, hence leading to the small market share of the global market that the company has. The staff motivation was poor and most of them did not feel appreciated enough for their efforts in the company. Introduction The Kingsway group of company is an organisation that deals with imports and exports of new and used motor vehicles from Japan and Germany. For the past five years, the company has grown from exporting only used Toyota and Mercedes models of vehicles to exporting of all makes of vehicles that the two countries makes, in addition, the market has grown from Europe to almost all the six continents with Africa being the most competitive market in the last quarter. However, these statics fall below the projected market share, which necessitated this report to review on our weak point and the opportunities and strengths in which we can capitalise on . Procedure In coming up with situation analysis of the company, the report undertook to analyse several dimensions that may have an effect on the performance of the company; this was to ensure that no factor that may have effect on performance was not analysed. Some of the areas that were analysed include competitor, market, environmental, customer, internal and SWOT analysis. the first step in conducting the situation analysis was to lay down the type of data that was needed in every factor that was to be analysed, after getting these, we had to look for the contact people who were conversant in our competitor firms and how their companies were organised both in their internal and external market approach. Findings Competitor analysis The main competitors in the Japan and Germany cars export and import business are Global Motors LTD, Motor World Services and the Kiyosaki Group. These companies have an almost similar approach to the market for vehicles globally and most of their st rategies are largely similar. Current and future objectives 1. Global Motors Global Motors has two objectives that include the increasing the variety of the motor vehicles that they sell to their clients, the second is providing quality vehicles to their clients. This organisation has several agents in the regions it operates, which are mainly in the American market; a group of business tycoons from North America are the main financiers of the group who have many connections in the business circles globally. 2. Motor World services This group of companies has their main objective as exporting all models of vehicles in the motor vehicle industry and making them accessible to their clients especially the high-end consumers. This group has a base in Finland and its strategy as selling the luxurious vehicles at an affordable price, most of the sport utility vehicles manufacturers supply the company with spare parts for their products making it easier for clients who buy these vehicles t o access spare parts or customise their second hand vehicles. 3. Kiyosaki Group This group, which is from Japan, has put its objectives as supplying the need of customers for second hand Japanese vehicles; the second objective of the company is to provide a cheaper way of becoming a motor vehicle owner through offering competitive prices for their Japanese vehicles. The strategy that this

How long can a inmate stay in the county jail Essay

How long can a inmate stay in the county jail - Essay Example A day over that time, he has to go to prison. The norm is, no one ever serves their full sentence in a county jail, they usually spend a third of their sentence. However, a person who defies a judge's order, and is charged with contempt of court, may stay in jail indefinitely; as long as he/she refuses to follow the judge's order. The Wall Street Journal, posted January 8, 2009, Ashley Jones reported that a man who defies the judge's order, and was charged with contempt of court has been in jail for over ten years. No one can stay in jail longer than the time specified by a judge, unless that person commits another crime while in jail and has another trial, and is sentence to more time in jail. If this sentence exceeds a year, he has to go to prison. A judge does not file motions, a lawyer files a motion on the client,s behalf. The website, FindLaw.com, states that a lawyer can shorten his client's jail time by filing a habeas corpus, a writ requesting a speedy hearing before a judge . This is the time that the trial date is set. People have always misunderstood the difference between jail and prison. Upon arrest, a detainees goes to jail, however, an arrest before the Miranda rights is read, or without the Miranda right being read, will null the charges in a court of law. Most federal detainee goes to federal jail, but they sometimes go to county jail. Reference â€Å"The Arrest Process.† FindLaw.com.

The abused Defense balances the justice system Essay - 1

The abused Defense balances the justice system - Essay Example This will result in the violent treatment which he will adapt against others who according to him are the reason of his stress. But in the end the only person who will suffer because of this attitude would be he, himself. As such people are unaware of the fact that their behavior and patterns are unsuitable; they neglect the point that they create problems for others as well as for themselves while seeking vindication in their aggressive and brutal manners. These people think that others always have spiteful intentions; they easily blame others because of very little or no confirmation. They think that their hostile and destructive attitude is justifiable retribution while others find it inexplicable. Such patterns become a major reason of rejection by others. Just because one has suffered a lot in past does not warrants his brutal and negative approach towards others. By adapting such behavior one only harms oneself and the people who are related to him either professionally or pers onally.He will think that all the difficulties in his life are either caused by of his surroundings or are because of the circumstances which he cannot control.

- Radiographic Technique Essay Example | Topics and Well Written Essays - 250 words

- Radiographic Technique - Essay Example This paper seeks to discuss how do techniques are changed for a given part of the body while keeping the same density on a film, and the tips for remembering this type of information. X-rays are techniques of radiography used in controlled radiation rays in recording an image of the inside of the body on film. A radiographic technique has varying effect on different parts of the body. This is because different parts of the body appear differently since density affects how images appear on an x-ray. When a bone is targeted, the radiation must be adjusted because bones absorb most of the radiation, this is because a bone is white and much or the radiation is absorbed. On the other hand, for a soft tissue like a muscle, organs or fat, the technique is changed again by minimizing radiation from the x-ray. This is because soft tissues allow more of the x-rays since they appear gray. When this is done, the density on the film remains the same. In summary, radiographic technicians have also employed radiographic tenets that ensure safety for patients. For example the ALARA, an acronym, for As Low As Reasonably Achievable. This principle is used to minimize the doses of radiation on various parts of the body by employing reasonable radiation methods. The technicians have also applied the 3C’s principle which denotes, Correct patient, Correct site, and Correct procedure for any part of the

Service Line Development Term Paper Example | Topics and Well Written Essays - 1250 words

Service Line Development - Term Paper Example Self paying patients have increased from 5 to 8%. These changes have been accompanied by a reduction in revenue from $461.5 million to $427 million – a 7.5% decline. This decline has led to a decline in the hospital’s profit margin from $23.075 million to a negative of $1.495 million – a decline of 106.5%. This decline in revenue appears to have been initiated by the loss of the Obstetrics program and the erosion of general surgery volumes. The number of discharges, patient days, ADC, Surgeries, OP visits and ED visits. The only increase is related to ALOS which increased from 4.0 to 4.3. Zuckerman et al (2002) noted that mandatory health maintenance organizations (HMO) programs have had a positive impact on both adults and children and has resulted in less dependence on emergency room for medical care. There is an increase in the use of preventative care. Zuckerman et al (2002) also pointed to differences in access between people enrolled in Medicaid managed car e and low-income privately insured people. This difference seems to have positively impacted the percentage of patients using Medicaid and Medicare while negatively impacting the percentage of patients using the facility who are insured. Gaynor and Haas-Wilson (1999, p. ... The memos and telephone conversations seem to be pointing towards the legislative mindset of reducing payments to hospitals. There are also changes in how physicians are reimbursed and this has implications for health care in the county. However, although everyone is affected Robert Holland who is not directly employed in the health sector appears to be the only person who knows how to impact the legislative changes to the health care policy. There is an urgent need for improvement in health care policies and the suggestion made by Robert Holland to the CEO – Morgan Reece of working more closely with the Hospital Political Action Committee in order to frame feedback to the legislators is a good one. A member of the hospital board - Dr. Joint, who does not work at the Trinity Community Hospital is concerned that Congress wants to either reduce reimbursement or keep it at the same level while opening the doors of medical facilities to millions. Dr. Joint indicates that the payme nt to physician is not keeping up with cost increases and so the hospital will not be able to recruit any new doctors. This seems to have been the problem when the Obstetrics service was discontinued at the hospital. There is obviously a shortage of doctors which can have crippling effects on health services. This will also turn people away from public health facilities as they will prefer to pay more for private services in order to ensure that they receive quality health care. It therefore means that those who cannot afford private care are the only ones who will visit the hospital. Currently, only some basic provisions can be dealt with in relation to

Marketing Article Example | Topics and Well Written Essays - 1500 words

Marketing - Article Example According to their article, there is a market - finance interface that exists in the operational sphere of every organization. This helps the organization interact with its external environment so as to create ample scope for the creation of market assets as well as cash flows. In this article, the writers have taken the focus away from mere sales growth and profit figures in order to show how the various aspects of marketing can contribute to the overall brand image and thus create a better environment for garnering of financial inputs as well as outputs. (Srivastava et al, 1998) In this regard the various aspects that have been dealt with are discussed in this paper as follows. According to the article by Srivastava et al, (1998), the basic theme of market research revolves around providing the means for an organization to broaden its horizons in terms of its goal achievement plan and its strategic positioning in the market. The implication of this theory revolves around the fact that the modern day organization needs to follow various steps in the research and examination of its various levels of operations and scope in the dynamic business environment that surrounds it. These steps include the following: Development of a goal or a mission in keeping with the basic capabilities of an organization. This includes knowing what the organization's basic output is in terms of its human resource base. A study of the market forces. This will help the organization realize the potential of the product in lieu of similar products that are being sold in the market through an emphasis on the demand and supply of the same. Grouping and organization of resources. This is a crucial element that can make or break an organization. Through the grouping of resources, an organization manages it finances in a better way so as to garner funds that will be circulated in the marketing activities. Through this process there is also a focus on creating a better market standing for the organization. The basic implications for these broad and age old principles in lieu of the article by Srivastava et al, demonstrates that the writers have shown an affinity for the broad spectrum of marketing research in the development of their market - finance interface. Market research is a primary function that gives rise to findings regarding the organization as well as its standing in the external environment. According to Srivastava et al, this has major implication for the market based assets. (Srivastava et al, 1998) The tools of market research help an organization create an identity in the following arenas: Change and knowledge management: The ability of an organization to cater for change and go along with the flow helps it earn more market based assets. The modern day economy is one that is changing with each passing day. The state of commerce is not what it used to be, say, a few decades ago. This is basically due to the fact that the new rule of thumb is that the only constant is change. The face of politics has greatly shaped the way the economy of a country and therefore, that of an organization, operates. In this way, there is a sense of constant interaction with the

Obsessive Compulsive Disorder Annotated Bibliography

Obsessive Compulsive Disorder - Annotated Bibliography Example in-reuptake inhibitors on (OCD) are adequate to deduce that a serotonin regulatory disorder is the most vital piece of the pathophysiology of OCD (2011). However, patients with OCD will require a high dosage of serotonin-reuptake inhibitor monotherapy. This may sometimes not be ample, and about half of patients are resistant to the treatment. The author states that previous studies indicate positive treatment reaction to dopaminergic antagonists. He infers that other neurotransmitter structures, like dopamine, are implicated in the pathophysiology of OCD. Evidence from Preclinical, neuroimaging and neurochemical researches demonstrates that the dopaminergic system is concerned in stirring up or infuriating indications pinpointing presence of OCD. The article reviews the dopaminergic system in OCD pathophysiology while reviewing the outcome of drugs that act on dopaminergic activity in OCD. Barrett PM, Farrell L, Pina AA, Peris TS, Piacentini J. (2008).Evidence-based psychosocial treatments for child and adolescent obsessive-compulsive disorder. Journal of Clinical Child and Adolescent Psychology. 237:131–155. In this article, the authors state that the development of fear habituation and disappearance are thought to be related to the pathophysiology of anxiety disorders. This includes obsessive-compulsive disorder (OCD), panic disorder, and posttraumatic stress disorder. The articles reports adjustments of auditory P50 suppression in human beings fear conditioning and extinction in fit control subjects. Furthermore, they report that P50 suppression in fear extinction is impaired in patients with OCD. The report explores investigations on the association between sensory gating and fear conditioning. Sensory gating mechanisms may be physiologically associated with fear conditioning, and OCD may involve abnormal sensory gating in fear extinction (Barret et al, 2008). Bloch, M. H., Williams, K and Pittenger, C. (2011). Glutamate abnormalities in obsessive

Supportive Learning Environment Essay Example for Free

Supportive Learning Environment Essay Explain how to establish and maintain a safe and supportive learning environment 7.3.1. Explain how to establish ground rules with learner’s to promote respect for each other. 9.3.2. Explain how to promote appropriate behaviour and respect for others. 7.3.2. When considering teaching in Further education, I assumed that managing behaviour and having to establish ‘ground rules’ had been left at the school gates, amidst an onslaught of eggs, signed uniforms and flour. Of course, having had a little experience, I now feel that students in F. E are the most diverse group to teach anywhere in education and with that, equally diverse in terms of behaviour and motivation. In order to establish and instigate ground rules in the first instance, basic rules should be agreed upon from the very start. For example; Mobile phones on silent, no talking while others are speaking and no eating during the lesson. Other rules can be applied as the course progresses. The establishment’s policies and procedures should be observed as a group, as this ensures everybody is aware of them. Observing behaviour, listening to what the students have to say and talking to them in an open forum leads the way to further establishing an agreeable environment in which to learn. Rules can be updated in this way and enable change to be considered depending on how the class develops. In order to remind learners of these mutually agreed guidelines, it is a good idea to display them in the room to refer students to if and when they are breached. Creating a ‘safe’ environment is integral to learning. Disruption, noise, lack of direction, bullying and aggressive styles are not conducive, so it is important in my role to develop good practise in dealing with challenging behaviour and promoting a positive, respectful atmosphere. Once more is known about the students, writing learning objectives for the session and stating what the students will be able to do at the end of the lesson could go somewhere towards promoting expectations and creating order within the room, another point at which to refer to if needed to keep learners on task. A supportive learning environment should be purposeful and task orientated, where the tutor emphasises the need to progress steadily. This can be done by starting lessons promptly, creating a smooth flow to the lesson, involving pupils and monitoring their progression and organisation. A positive effort should be made to ensure pupils have or build on self-respect and esteem by setti ng realistic opportunities for success and helpful support and encouragement whenever difficulties arise. A sense of order within the class can be managed by presenting lessons effectively and establishing positive relationships with pupils- based on mutual respect and rapport. I will, as a tutor, have to develop skills in managing behaviour and use a variety of tactics in order to develop an understanding of students individually and as a group. Hopefully, I will be able to combine that with the correct approach to planning, my approach, the resources to use in order to deal with barriers learners may have adopted towards learning and to maintain a good level of motivation. I believe in creating a relaxed, warm and supportive atmosphere in a group, as in my experience I have found that it creates a positive environment and suits my style when interacting with and enabling others. (Kyriacou, C.1998:65) writes- with regard to this particular style- ‘This better enables pupils to develop curiosity and interest in the learning activities’ However, this may lead to pupils relyin g on help, so it is important to establish and implement boundaries so that the learners initiative and motivation isn’t compromised. Giving feedback in a supportive way can help to encourage students to use study skills by highlighting how making notes or paying attention more closely can better equip them in meeting the demands of the program. Of course, I am aware that not everybody will want to interact fully within the group in this way and some would rather things were direct and less ‘fluffy’. I myself like to find a quiet place during a break and spend time alone. Sometimes I want to stay where I am seated and not move around to sit with other people. In general, promoting this environment and leading by example will in effect have a positive impact on the group. In my previous journal from week one, I wrote about how I try to include pupils who have low confidence in group discussions or activities with other more confident members of the class. In the same way, I also like to try and mix motivated pupils with those who may be struggling to find motivation. In an attempt to understand motivati on and what motivates I have considered Abraham Maslow’s (1987) Hierarchy of Needs in which he describes a series of stages towards achieving ones potential or ‘self-actualisation’. The stages are set as a pyramid with the most basic human need at the base and self-actualisation at the top. The base describes physiology which incorporates basic needs such as food and sleep begging the question, ‘Are the students tired or hungry?’ Safety describes the need for security. I must ask myself, ‘Is the environment safe? Are the students feeling secure and happy? Are they confident in my ability?’ Love and belonging, referring to a need we have as humans to be valued and needed. Looking at this I will need to ensure that all of the students feel included and that they are being respected by the rest of the group. I must ensure that I am using an inclusive approach in teaching. Esteem ‘building this through achievement and by being acknowledged by others’. It will be important to monitor development and ensure growth in confidence through peer support and recognition. Finally, Self-actualisation- the desire to reach what is perceived to be ones ‘full potential’ asking ‘Is there an individual and shared sense of achievement?’ and ‘Are the students operating with initiative, creativeness and independence?’ As a tutor, I will be expected to lead by example in modelling desired behaviour. Not only is it important to treat students with respect, it is important to treat other members of staff and outside agencies in the same way. I have experienced negativity from one staff member towards another member of staff where it was obvious-through body language and facial expressions- that there was a conflict. This impacted negatively on the class, as the students noticed what was going on. As a result, the students ostracised one staff member and took sides. This caused a very difficult atmosphere to work in and the ‘disliked’ member of staff was ignored and treated unfairly. This highlighted the importance of professionalism to me and whenever I have to work alongside people I may not always see eye-to-eye with, I must remain impartial in my views and ensure I keep thoughts and facial gestures very much to myself. References: Kyriacou, Chris (1998) Essential Teaching Skills. Second edition.London. Basil Blackwell LTD

Analyzing the Polluter Pays Principle Through Law and Economics Essay Example for Free

Analyzing the Polluter Pays Principle Through Law and Economics Essay The ‘polluter pays principle’ states that whoever is responsible for damage to the environment should bear the costs associated with it. The Polluter Pays Principle (PPP) is one of the internationally recognized principles that in? uence the shaping of environmental policy at both the national and international level. As one of the environmental principles that have developed ‘from political slogans to legal rules,’ it is also increasingly re? ected in national and international law. It is seen and analyzed both as a principle of environmental economics and as a principle of environmental law. In environmental economics, it is discussed as an ef? ciency principle of internalization of environmental costs. As a legal principle, it is usually treated as a principle for the allocation of the cost of pollution prevention, and for liability and compensation for environmental damage. In general, it is regarded as an important and ‘right’ principle in the perspective of environmental protection. It is often mentioned together with other major environmental principles such as the precautionary principle, the principle of prevention and the principle of integration. In general, it is regarded as an important and ‘right’ principle in the perspective of environmental protection. It is often mentioned together with other major environmental principles such as the precautionary principle, the principle of prevention and the principle of integration. The â€Å"polluter pays principle† (PPP or principle) requires the polluter to bear the expense of preventing, controlling, and cleaning up pollution. Its main goals are cost allocation and cost internalization. In 1972, the Organisation for Economic Co-operation and Development (OECD) articulated the principle explicitly and in 1989 indicated that it should be applied to agriculture. Though the principle originated as an economic principle, since 1990 it has been recognized internationally as a legal principle. The PPP now plays an important role in national and international environmental policy. The European Community (EC) adopted the principle in the 1987 Single European Act, and it has appeared in international agreements, including the Rio Declaration of 1992. The principle is an explicit part of legislation in some nations; in others, it is an implicit subtext for both environmental regulation and liability for pollution. Historical Evolution Of Polluter Pays Principle The polluter pays principle, like the other great towering principles that today influence international environmental law, such as: (1) the sustainable development principle; (2) the prevention principle; (3) the precautionary principle; and (4) the proximity principle, started as a political declaration without legal force. The polluter pays principle has been included in documents with legal status. For instance, many modern constitutions in the European Union explicitly provide for a right to a clean environment and thus environmental policy principles also constitute environmental law. The right to a clean environment implies a duty of the state to protect its citizens, but it is questionable whether these principles or social rights can yet be considered subjective rights, meaning that they can be enforced by citizens in a court. However, some see the right to a clean environment as a human or natural right existing independently of politically decided treaties. Finally, the polluter pays principles is now seen in specific pieces of legislation becoming more (or some might say ‘less’) than a grand constitutional statement of an intractable human right. OECD – the birth of the polluter pays principle Some explanation of the sometimes arbitrary course of the principle of polluter pays can be found in its historical development. The principle first appeared in a legal context in a document prepared by the international Organization for Economic Cooperation and Development (â€Å"OECD†) and included the following recommendation: â€Å"The principle to be used for allocating costs of pollution prevention and control measures to encourage rational use of scarce environmental resources and to avoid distortions in international trade and investment is the so-called ‘Polluter Pays principle’. This principle means that the polluter should bear the expenses of carrying out the above mentioned measures decided by public authorities to ensure that the environment is in an acceptable state. In other words, the cost of these measures should be reflected in the costs of goods and services which cause pollution in production and/or consumption. Such measures should not be accompanied by subsidies that would create significant distortions in international trade and investment†. In 2001, the OECD Joint Working Party on Agriculture and Environment, after years of gestation and development by other organisations, stated that a new and expanded form of the polluter pays principle should provide that: the polluter should be held responsible for environmental damage caused and bear the expenses of carrying out pollution prevention measures or paying for damaging the state of the environment where the consumptive or productive activities causing the environmental damage are not covered by property rights. United Nations – the Rio Declaration This proclamation was proved, at least on paper, if not yet by jus cogens, in 1992 when the United Nations Conference on the Environment and Development delegates agreed on the Rio Declaration on Environment and Development (the â€Å"Rio Declaration†), which has been described as an â€Å"instrument of international jurisprudence [that] articulates policies and prescriptions directed at the achievement of worl dwide sustainable development†. It is of note that Principle 16 of the Rio Declaration provides that: â€Å"[n]ational authorities should endeavour to promote the internalization of environmental costs and the use of economic instruments, taking into account the approach that the polluter should, in principle, bear the cost of pollution, with due regard to the public interest and without distorting international trade and investment†. The principle’s appearance in such a seminal statement of the undamental principles of international environmental law demonstrates its significance in environmental liability regimes around the world. United States The principle has to some extent informed United States’ legislation, but its influence should not be overstated and commentators note that: â€Å"The United States, in contrast to the European nations, does not officially recognize the [polluter pays principle] as a distinct principle or policy mandate, but does, by natural political and economic inc lination, closely follow its precepts in practice†. Certain provisions of the United States’ Clean Air Act 1970 (the â€Å"CAA†) and Clean Water Act 1977 (the â€Å"CWA†) require polluters to satisfy environmental standards at their own expense; and the Comprehensive Environmental Response, Compensation and Liability Act of 1980 (â€Å"CERCLA†) assigns liability for costs associated with cleaning-up sites contaminated by hazardous wastes. CERCLA is a notable milestone in the development of the polluter pays principle in the United States and commentators have noted that: â€Å"the polluter pays principle is one of the central objectives or goals of CERCLA†. Flaws in the Polluter Pays Principle Few people could disagree with what seems at first glance to be such a straightforward proposition. Indeed, properly construed, this is not only a sound principle for dealing with those who pollute but is an extension of one of the most basic principles of fairness and justice: people should be held responsible for their actions. Those who cause damage or harm to other people should pay for that damage. This appeal to our sense of justice is why the polluter pays principle (PPP) has come to resonate so strongly with both policy makers and the public. As a general rule, sound economic analysis of pollution and environmental problems must also be based on the principle of responsibility. Forcing polluters to bear the costs of their activities is good economics too; it not only advances fairness and justice, but also enhances economic efficiency. In other words, with appropriate policies based on a PPP, we should not have to give up the economic efficiency of a free market system based on private property in order to obtain environmental protection, nor vice versa. But as with most such general principles, the devil is in the details. In this case, the details relate to three basic questions that any application of the PPP must answer. First, how do we define pollution and therefore a polluter? Second, how much should the polluter pay, once he is identified? Third, to whom should the payment be made? The answers to these questions are at the heart of whether any application of the PPP will be either just or economically efficient. A correctly construed polluter pays principle would penalize those who injure other people by harming their persons, or by degrading their property. Too often, however, the PPP is misdefined and misused to suppress private economic activity that benefits the parties directly involved and does no specific damage to other people, but which offends those who oppose human impact on the environment and prefer to leave resources undeveloped. The objective is to restrain the resource use at the expense of the property owners and consumers without cost to those who wish to see the resources remain idle. Under such a misapplication of the PPP, very often a polluter is not someone who is harming others, but is someone who is simply using his own property and resources in a way that is not approved of by government officials or environmentalists. In such cases there is no harm to be measured and no real victims to compensate. Consequently, the amount to be paid is not determined by the extent of any actual damage done. Rather, it is set at a level that curbs the politically disfavored activity to the degree desired by its opponents. And finally, the payment (whether there are real victims or not) typically goes to the government in the form of a tax. In other words, in most cases, the PPP is used as cover to promote a political or ideological agenda rather than to ensure that real polluters pay compensation to real victims of their activities. Constitutional and Legislative Measures Stockholm Declaration of 1972 was perhaps the first major attempt to conserve and protect the human environment at the international level. As a consequence of this Declaration, the States were required to adopt legislative measures to protect and improve the environment. Accordingly, Indian Parliament inserted two Articles, i. e. ,, 48A and 51A in the Constitution of India in 1976, Article 48A of the Constitution rightly directs that the State shall endeavour to protect and improve the environment and safeguard forests and wildlife of the country. Similarly, clause (g) of Article 51A imposes a duty on every citizen of India, to protect and improve the natural environment including forests, lakes, river, and wildlife and to have compassion for living creatures. The cumulative effect of Articles 48A and 51A (g) seems to be that the State as well as the citizens both are now under constitutional obligation to conserve, perceive, protect and improve the environment. Every generation owes a duty to all succeeding generations to develop and conserve the natural resources of the nation in the best possible way. The phrase ‘protect and improve’ appearing in both the Articles 48A and 51A (g) seems to contemplate an affirmative government action to improve the quality of environment and not just to preserve the environment in its degraded form. Apart from the constitutional mandate to protect and improve the environment, there are a plenty of legislations on the subject but more relevant enactments for our purpose are the Water (Prevention and Control of Pollution) Act, 1974; the Water (Prevention and Control of Pollution) Cess Act, 1977; the Air (Prevention and Control of Pollution) Act, 1981; the Environment (Protection) Act, 1986; Public Liability Insurance Act, 1991; the National Environment Tribunal Act, 1995 and the National Environment Appellate Authority Act, 1997; the Wildlife (Protection) Act, 1972; the Forest (Conservation) Act, 1980. The Water Act provides for the prevention and control of water pollution and the maintaining or resorting of the wholesomeness of water. The Act prohibits any poisonous, noxious or polluting matter from entering into any stream or well. The Act provides for the formation of Central Pollution Control Board and the State Pollution Control Board. The new industries are required to obtain prior approval of such Boards before discharging any trade effluent, sewages into water bodies. No person, without the previous consent of the Boards shall bring into use new or altered outlet for the discharge of sewage or trade effluent into a stream or well or sewer or on land. The consent of the Boards shall also be required for continuing an existing discharge of sewage or trade effluent into a stream or well or sewer or land. In the Ganga Water Pollution case, the owners of some tanneries near Kanpur were discharging their effluents from their factories in Ganga without setting up primary treatment plants. The Supreme Court held that the financial capacity of the tanneries should be considered as irrelevant while requiring them to establish primary treatment plants. The Court directed to stop the running of these tanneries and also not to let out trade effluents from the tanneries either directly or indirectly into the river Ganga without subjecting the trade effluents to a permanent process by setting up primary treatment plants as approved by the State Pollution Control Board. The Water (Prevention and Control of Pollution) Cess Act, 1977 aims to provide levy and collection of a cess on water consumed by persons carrying certain industries and local authorities to augment the resources of the Central Board and the State Boards constituted for the prevention and control of water pollution. The object is to realise money from those whose activities lead to pollution and who must bear the expenses of the maintaining and running of such Boards. The industries may obtain a rebate as to the extent of 25% if they set up treatment plant of sewage or trade effluent. The Air Act has been designed to prevent, control and abatement of air pollution. The major sources of air pollution are industries, automobiles, domestic fires, etc. The air pollution adversely affects heart and lung and reacts with hemoglobin in the blood. According to Roggar Mustress, the American Scientist, air pollution causes mental tension which leads to increase in crimes in the society. The Air Act defines an air pollutant as any solid, liquid or gaseous substance including noise present in the atmosphere in such concentration as may be or tend to be injurious to human beings or other living creatures or plants or property or environment. The Act provides that no person shall without the previous consent of the State Board establish or operate any industrial plant in an air-pollution control area. The Central Pollution Control Board and the State Pollution Control Board constituted under the Water Act shall also perform the power and functions under the Air Act. The main function of the Boards under the Air Act is to improve the quality of air and to prevent, control and abate air pollution in the country. The permission granted by the Board may be conditional one wherein stipulations are made in respect of raising of stack height and to provide various control equipments and monitoring equipments. It is expressly provided that persons carrying on industry shall not allow emission of air pollutant in excess of standards laid down by the Board. In Delhi, the public transport system including buses and taxies are operating on a single fuel CNG mode on the directions given by the Supreme Court. Initially, there was a lot of resistance from bus and taxi operators. But now they themselves realise that the use of CNG is not only environment friendly but also economical. Noise has been taken as air pollutant within the meaning of Air Act. Sound becomes noise when it causes annoyance or irritates. There are many sources of noise pollution like factories, vehicles, reckless use of loudspeakers in marriages, religious ceremonies, religious places, etc. Use of crackers on festivals, winning of teams in the games, and other such occasions causes not only noise pollution but also air pollution. The Air Act prevents and controls both these pollutions. The Environment (Protection) Act, 1986 was enacted to provide for the protection and improvement of the quality of environment and preventing, controlling and abating environmental pollution. The Act came into existence as a direct consequence of the Bhopal Gas Tragedy. The term environment’ has been defined to include water, air and land, and the inter-relationship which exists among and between water, air and land and human beings, other living creatures, plants, micro-organism and property.

Coronary Artery Disease and Diabetes Mellitus

Coronary Artery Disease and Diabetes Mellitus Introduction The coronary artery supplies the blood to the heart muscles to enrich it with oxygen and other nutrients. It also carries deoxygenated blood away from the heart. The coronary artery consists of 2 main arteries; the right coronary artery which supplies blood to the right ventricles and right atrium and the left coronary artery which supplies blood to the left ventricles and left atrium. The two many arteries further divide into two; the left coronary artery divide into the circumflex artery which supplies blood to the back of the heart, the left anterior descending artery supplies blood to the front of the heart; the right coronary artery is divided into right posterior descending artery and large marginal arteries and supply blood to the sinoatrial nodes that control the heart  rhythmic rate. The coronary arteries have 3 layers of tissues; the tunica adventitia which covers the outside, the tunica media which is the middle layer and the tunica intima endothelium which is the inner layer. The diameters of the coronary arteries range from 0.6mm-4.4mm, any blockage to any of these arteries that stops blood flow to the affected area lead to coronary artery disease (CAD).       The normal blood glucose range is 4-6 mmol/L and 7.8mmol/L 2 hours after meal. This range is controlled by insulin which causes cells to absorb excess glucose in blood and glucagon which causes cells to release glucose from stores. Insulin is produced by the beta cells of the islets of Langerhans of the pancreas. When blood glucose level rises above its normal range insulin binds to the extracellular subunits of its receptors (IRS-1 and IRS-2) on the cell surface which sends signals into the cell causing the intracellular proteins to alter their activity which in turn initiates the movement of glucose transporters (GLU1-4, depending on the cell/tissues involved) to the cell membrane which then transports glucose into the cell where it may be further be converted glycogen, the storage form of glucose. Any impairment to the function of insulin, or its receptors lead to hyperglycemia and when excess of this glucose in bloodstream is passed in urine it results to diabetes mellitus. Diabe tes mellitus can be classified into two main types; Diabetes mellitus type 1 (DM 1) and diabetes mellitus type 2 (DM 2). High sugar levels in blood (hyperglycemia) maybe due to insulin resistance in cases of type 2 diabetes or destruction of beta cells of the pancreas in cases of type 1 diabetes, which downstream leads to CAD. Atherosclerosis which can occur in any part of the body result from endothelia damage which can be caused by high blood pressure, smoking, genetics, age, gender, high blood glucose, weight gain etc. when atherosclerosis occurs in any of the coronary arteries it leads to coronary artery disease. Events leading to atherosclerosis include; Endothelial damage which leads to inflammatory responses such as accumulation of white blood cells , low density lipoprotein (LDL)and high density lipoprotein (HDL), oxidation of LDL induced by free radicals (reactive oxygen species), platelet aggregation, chemotaxis of macrophages, formation of foam cells, proliferation of smooth muscle cells (atheroma occurs), fibrous tissue and calcium salts cause the atheroma to harden this results in less elasticity of the artery (atherosclerosis). All of these events narrow the coronary artery from the normal physiological range of 0.6-4.4mm (including small coronary arteries branching from the main arteries) to very smaller diameter depending on the level of narrowing and then eventual blockage preventing or limiting blood and nutrient supply to heart tissues leading to death of affected heart tissues, heart attack or even death of the patient. According to statistics, diabetes and coronary artery disease are closely related, this is because 50% of patients with diabetes are at risk of suffering CAD alongside. In the United States 77% cause of death is diabetic CAD. The prevalence of diabetes globally is increasing and its the major risk factor of other health conditions. The National Institute of Health reported that 65% of diabetic patients are more at risk of developing stroke, high blood pressure, obesity, kidney failure, and heart diseases such as cardiac arrest, myocardial infarction, and atherosclerosis in the heart (CAD) which when not optimally managed could lead to death. CAD and Diabetes Mellitus The cause of DM1 is unknown but studies say it could be genetic or viral infection which leads to an autoimmune condition where the body defense mechanism destroys its cells, in this case the pancreatic beta cells where insulin is produced. When the beta cells of the pancreas are destroyed, the pancreas will no longer be able to make insulin which downstream causes the bloodstream to be glucose logged due to inability of the body cells to move glucose out of the bloodstream, leading to impaired insulin secretion, decreased signalling in the hypothalamus, increased food intake, weight gain and hyperglycemia, which downstream leads to atherosclerosis. DM 2 is due to the body cells inability to respond to insulin stimulation. Insulin resistance is due to obesity, age and sedentary life style (irregular body activities), Age and sedentary lifestyle both lead up to increase in body weight (accumulation of adipose tissue). With or without hyperglycemia, insulin resistance can cause atherosclerosis, this results from increased lipolysis of adipocytes leading to increased nonesterified fatty acid secretion (NEFA), pro-inflammatory cytokines such as tumour P1521598x necrosis factor-a (TNF-a), interleukin-6 (IL-6) and monocyte chemoattractant protein-1 (MCP-1). NEFA can be deposited in and cause dysfunction of pancreatic beta cells, liver and skeletal muscles, all of which enhance insulin resistance and reduce production of insulin. Accumulation of NEFA in skeletal muscle leads to competition with glucose for substrate oxidation thereby increasing the intracellular content of fatty acid metabolites such as diacylglycerol (DAG), fatty acyl coenzyme A and ceremide which together activate serine/threonine kinase processes leading to insulin receptor substrate 1and 2 (IRS 1 IRS 2) phosphorylation, reducing their ability to undergo tyrosine phosphorylation and carry out their normal physiological function in insulin signalling. The final target of these receptors is the blockage of phosphatidylinositol 3-kinase (PI3) which is responsible for decreasing expression of adherent molecules, NF-kb activation, Ros formation and increasing eNOS production. PI3 blockade leads to hyperstimulation of mitogen-activated protein kinase (MAP-kinase) by increasing insulin production which contributes to vascular hypertrophy, hypertension, increased plasminogen activator inhibitor-1 (PAI-1) production and arrhythmias, all of these processes lead to endothelial lining damage which causes atherosclerosis. Diabetes and Atherosclerosis Hyperglycemia can also lead this atherosclerosis because increase in blood glucose levels leads to increase in reactive oxygen species (ROS) because of mitochondrial dysfunction which is the initial event observed in hyperglycemia. Glycolysis generates nicotinamide adenine dinucleotide (NADH) and pyruvate. Pyruvate in tricarboxylic cycle (TCA) generates molecules  of CO2, 4 NADH and 1 FADH NADH and FADH are electron carriers/donors in the electron transport chain which is made up of 4 complexes, I-IV). In mitochondria, NADH and FADH donate electron for generation of ATP. In hyperglycemia, there is increased glycolysis which leads to increased electron donation to the electron transfer chain (ETC) which increases electron flux raising voltage across the membrane and generates higher membrane potential eventually reaching a threshold where transport at complex III is blocked, increasing electron donation to O2 at complex III generating ROS, mostly superoxide (O-). Superoxide inactiva tes glycolytic enzymes glyceraldehyde 3-phosphate dehydrogenase which induces vascular injury via 4 main pathways; protein kinase C pathway, hexosamine pathway, advanced glycation endproducts and polyol pathway. ROS enhances atherosclerosis by blocking eNOS synthase which enhances production of other ROS especially in endothelial cells and vascular muscle cells. Superoxide reacts with nitric oxide to form peroxynitrite which selectively inhibits prostacyclin (PGI2) disrupting its synthases iron-thiolate centre. PGI2 inhibition causes build-up of its precursor prostaglandin endoperoxide (PGH2) which induces vasoconstriction and endothelial dysfunction. In addition, PGH2 promotes the conversion of PGI2 to thromboxane A2 by thromboxane synthase which leads to platelet aggregation. Diabetes and Response to injury Endothelial progenitor cells (EPC) and vascular endothelial growth factor (VEGF) are responsible for response to injury and hypoxia, both are lacking in diabetes, this makes repair of injury very slow enhancing atherosclerosis. Conclusion   Ã‚   With or without hyperglycemia, DM leads to atherosclerosis which if it happened in the coronary artery lead to narrowing and eventual blockage of the coronary artery leading to CAD. In DM 1 it goes through hyperglycemia/mitochondrial dysfunction pathway whereas in DM 2 it goes through insulin resistance/lipolysis pathway even in slim individuals if there is unequal distribution of fat across the body, it interferes with insulins ability to suppress lipolysis leading to higher NEFA production. Whichever way, DM is likely to lead up to CAD (when atherosclerosis occurs in the coronary artery) and other diseases such as obesity, high blood pressure, kidney disease and heart attack. One thing that can be seen in the events leading up to CAD are positive feedback events, for example, ROS blocks eNOS synthase which enhances the production of more ROS.

Grapes of Wrath Essay -- essays research papers

We as Americans have seen our share of violence whether it is first hand, through the media, or in history books. We have seen the pain and struggle that these people must go through in order to survive. This novel, The Grapes of Wrath, relates to some of the many times of violence and cruelty that this America has seen. During the Dust Bowl, hundreds of thousands of southerners faced many hardships, which is the basis of the novel called The Grapes of Wrath. It was written to portray the harsh conditions during the Dust Bowl. When one considers the merit of this novel, one thinks, how can Americans treat other Americans so horribly. After reviewing American History, the mistreatment of the "Okies" in The Grapes of Wrath can be concluded as being valid. After slavery, blacks were terribly mistreated. During the Civil War, Americans were divided. During the Red Scare, Americans mistrusted other Americans. These three different periods of U.S. history display how Americans can treat fellow Americans so cruelly. In The Grapes of Wrath, the Californians wanted to rid the "dirty" Okies from California because they were afraid of them. They were afraid that the Okies would take their land. In The Grapes of Wrath, Okies were unjustly beaten. The California police beat them for no just reason because they wanted the Okies to leave the state. The police killed Casey for no just reason. They killed him just because they thought he w...

Life Goals in Charles Dickens Great Expectations :: Great Expectations Essays

Life Goals in Charles Dickens' Great Expectations "He came closer to my tombstone, took me by both arms, and tilted me back as far as he could hold me, so that his eyes looked powerfully into mine, and mine looked most helplessly up into his" (3). These lines describe the entrance of the character, Provis, into the life of a young man who goes by the name of Pip. Pip is the protagonist in Great Expectations, the classic novel by Charles Dickens. Written in 1861, Great Expectations tells the life story of Pip, a young man who is born into the working class of England and makes his rise in society as the years progress. During his childhood years, Pip is endowed to his sister, who "brings him up by hand" (5), meaning she uses brute force when in comes to punishment, and punishment is frequent even when not required. This is also the time in his life when Pip meets the convict, Provis, out on the marshes near the church. Provis plays a key role in Pip's rise in society, even though Pip doesn't know it. Throughout the novel, the convict is subconsciously if not consciously on Pip's mind. The reader may not notice this fact at first, but it becomes evident as the novel progresses. Around the end of the novel, Pip finally learns who is the cause for his sudden wealth, and he realizes that his reasons for being ashamed of his family are shallow, so he sets things right. Great Expectations is the goals that Pip has about his life. During his childhood, Pip becomes the playmate to Estella, the adopted daughter of the wealthy Miss Havisham. Immediately, he falls in love with her, but she feels that she is socially above him and therefore he is not worthy of her. Upon first meeting Pip, Estella, upon hearing that she is to play cards with him, immediately remarks, "With this boy! Why, he is a common labouring-boy!" (55). Estella scorns Pip from the first day she meets him. Pip wants to be better for Estella and becomes ashamed of his family, because they are common townspeople. Estella is the reason for Pip's first expectation of becoming part of the upperclass. This aim is fulfilled when Pip learns that he has "come into a handsome property" (129) and he is to "be brought up as gentleman- in a word, as a young fellow of great expectations" (129).

Science vs. Religion: How were we created? Essays -- essays research p

  Ã‚  Ã‚  Ã‚  Ã‚  The idea of creation is one of the most controversial issues we have today. Your age, background, religion, and beliefs are the main characters that effect what you believe created the world. Science believes several theories on the creation but the most accepted is the Big Bang Theory. Religion has their own views on creation, Christians believe that God created the world, Islamic believe that Allah created man but in steps, and Mayans believe that the Heart of Sky created man. I plan on discussing each view in detail and then you the reader may make your decision on what you feel are true.   Ã‚  Ã‚  Ã‚  Ã‚  The Big Bang Theory is the scientific theory to explain the beginning of the world and of man. Scientists have discovered that there was a beginning of time, nothing before and what we call our universe after. According to the theory the universe started as small, dense, and extremely hot. After what they call the Big Bang, the universe cooled and expanded. An example that many scientists use is a balloon. The say that is starts with the popping of a balloon, releasing all its contents. Then the balloon continues to inflate. I would compare it to a raw noodle turning into a cooled, cooked noodle. The noodle was dense and extremely hot into an expanded, cool noodle. There are several evidences that support this theory, the first is that there was a beginning, second according to Hubble’s law the galaxies and stars are moving away from us. Hubble’s law would support the theory of expansion and that the universe was once compact. Another piece of eviden ce is the Cosmic Microwave Background radiation that would support that the universe was very hot at one time. The last piece of evidence would be that large quantities of Hydrogen and Helium are found in the universe and supports the models of Big Bang. The Big Bang Theory is the most popular and possible theory for creation, it is not the only one.   Ã‚  Ã‚  Ã‚  Ã‚  Christians view creation as clear and simple, God created the world in six days. According to the bible, â€Å"In the beginning God created the heaven and the earth,† (Genesis 1:1). â€Å"And God saw every thing that he had made, and, behold, it was very good. And the evening and the morning were the sixth day,† (Genesis 1:31). The main evidence to support this theory is the Bible. If you believe i... ...ases the animals into the wooden people’s homes. The animals decide they were abused by the wooden people and are going to do the same to them. They were chased off into the forest after their faces being crushed and then turned into monkeys. Heart-of-Sky eventually creates humans from corn, maize. This story speaks many truths but does not explain the in detail how the universe was created, as the theories I spoke of earlier do.   Ã‚  Ã‚  Ã‚  Ã‚  There are millions of theories traveling around our world today. It is hard to say which ones are true and which are not. It is too hard to say about a time when there was no life. I don’t believe we will ever really know how we were created; we can only discover more evidence and more theories. I hope that you are more knowledgeable about creation now after reading this paper. Works Cited Holy Bible, King James version. Tyndale House Publishers, Inc: 1979. Lederman, Leon. The God Particle : If the Universe Is the Answer, What Is the Question? Delta Publishing; 1994. Tedlock, Dennis. Popol Vuh, a translation. www.jaguar-sun.com/popolvuh.html Shah, Zia. The Islamic view of Creation. www.ldolphin.org/islamcreat.html

Junot Diaz Treflection

JuJunot Diaz Reflection From what I had previously read and heard from about Junot Diaz, I expected the typical speaker that usually stops by our campus: tall male, dressed in a suite, with a charming personality. Knowing he was a Hispanic author I felt like I would be exposed to nothing new during his readings or presence for that matter ( seeing as how being from Colombia and have had a lot of exposure to Hispanic authors).This immediately changed as a couple classmates and I got together to walk over to Sorenson Hall, and, as I we were walking to the auditorium, found multiple students heading to the same even but not because their curriculum required it but rather because they were so intrigued to hear him speak. Obviously, this triggered my own interest in what this author, that I originally found so predictable, had to say. From the moment he set foot on the stage to when he said goodbye, I was intrigued.Diaz evoked a casual atmosphere; through cursing and joking he made the cr owd feel comfortable. What I found most interesting was how he explained the different views between him and his family and how looked negatively it seemed for him to become an artist. He also explained multiple aspects about the cultural differences, and talked about the concepts of â€Å"trading your culture† he explained how crazy it is to realize at our age that everyone’s dreams aren’t your dreams.I agreed with everything he had to say and I found the way he evoked his opinions, through casual conversation and a comical tone, to be very effective. What I found most interesting though, is how he compared writing to an art form which says the stuff people don’t want to hear. As he was talking about this topic, I couldn’t help but compare his style of writing to that of graffiti art. He holds a rebellious attitude towards society that makes his writing appealing.Attending this reading taught me much about the topic of learning by making mistakes. My whole life, I’ve been raised thinking that mistakes shouldn’t occur, and the fact that he mentioned that one should take time out to learn through failure and making mistakes caught my attention immediately. Attending Diaz’s reading has been one of the most interesting things I’ve experience while at Babson and I know that when I type the last sentence of this reflection I am buying logging on to amazon and buying his book.

In What Way Is Hamlet Relevant in Our World Today? Essay

In that question, the word Hamlet is not underlined because the play itself is not nearly as relevant as a whole as Hamlet the person is. The play is full of allusions, jokes, and implications that is difficult for a modern audience to pick up on and understand their significance to the overall work. After all, Shakespeare wrote this as a performance piece that was to help pay the bills as much as it was to be a work of art. This is in no way to suggest that Shakespeare was just trying to make a quick buck and did not say anything profound through his play. This is to merely clarify that exactly how the events happen and the minor details and nuances of their telling are less important than the character of Hamlet himself. Hamlet’s growth in his view and philosophy about life is the most significant aspect of this work. Hamlet is facing what any young person faces. True, not everyone loses his father via murder, has a mother that remarries his father’s murderer, murders their ex-girlfriend’s father shortly before she herself dies (commits suicide?), kills his girlfriend’s brother, and murders his stepfather as he dies of poisoned drink and blade both. In fact, those events in isolation aren’t particularly common, but to have even two or three in conjunction is more than unfortunate, and all of them to fall on a single young man is downright unfair to say the least. Even before he discovers his father’s death is murder by Claudius, he remarks, â€Å"How weary, stale, flat and unprofitable/Seem to me all the uses of this world!†, indicating how he already feels at a loss for what to do with himself. This is just after he’s been told he won’t be able to return to college as he’d planned to do. Young people today still have their future plans disrupted by tragedy; whether it is personal, such is the case with Hamlet, or financial in nature. As the play moves on, Hamlet meets the Ghost, Ophelia stops speaking with him, and his madness (?) begins. The scene Ophelia describes to Polonius in which Hamlet enters her sewing room disheveled, â€Å"And with a look so piteous in purport/As if he had been loosed out of hell/To speak of horrors,–he comes before me.†, is overlooked as only important to evidencing Hamlet’s madness. In fact, it is quite the contrary. This is a moment in which Hamlet, though saying nothing, portrays through his body language all the anguish he feels in his dilemma. At this point, he is aware of his options: Avenge his father’s death and face the consequences, or accept his lot in life and make the best of it with Ophelia, the woman he loves. To be torn between rocking the boat, sticking it to the Man, and risking everything, or just living on your knees as best you can is an agonizing and contemporary decision that people of any age, but especially young people face daily. Hamlet goes on to explore a far more morbid option, which sadly some teens choose. â€Å"To be, or not to be: that is the question:/Whether ’tis nobler in the mind to suffer/The slings and arrows of outrageous fortune,/Or to take arms against a sea of troubles,/And by opposing end them?† The suicide he muses about is twofold. There is the physical act of suicide, but also the suicide of a long, unsatisfying, unfulfilled life. This is the first time he voices it explicitly, but the theme has been building since his first remark on the unprofitability of this world. As with most youths, he comes to decide in favor of life, if for no more reason than the fear of an unknown, possibly worse, or worse, possibly nonexistent afterlife. The morbidity of Hamlet’s musing increase appropriately as he lounges about unrecognized as Ophelia’s grave is being dug. â€Å"Imperious Caesar, dead and turn’d to clay,/Might stop a hole to keep the wind away:/O, that that earth, which kept the world in awe,/Should patch a wall to expel the winter flaw!† The best of us are little more than dirt and a name after death. Whether it’s the scenery or all the death Hamlet is cognizant or even responsible for, he’s moved from his own mortality and fragility to the general statement about humankind. This sort of realization is still very much a part of maturing and growing as an imperfect person in an imperfect world today. The final stage in Hamlet’s philosophical growth is evidenced as complete by his remark to Horatio before his (supposedly sporting) duel with Laertes. â€Å"If it be now, ’tis not to come;/if it be not to come, it will be now;/if it be not now, yet it will come:/the readiness is all:/since no man has aught of what he leaves, what is’t to leave betimes?† This sort of Zen-like acceptance of what his life has meant and been up until this point, and the directions available to him allow him to prevail, even though he dies, in his mission to purge the Danish court of the rottenness (Claudius, whom his father is contrasted with) Marcellus mentions in Act One. In the end, Hamlet becomes his own man, and if descriptions of his father are anything to go by, a man of whom his father would be proud. He refuses to compromise with the appearances of his world and instead opts to face the hard realities. It costs him his life, but it also made his life worth living, down to when he drinks the rest of the poison so that Horatio will not. In doing so, he both implicitly and explicitly charges Horatio’s life with a purpose, â€Å"If thou didst ever hold me in thy heart/Absent thee from felicity awhile,/And in this harsh world draw thy breath in pain,/To tell my story.†. Even though his life ended prematurely, he died fulfilled. Throughout the play, his comprehension of his world and his influence grows, and he makes an inspiring, albeit tragic, change for the better. Hamlet’s life, minus the woeful details, are a highly relevant portrayal of the philosophical growth of youths yesterday, today, and near certainly tomorrow.