Detention of Immigrants

Detention of Immigrants Introduction This paper aims at analyzing the plight of refugees in various detention camps in the US, and Australia. It is factual that refugees go through difficulties in the camps since immigration officials harass them to accept illegal pacts and raw deals (Bagshaw Paul 2004, p. 41).Advertising We will write a custom essay sample on Detention of Immigrants specifically for you for only $16.05 $11/page Learn More Immigration officials force refugees to accept their pleas such as extending sexual favors. Some immigrants report that immigration officials are unwelcoming and use unacceptable language when addressing them. This paper aims at uncovering the injustices meted out to refugees in the US and Australia. The main purpose of the paper is to expose the injustices that refugees face in their daily lives. In society, each person has the right to exercise his or her freedom. Detention facilities interfere with the rights of detainees because they force t hem to support illegal deals in the detention facilities. The detention facilities should support refugees emotionally while they solve their problems through legal means. However, the detention facilities go against the acceptable codes of conduct by taking advantage of the plight of refugees. Through this paper, the world will appreciate the fact that refugees have a right, just like other citizens. Background Immigrants face a number of challenges in the United States and Australia. Australia and the US are two countries preferred by refugees who run away from political and economic hardships (Cohen 2004, p. 467). Refugees fleeing to the US and Australia are mostly Africans who believe that economic conditions would favor them there. The two countries face serious challenges in ensuring that their borders are safe. On the other hand, the countries are expected to assist refugees in need of commodities such as food, water, shelter, and security. The United Nations High Commission for Refugees is an agency that was created to help displaced individuals in the third world and other parts of the world. In 1951, there were an approximated 1.5 billion refugees in the world. The figure went up in 2009 to 43.3 billion, including approximated 15.2 billion displaced individuals, 983000 refuge seekers, and 27.1 internally displaced people. People run away from their homes due to natural disasters, political insecurity, and harsh economic conditions. Current studies show that at least five factors encourage people to run away from their home countries to either Australia or the US. In Europe and Africa, individuals migrate to the two countries because of wage differences between the home countries and the two foreign countries.Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More These factors are commonly referred to as the pull factors because they attract people to migrate to the US or Australia. The US and Australia have experienced retarded growth implying in population to an extent that the two countries do not have sufficient labor. Hiking salaries and wages is one of the strategies employed to attract the global labor force (Evans 2007, p. 73). Another factor that forces people to move to greener pastures is the population growth in the home country. Some countries have witnessed a massive population growth in the recent past, which forces individuals to look for space elsewhere. The US and Australia are preferred because the standards of living are better in the two countries. This factor falls under the push factors because it puts pressure on an individual to move (Cernea 2006, p. 76). In the last twenty to thirty years, some countries have been forced to come up with policies aimed at discouraging population growth due to strained resources. China and India are some of the countries that discourage population growth because the government is unable to provide adequate services to the larger population. In such countries, individuals prefer shifting to foreign countries perceived to be having favorable conditions of living. The US and Australia are the first destinations for individuals. As people shift to Australia and the US, many are encouraged to do so after noticing that their friends and relatives do well in the foreign countries. However, they do not understand that foreigners are exposed to torture and unfair treatment in the detention facilities. Statistics show that about sixty percent of those migrating to the US and Australia are men while only forty percent are female. Seventy percent of immigrants are adults while twenty percent are children. This shows that people migrate to these two countries in search of jobs and business opportunities owing to the population pressure at home countries. In the detention facilities, young men are the majority implying that the types of abuses are mostly related to viola tion of employment acts (Klin 2006, p. 19). Issue Development Local Reaction A report by the American Civil Liberties Union observed that immigrants are subjected to unfair treatment in the detention facilities in Georgia. The organization undertook a study on four main detention facilities in the US. One of the detention facilities was Stewart Detention Center, which is one of the largest detention facilities in the US. The organization claimed that the facility violates immigration policies yet the government is reluctant to act. Immigrants are housed in a prisonlike facility whereby their human and civil rights are not provided.Advertising We will write a custom essay sample on Detention of Immigrants specifically for you for only $16.05 $11/page Learn More Through the report, the officials of Georgia came up with strict immigration policies that would allow the security forces to conduct frequent assessment of the detention facilities. The security agen cies would question immigrants regarding their living conditions in the detention facilities. The government has so far enacted policies allowing the department of homeland security to deport illegal immigrants. Illegal immigrants are victims of unfair treatment in the detention facilities. Private organizations operate substantial detention facilities in the US. The human rights groups have urged the government to deregister the private organizations operating the detention facilities on grounds of abuse. The civil groups argue that most of the detention facilities are in the remote areas and the facilities are of poor quality (Klin 2000, p. 99). The American Civil Liberties Union conducted an extensive research that lasted for three years, managing to interview sixty-eight detainees and a sizeable number of relatives and friends. The study established that detainees face serious problems because their rights are violated. They are subjected to poor sanitation, inadequate medical a ttention, inappropriate mental healthcare, and instances of verbal abuse. It is established that those in authority use their power to exploit detainees in the camp. Some detainees claimed that officials used vulgar language and racial discrimination was rampant in the facilities. Some detainees are even subjected to physical violence, which is a violation of the right to life. At the Stewart detention facility, one detainee reported that a guard assaulted him one evening and injured him seriously. The detainee lost both eyes, but the officials of the detention facility are yet to take action against the guard (Lilly 2007, p. 101). Each person is entitled to free medical care, but detainees at Australian detention facilities are never allowed to undergo regular medical checkups. Detention facilities in the US rarely employ a doctor who would attend to emergencies at night. In government operated detention facilities, a doctor is usually provided, but medical facilities are not enoug h to cater for the medical needs of all detainees. In an interview with one female detainee, the report by the civil liberties groups claimed that the woman was left to suffer for hours before being taken to hospital. Even after identifying that the woman needed urgent medical care, the officials were reluctant to act deviously to prevent unnecessary suffering and pain. In the American detention camps, the mental status of individuals is never taken into consideration because a psychiatrist is never provided to interrogate the detainees.Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Immigrants are people with various problems since some might have lost their properties before deciding to seek refuge in the foreign countries. It is logical to take such individuals through frequent mental checkups to prevent cases of mental illness and psychological trauma. However, the detention facilities in the US are reluctant to help immigrants in recovering from mental stress (Mooney 2003, p. 6). Just like in the US, detention facilities in Australia force immigrants to sign orders of removal that permit banishment without due process. Officials threaten detainees with severe punishment in case they fail to sign orders of removal. In Australia, detention facilities violate the rights of detainees because they fail to release them even after the orders of removal are ready. Some detainees are segregated for refusing to cooperate with officials at the detention camps. Detainees found leaking information to the media are punished severely. Detainees face a serious challenge re garding communication. The detention facilities do not provide interpreters who would help them in understanding instructions. Human and civil groups have pressurized the government to come up with laws that would guarantee the safety of individuals at the detention camps. The American Civil Liberties Union demands that the government should take over the responsibility of taking care of detainees while their cases are handled by the courts. The union demands that private organizations should not be given the chance of harboring detainees (Mooney Jarrah 2004, p. 18). International Reaction The United Nations High Commission for Refugees has been vocal in protecting the rights of detainees in the US and Australia. The commission argues that states should protect refugees. However, the commission has been keen on ensuring that immigrants are not subjected to unfair treatment. The agency intervenes through application of international laws and standards (Balikci 2004, p. 67). One of t he laws invoked whenever there is a conflict is the 1951 convention, which talks about the status of refugees. The 1951 law states that a refugee is someone with various problems because he or she is outside his or her country. Therefore, the foreign country should always ensure that such an individual is treated in a humane way. In this regard, the detention facilities in Australia and the US are compelled to provide basic needs to detainees. The agency has always urged the detention facilities to ensure that immigrants are given adequate medical attention. The 1967 protocol is another law that relates to the status of refugees. The 1967 law demands that refugees should not be forced to return to their home countries because doing so would be endangering their lives (Sohne 2006, p. 21). The law demands further that the receiving countries must cooperate with the agency in ensuring that refugees enjoy their rights. This shows that refugees have a number of rights contained in the 19 67 law. Stewart detention camp is frequently urged to respect the 1967 law by providing medical care to detainees. In fact, article II of the 1967 law demands that detention facilities must cooperate with the agency in ensuring that refugee laws are followed. In 1984, a principle of non-refoulement was enacted, which reinforced the 1951 law on forceful deportation (Weiss 2003, p. 21). Through the agency, detention facilities have been forced to comply in order to avoid international condemnation. This is the reason why detainees are subjected to pain and suffering whenever they are found discussing their plight with the media. The agency works closely with the hosting countries to ensure that detainees are not subjected to untold suffering (Stavropoulou 1998, p. 34). However, the agency should strengthen its surveillance capacity to ensure that private organizations such as Stewart in the US comply with the law. Conclusion Detainees in the US and Australia go through a number of cha llenges. However, international organizations such as the United Nations High Commission for Refugees and local civil groups such as the American Civil Liberties Union have played a critical role in ensuring that detainees are treated fairly. In the US, civil rights groups have gone a notch higher to interview detainees in order to find a solution to their problem. Australian civil groups are yet to take action. However, the activities of the local and international institutions have not been successful given the fact that the issue of immigration is considered high politics. List of References Bagshaw, S Paul, D 2004, Protect or Neglect Toward a More Effective United Nations Approach to the Protection of Internally Displaced Persons, Brookings-SAIS Project on Internal Displacement, Washington. Balikci, A 2004, IDPs in Baku: A Qualitative Approach,’ Report prepared for World Bank, Canada, University of Montreal. Cernea, M 2006, â€Å"Development-induced and conflict-induced IDPs: bridging the research divide†, Forced Migration Review Special Issue, Vol. 3, no. 3, pp 76-89 Cohen, R 2004, â€Å"The Guiding Principles on Internal Displacement: An Innovation in International Standard Setting† Global Governance, Vol. 10, no. 1, pp 466-510 Evans, M 2007, â€Å"The Suffering is Too Great: Urban Internally Displaced Persons in the Casamance Conflict, Senegal†, Journal of Refugee Studies, Vol. 20, no. 2, pp. 60-85. Klin, W 2000 â€Å"Guiding Principles on Internal Displacement: Annotations†, Studies in Transnational Legal Policy, Vol. 1, no. 32, pp. 98-105 Klin, W 2006 â€Å"The future of the Guiding Principles on Internal Displacement,† Forced Migration Review Special Issue, Vol. 2, no. 3, pp 19-54. Lilly, D 2007, Camp management in IDP Collective Centers: The development of best practice, London, Camp Coordination Camp Management. Mooney, E Jarrah, B 2004, The Voting Rights of Internally Displaced Persons: The OSCE Region, Brookings Institution, Washington. Mooney, E 2003 â€Å"Introduction,† Forced Migration Review, Vol. 17, no. 4, pp 5-6. Sohne, SI 2006, Coping with Displacement: The Case of Internally Displaced Persons in Jinja, Uganda, The Fletcher School, Master of Arts in Law and Diplomacy Thesis. Stavropoulou, M 1998, â€Å"Will Peru’s displaced return? The forsaken people: Case studies of the internally displaced, The Brookings Institution, Washington. Weiss, FP 2003, â€Å"Looking beyond emergency response,† Forced Migration Review, Vol. 17, no. 3, pp 19-20.

Fun-Packed Thanksgiving on a Budget

Fun-Packed Thanksgiving on a Budget Are you staying on campus over Thanksgiving break? Whatever the reason, you dont have to feel like a misfit – just throw your own fun-packed â€Å"friendsgiving† party and invite everyone else whos not going home for the weekend. If money is an issue, you should know that having a bigger budget does not mean having more fun! In fact, the low-budget DIY atmosphere of it all might bring you closer together. If youre sneering, remember that this holiday is about being grateful for what you have. Invite Everyone You Know – and Dont Know If all the people you regularly hang out with are away, turn to social media! Use the Facebook group for your campus to find others who are staying at school for the holiday, and message them to see if theyre down to spend the evening with other â€Å"orphans†. Use that number to approximate how many people are coming, and, hey, maybe you can get away with hosting this thing at your dorm room. Whats Your Budget? If it turns out that more people are interested than you think you can accommodate, consider asking them for some money – not literally charging at the door, but a small donation, whatever they can, to help out with the cost of food and refreshments. Add that to the money youre putting up yourself, and you have your budget! Heres how you should distribute the money: 70% on food, drinks and all the paraphernalia like cups, paper plates and utensils. The rest is for entertainment purposes. Decide on the Menu Whats Thanksgiving without stuffing your face? If you have access to a proper kitchen, youre in luck and can plan to cook all the Thanksgiving staples youre used to having at home – mashed potatoes, turkey with cranberry sauce, and all the rest. Contact the other â€Å"orphans†, and see if theyd be able to volunteer to help you cook the food. If you dont have the resources to cook your own food, make use of your local supermarkets catering. Its going to be more expensive than cooking your own food, but you need to eat something, right? You also have the option of only buying the essentials on your own, and making the dinner a potluck affair. If youre going to throw a potluck, though, you might have to reconsider asking them for money in the first place – both is going to be a bit much. If potluck is the way youre going to go, it might also make sense to make the party BYOB. Buy some small amount of refreshments on your own and dont forget the ice. The rest is up to your guests. If youre planning to have turkey, youre going to have to buy one on your own. Its very large and will probably end up being the most expensive thing on the table, so dont count on anyone else to bring it, unless, of course, they say they will. Games and Activities If you have access to a television, youd better set it up wherever youre having the party ahead of time. Thanksgivings nothing to the football fans if not a chance to watch some TV while eating traditional foods. For those who dont want to just sit and stare into a screen, get some games set up. The football fans might like to play a quick friendly match after theyve watched the game. For the rest, think of something you can do sitting down, since, if everythings gone according to plan, everyone will be too stuffed to move anyway. If your first thought is board games, reconsider. Board games are wholesome fun for the whole family, sure, but youre college students, for goodness sakes! Choose your favorite drinking game, and leave Scrabble for the kids. Dont Forget to Have Fun After all this planning and budgeting and preparing, you should let yourself relax. Dont designate yourself the role of being the one to tell everyone to use coasters. Let go and have some fun yourself. Make some friends, make some jokes, do something embarrassing youre going to remember with horror for the next five years, and then remember fondly as a part of your college life.

Bilingual Education, Oil, and the Navajo Nation Research Paper

Bilingual Education, Oil, and the Navajo Nation - Research Paper Example Bilingual education is a form of education where information is presented to learners in two or more distinct languages. In the United States, though English has not been endorsed as the official national language, most schools if not all in the U.S.A use English in the teaching of schools not considering that America is also comprised of other various native languages that may get extinct as a result of only using English in teaching in schools (Romaine, 1995). Discussion The state of Arizona has in the resent past been the subject of discussion in matters relating to bilingualism in education since it is majorly populated by the people of the Navajo nation who have and would like to use their language in the education of their children. The people of Navajo who speak Athabaskan have been objecting the education of their children in English since this has saw the steady decline in the number of people who speak Athabaskan. The state of Arizona has since developed a proposition 203, which is an initiative that illegalizes the use of native language in instruction of learners who have a limited a proficiency in English in public schools. The proposition has also made sure that the new law is implemented to the latter by micromanagement of schools using the electoral process to implement the English only policy in public schools (Favela, 2008). In the recent discovery of oil in the territory that had been assigned to the Navajo, they might as well scrap this law off since they only demand for bilingual instruction in the education of public schools surrounding their nation. U.S.A has no territorial rights in the Navajo territory as this area is private property and belongs entirely to the nation of Navajo. The scraping off of this newly implemented law is likely due to the fact that the nation of U.S.A is really in great need of locating more energy resources within its borders; the prospect of a major onshore oil field in Arizona is very significant. As your leg al adviser, I have devised several policies that you would choose if you see fit to present to the council of the Navajo representatives to assess whether they would be swayed to consider their hard-line stand in regard to the reintroduction of bilingua

Partners in Health and Zanmi Lasante; Assignment

Partners in Health and Zanmi Lasante; - Assignment Example Organizational culture: Partners in Health, is a nonprofit organization comprising of healthcare workers and professionals who share in its mission statement and goals. Its programs are steered by the board of Trustees (Partners in Health, 2009). Strengths: The strengths of Partners in Health lie in its building of partnerships with like-minded organizations. By using the expertise of the world’s leading academic and medical institutions, it has maximized on its ability (Partners in Health, 2009). Partners: Partners in Health, partners with various organizations like; COPE Project, PACT, Last Mile Health, Project Muso, Possible, and Village Health Works to deliver on its mandate. It gets funding from well-wishers and fund raising (Partners in Health, 2009). Through this examination of PIH, it is evident that there exist disparities in global health especially between the rich and the poor. However, noble and philanthropic individuals like Bill Gates have noted of these disparities and are at the forefront in supporting healthcare projects aimed at helping the poor just like PIH (Herper, 2011). Through his foundation, the Bill and Melinda Gates Foundation, he has supported vaccination programs around the world (NEWSFOCUS, 2006). PIH and Bill Gates are examples of efforts geared towards a better, healthier

The Zoo Story Essay Example for Free

The Zoo Story Essay Edward Albee, in his play The Zoo Story, demonstrates his mastery of â€Å"the theater of the absurd. † Through absurdity he manages to bring to light the underlying social norms and limitations upon real human emotion and existence imposed by American culture. Superficially Jerry is the absurd character, but as the one act play progresses it becomes apparent that Albee intends to reveal the very real absurdity inherent in ordinary, everyday discourse and activity—this is provided by Peter. Peter is repeatedly referred to by Jerry as a vegetable; he seems to be vacuous in the sense that he behaves and acts absolutely as he is expected to by the norms of society. He is properly polite and his words are entirely empty; he almost never says what he actually feels, only what he believes it is appropriate to say. The plot is entirely linear, although the dialogue is anything but. Essentially, the play is just about Jerry and Peter as they happen to encounter one another at the park. They speak with each other; then Peter stabs Jerry and leaves him to die. So, the plot is linear in that it merely follows these events in real time as they happen. However, Jerry’s attempted explanations surrounding his life and the events that made-up his day are deliberately presented in a disjointed manner. Jerry seems to have trouble communicating with other animals; yet, we come to realize by the end, that he is far more successful in conveying his innermost emotions than Peter is. His explanation of why he went to the zoo makes no sense to a man who works with words every day—Peter is a publisher. There is no polite or unobtrusive answer to the question of why Jerry went to the zoo; as a result, he honestly tells Peter his lonely and violent motivations. This is why Jerry’s â€Å"zoo story† begins with a description of his apartment complex, and the perverse woman that is his landlord. It is important that this disorderly account of Jerry’s visit to the zoo actually occur in the straightforward structure of a simple conversation in a park: Peter becomes the audience to this unbridled expression of emotion and sin imposed upon his structured life. In a very literal sense, Jerry and Peter are simply animals. They have limitations placed upon their actions just as the animals in the zoo are kept behind bars. While Peter seems wholly content with his restricted position—or perhaps he is unaware that he is confined at all—Jerry seems to bristle at the very idea. To Jerry the orderly functioning of society has prevented him from reaching out to other people in any meaningful way. In this regard, he is rather fascinated by Peter—a man who embodies everything ordinary and artificial. When Peter jumps to conclusions about Jerry’s life he is asked, â€Å"What were you trying to do? Make sense out of things? Bring order? The old pigeonhole bit? † (Albee, 25). By posing these questions Jerry is revealing his interest in the mechanisms of Peter’s thought, but he also seems to be attempting to teach Peter something; to lead him to a conclusion which he has already reached. Jerry wants to reach out and touch Peter, but he cannot be successful until Peter realizes in what way he is restrained. Jerry is an individual type character: understanding his psychology is more important than his actual function in the play. Obviously, he is trying to, and eventually succeeds, in bringing about a change in Peter; but the exhibition of this change is less important than grasping the reason why Jerry wants to succeed. Basically, the play’s purpose is to uncover the psychology of the characters; the audience gets the sense that any structuring of the plot which achieved this would ultimately convey the same messages. Accordingly, Peter is also an individual type character, but this is dependent upon his reciprocal relationship with Jerry. In other words, Jerry and Peter’s particular psychological states are significant in and of themselves, but they require each other’s interaction to fully reveal the gravity of their existences. We could not possibly understand anything meaningful about Peter without Jerry; similarly, Jerry can only be perceived as being erratic or insane once Peter’s perspective is understood.

Biography of Stephen Hawking Essay -- Stephen Hawking Lou Gehrig’s Dis

Biography of Stephen Hawking Stephen Hawking was born on January 8, 1942. He is the first child of Frank and Isabel Hawking. During the second World War, Isabel was sent from her husband’s home in Highgate, to Oxford. This was considered a much safer place to have children during the war. Soon after his birth, his family moved back in together in their north London home. Hawking began his schooling here at Hertfordshire School. Hawking moved only once during his childhood, to Saint Albans, a small town about 20 miles away from North London. His father, Frank, moved to the Institute for Medical Research in 1950. The rest of the family moved to St. Albans to make it easier to get to Mill Hill, where the Institute was located. When the family moved, Hawking began attending St. Albans High School for Girls. The school accepted boys that were ten years old or younger. When he became too old to go this school, he switched to St. Albans School. At the age of 11, his father wanted him to go to Westminster Public School. To go there, he had to take the scholarship exam. On the day of the exam, Hawking was too ill to take the exam so he stayed at St. Albans School. Hawking said that â€Å"I got an education there that was as good as, if not better than, that I would have received at Westminster.† As Hawking got older, he wanted to study mathematics. He had been inspired by his math teacher, but his father disagreed with his choice. His father persuaded him to switch his main course of study to Physics. Hawking’s father had gone to University College, Oxford and wanted Hawking to go there too. At the time, math was not a course there, and Hawking’s father used that as part of his argument in persuading Hawking not to take mathematics. In March 1959, Hawking took an exam to get into University College in Oxford. He felt that he had not done well on the test, but was still awarded a scholarship to go. Once he got in, his goal was to study Natural Sciences and ended up specializing in Physics. He was awarded a first class degree in 1962. He barely made the first class degree and said it was made hard for him because â€Å"The prevailing attitude at Oxford at that was very anti-Work. You were supposed to brilliant without effort, or accept your limitations and get a fourth class degree. To work hard to get a better class of degree was regarded as t... ...ventually be transmitted back out in a garbled form. Hawking has been portrayed on many tv shows. Cartoons he has been in include Dexter’s Laboratory, Futurama, Dilbert, The Simpsons, Family Guy, and Pinky and the Brain. He also appeared in Star Trek: The Next Generation and on Late Night With Conan O’Brian doing a skit with Jim Carrey. One website has a Hawking-like synthesizer voice who raps about physics called â€Å"MC Hawking† He lent his voice to â€Å"Keep Talking† by Pink Floyd for Division Bell. He was even once featured in a satirical newspaper called The Onion. The newspaper ran an article that said Hawking’s head was mounted on top of a super robotic cyborg body, which also had laser guided missiles and a jetpack. Hawking jokingly sent them a letter cursing them for exposing his evil plot to take over the world. Hawking is also a supporter of several major causes. He has agreed to take part in a protest against the war in Iraq. He appeared on a broadcast for the Labour Party. He is an active supporter of Children’s Charity. Overall, Hawking is a great man. He is an inspiration and genius. He is a great man in his family, in science, and in the community.

Diploma in Leadership for Health Essay

The purpose of this unit is to assess the learner’s knowledge, understanding and skills required to promote the professional duty to maintain the currency of knowledge and skills and the need to continually reflect on and improve practice. The learning outcomes below are to be covered to enable you to achieve the unit. 1. Understand principles of professional development. 2. Be able to prioritise goals and targets for own professional development. 3. Be able to prepare a professional development plan. 4. Be able to improve performance through reflective practice. ASSIGNMENT COMPLETION INSTRUCTIONS Complete each learning outcome with a minimum of 250 words for each assessment criteria. Refer to the relevant workshop material in particular the Additional Reading Material. This assignment needs to be typed and when completed sent to: suzannebettaney@eurosourcesolutions.com LEARNING OUTCOME 1 – UNDERSTAND PRINCIPLES OF PROFESSIONAL DEVELOPMENT. 1.1 Explain the importance of continually improving knowledge and practice. It is important whilst working in a childcare setting to continually improve your knowledge and practice to ensure all aspects are carried out correctly in line with up to date policies and procedures. This helps to ensure that the best practice is followed at all times. Understanding that practice can change frequently and keeping ourselves up to date is vital. Constant development of all staff would also ensure that no one is falling behind and that everyone is up to date. Sharing information around the team helps to certify all staff are kept up to date with changing practice and are following the best practice possible. ‘Froebel believed that the training of workers for early years settings was essential’ – Early years and education pg.6. Benefits of training The benefits of staff training are good practice and bring together professionals to develop common ways of working which will widen an employee’s potential to progress and enhance performance. Continually training or extending to having managerial skills enable the individual to apply for a new job role or a promotion, therefore leading to a career progression. Benefits to the individual The benefits to the individual of improving knowledge and practice are becoming confident in your skill. Effective education requires practitioners who understand that young children develop rapidly, children are entitled to provision that supports and extends knowledge, skills, understanding and confidence. The outcomes for the children are better for development and learning. Training acts as a toolkit to use in all scenarios. Benefits to the employer It is the employer who has overall responsibility for their staff and therefore it is in their best interests to have a well trained team. It is  beneficial to the manager to be able to get work done safely, effectively and efficiently, the organisation is only as good as its overall staff. Having had further training staff will be able to pick up on extra additional needs a child may need as a result the child needs can be met successfully. 1.2 Analyse potential barriers to professional development In order for me to progress within my professional development, i should consider any potential barriers, once these barriers have been identified i should look at these barriers as challenges to overcome and not as problems which may remain unsolved. I consider barriers as a stepping stone to improve my skills and knowledge. Here is a list of some barriers which may prevent further professional development Having inadequate staffing levels Fear and lack of confidence in learning Lack of time due to high work loads Lack of resources and skills Lack of effective evaluation of learning Everyone has different learning styles, some people find it difficult sitting in a class and taking notes from a teacher, other people learn better from practical, I myself learn better being more hands on. Language barriers could play a big part in a staff member understanding what they are hearing or reading. A manager should encourage this member of staff to get extra help from themselves or an early year’s advisor. Individuals’ personal beliefs and attitudes impact significantly on the way they behave, overcoming these barriers is essential and here are a few ideas of how things can be resolved. Talking to the key individual, this gives an insight into particular problems or situations. Advantages include: Ideas can be explored Information can be obtained Gets any problems fixed quickly Disadvantages: It relies heavily on the key individual The responses may be biased It may be difficult to find the right person to talk to Observation is an effective way of assessing people’s behaviour in their working environment, this gives detail and analysis of current behaviours. A disadvantage of this is that some people’s behaviour alters if they know they are being observed. A good questionnaire can help give me a clear picture of current practice, I can then get a rapid collection of large amounts of data from lots of people it also highlights any need for change through communication from result. Some disadvantages from this is that time is needed to develop good questions and I cannot ask follow up questions. Professional development is vital to improve the workplace and it is essential for good people management. Continuing professional development is an ongoing, planned, learning and development process which enables all workers to expand and fulfil their potential. 1.3 Compare the use of different sources and systems of support for professional development. Support for my learning and development is very important and can be provided by other people in my workplace and also by outside agencies. Sources of support Staff meetings Training provided in house Training by outside agencies Appraisals Discussions with staff team Internet and E-learning Training – planned activities which enable a trainee to do something they haven’t done before. Learning – absorbing new information to apply in practice. Training is the input of information from outside, learning is the internal process of absorbing and understanding that information so it can be put into practice. Another source of support is using my manager as a role model and having staff meetings for advice. Supervisors can support my professional development by using supervisory meetings as an opportunity to scaffold and support any new knowledge. One way of doing this is to analyse my own work and its implementations. Reflection is important because it empowers people to assess their own performance. Awareness of my own strengths as well as my limits and vulnerabilities allows me to make mid-course corrections in work performance that feels natural and unforced. 1.4 Explain factors to consider when selecting opportunities and activities for keeping knowledge and practice up to date. LEARNING OUTCOME 2 – BE ABLE TO PRIORITISE GOALS AND TARGETS FOR OWN PROFESSIONAL DEVELOPMENT. 2.1 Evaluate own knowledge and performance against standards and benchmarks. My role as team leader is to work as part of the management team, to provide professional leadership and management to the nursery staff to ensure all children receive the highest standards of care and education. I need to have positive working relationships with staff, parents and carers and make sure that my entire team feel supported in their job roles. My key responsibilities: Provide professional and relevant feedback to parents/carers about their child. Ensure records of development and learning are accurately maintained by the appropriate staff. Make sure appropriate planning is in place to maintain the required standards. Provide leadership and support staff to  enable them to establish and uphold positive working relationships. Guarantee that practice and provision in the nursery meets the requirements of the early years foundation stage. Ensure all children are kept safe and that staff understand and, when necessary, follow safeguarding procedures. Support the development of good practice with regards to special needs and inclusion. Develop and maintain highly professional working relationships with relevant local authority departments, regulatory bodies and other agencies. Health and safety: Undertake a shared responsibility for health, safety and cleanliness throughout the nursery. Be fully aware of all emergency and security procedures. Operational: Support the manager and staff during inspections by regulatory bodies and assist in the implementation of any recommendations. Promote the nursery to current parents and potential customers. Staff: Support and supervise nursery staff with their day to day duties. Support and mentor staff and students. Be responsible for taking part in all self-development activities such as appraisals. Identify any training needs. Develop positive relationships with staff. General: Adhere to all company policies and procedures. Ensure that the company’s policies on diversity and equal opportunities are adhered to. The tasks I have stated above require a different combination of skills, knowledge and personal attributes for my work to be effective. I need to hold strong written and spoken communication skills, have good time management and organisational skills to meet deadlines and targets and to  have leadership skills to be able to support, develop and motivate my team. I need to hold and NVQ level 3 or above with at least 2 years experience in an early years setting, have a working understanding of the early years foundation stage and have current first aid qualifications to carry out my job role. I also need to have previous leadership skill, experience of meeting OFSTED requirements, practice as a room leader or manager and knowledge of OFSTED and EYFS. Some personal attributes that I feel I hold which allow me to achieve in my job role are being caring, mature and having a patient nature. I also need to be consistent and fair and have a sense of responsibility. 2.2 Prioritise development goals and targets to meet expected standards. To become more effective in my job role I need to have a plan. Having a visible plan helps me as a team leader see a quick overview of daily tasks and allows me to check that everyone understands their own work objectives. It also helps to agree timescales and goals and helps with performance and managing. Planning skills are vital to my efficiency and success in my job. I have to be able to set and achieve targets, prioritise these and help others do the same. The main purpose of negotiating realistic targets for work is to ensure that work gets done in a reasonable time and allows for overall better management, focusing on the outcome. Setting targets is part of planning so the more accurately I keep to a plan usually the more likely I am to succeed. Personal development is a long process. It helps me to assess my skills and qualities, consider my aims in life and set goals in order to realise and maximise my own potential. Practical steps need to be taken to enhance my personal development including: Organising my time Overcoming barriers to learning a new skill Undertaking a skills appraisal Being able to manage my time effectively will allow me to plan specific periods where I can devote myself to studying and preparing for future  assignments. Time management has always been one of my personal areas to improve and now I feel that i need to prioritise study time as this could be a potential pitfall for me. My end goal is to be able to complete my NVQ level 5 and in order to do this I need to plan where to study and still set aside time to spend with my family and work life. Some ways in which I can begin to organise my time could be to delegate at home and at work and to collect appropriate reading materials to help me, I can use all these skills to implement at work what I have learnt from studying. LEARNING OUTCOME 3 – BE ABLE TO PREPARE A PROFESSIONAL DEVELOPMENT PLAN. 3.1 Select learning opportunities to meet development objectives and reflect personal learning style.(please state the method you used to identify your learning style and describe your findings) State and explain the learning opportunities. Having a personal development plan helps me to take responsibility for my own personal development; this will motivate me to develop my own skills and to be aware of strengths, weaknesses and what training might be required to fulfil my future plans. Here are a few main steps to begin this process: Consider my own skills, strengths and weaknesses. Before i can work out which areas I need to develop, I need to analyse the skills I already hold. Decide which areas I need to develop. Looking at my current job I need to decide whether I intend on staying in my job role. Create the plan. I would think about how I can achieve objectives and do I need more training? Discuss plan with others. My manager or even my colleagues could give support and offer suggestions to help gain experience. Implement my plan Review my plan After looking at all these steps I can now begin building my own professional development plan. After previously stating in an earlier section everyone’s learning styles are different, I see myself as a pragmatist meaning I am keen to test things out in practice and like to experiment with new ideas. 3.2 Produce a plan for own professional development, using an appropriate source of support.(Use format shown in additional reading activities) It is often a good idea to keep a record of personal development plans. By writing down key developments in learning and development as and when they occur, I am able to reflect on my success at a later date. This reflection may well help to motivate me to learn more skills in the future. Targets identified Resources required Recommended solution Expected outcome Timescale for completion Leadership skills Time management To complete NVQ level 5 Help from colleagues and friends Time log and diary Appropriate reading materials Be assertive and take control of situations Prioritise my time, make a plan for work, home and studying Plan when to study To be a confident team leader who can delegate To have a healthy a Balance for work and home. To pass each assignment and maintain standards at work Ongoing Immediately December 2015 I will use the results of my PDP evaluation as part of the continuous improvement process to develop the following years’ PDP, and to revise professional learning goals based on my performance results and practice. 3.3 Establish a process to evaluate the effectiveness of your professional development plan. In order to establish the effectiveness of my PDP, I will need to measure my achievements against the targets and goals I have set. As well as being SMART, in order that the goals are achievable, I must use a method of evaluating it’s effectiveness. In this case, a formative method would be appropriate as I will need to evaluate my outcomes on a regular basis. Summative methods would not be appropriate as it would only take into account measures of actual achievements, and would not account for all the different factors involved in the process. A formative evaluation would enable evaluation of all these factors in order to have a working document that can be adapted on a regular basis, in order that it stays relevant and SMART. My targets are time management, developing my leadership skills, delegating and completing NVQ. I need to break down some of these further in order to make it easier rather than just trying to measure that my leadership skills have improved. For example, delegation is a leadership skill but will also help with my time management. How I go about delegating will show how my leadership skills are developing. Therefore ‘improving my leadership skills’ is the end goal and the targets I need to meet to help me achieve this are ‘to improve my time management’, ‘complete my NVQ’, ‘delegate tasks’ and to be able to take steps to achieve this. I might also break these down further so that ‘to improve my time management’ would be ‘to complete assignments and submit them on time’. However, to achieve this I need to set aside time to study, which will show that I can manage my  time, so I would need to include this within the plan, as well as how I have achieved this. I will also include times when I have been unable to achieve things such as ‘setting aside study time’ and evaluate this. This will demonstrate my leadership skills are improving. When evaluating the effectiveness of my PDP, I must reflect on what has been useful and what has hindered the targets I have set myself. This must also take into account the opinions or feedback from colleagues and peers. As I have chosen a formative style of PDP, regular evaluation and reflectiveness is an integral part of the formative PDP, and something that I must evaluate and re-evaulate on a regular basis, so that I am more aware of my strengths and weaknesses. When I evaluate my plan, my reflections on the effectiveness of the plan will help me to adapt my behaviour and the plan if necessary. LEARNING OUTCOME 4 – BE ABLE TO IMPROVE PERFORMANCE THROUGH REFLECTIVE PRACTICE. 4.1 Compare models of reflective practice. There are many different models of reflection; the most simple model could be Boud’s triangular representation. Experience Learning Reflection This model has restrictions; it doesn’t lead us as to what reflection might consist of or how learning might transform into experience. Alternatively, other theorists have broken down the cycle into further stages; an example of this is Gibbs reflective cycle. Gibbs model acknowledges that personal feelings influence the situation and how I could begin to reflect on it Edgar Schon describes reflection in two ways, reflection in and reflection on action. The differences in these types of reflection are reflecting whilst the situation unfolds (during the activity) and reflecting retrospectively on an event (looking back and changing what didn’t work). Greenwood states that reflection before action is an important preparatory element to  reflective learning as it allows the practitioner to formulate plans ahead of situations arising. Reflecting on action is perhaps the most common form of reflection; it involves me carefully re-running in my mind events that have occurred in the past. The aim is to value strengths and to develop different, more effective ways of acting in the future. Reflection in action is the feature of the experienced professional, it means examining my own behaviour and that of others while in a situation (Schon 1995) The following skills are involved: Being a participant observer in situations that offer learning opportunities; Attending to what I see and feel in my current situation, focusing on responses and making connections with previous experiences. Reflection on action is a more appropriate type of reflection especially when developing a personal development plan as I can record, look back, analyse, and improve after each target has been reached. 4.2 Explain the importance of reflective practice to improve performance. Reflection is one way of helping to link a theory and integrate learning. Through reflection i can: Focus thoughts on experience Gain greater understanding of my practice Become more aware of knowledge and skills which I have developed Identify strengths and areas for development Develop an action plan for future development. ‘Reflecting on performance and acting on reflection’ McKay notes ‘is a professional imperative’ – 2008 forthcoming Through reflection i can examine my own thoughts and feelings about the experience and identify the interventions that best meet the specific child’s goals for growth and development Being a reflective practitioner helps to increase my skills, understanding and learning. It results in being  a more effective practitioner. Effective practitioners are those who understand themselves, their knowledge, their feelings and the framework within which they understand children. Being a reflective professional requires that I continually review and develop my own practice. 4.3 Use reflective practice and feedback from others to improve performance. (please write a personal and witness account of this in practice with explanation and examples) One personal example of using reflective practice to improve my performance came to me only recently. Up until a few weeks ago I was job sharing my team leader role with another member of my team. I found it very difficult to voice my opinions and always felt as if delegating wasn’t working. All shared responsibility on her side was more often left incomplete and as you can see I was feeling very annoyed and upset about this due to the feeling I was letting the remainder of my team down. After continually liaising with my manager about this I began to feel more confident in speaking out as I feel very passionate about my job I didn’t want to fall even more behind with planning and jobs to improve my team. I have now taken on full responsibility of my unit and have had very positive feedback from my manager on how the unit and team have improved significantly. Every day I am developing more self confidence and courage and am learning to be more assertive as a team leader. Having positive feedback from my manager and colleagues has given me a huge confidence boost, knowing that I am capable of leading my team which enables me to continually improve the quality of my work. 4.4 Evaluate how practice has been improved through: Reflection on best practice Reflection on failures and mistakes.

Mythological Language Essay

â€Å"Mythological language raises very difficult if not impossible problems.† Discuss this statement by examining both verification and falsification. â€Å"A myth is a symbolic approximate expression of truth, which the human mind cannot perceive sharply and completely, but can only glimpse vaguely, and therefore cannot adequately or accurately express.† – Millar Burrows. In the context of religion, myths can be taken to mean stories about God which have vital meanings for an individual, a community, a nation or the cosmos. Myths embody and express claims which cannot be expressed in any other way. Myth is the most complex type of symbolic language because it uses symbols, metaphors and imagery. They use them to explain the unexplainable and to give insights into human existence. Mythology does not convey information that isn’t true. They convey concepts that go way beyond the true/false descriptors. They express stories that are â€Å"other worldly†. They allow humans to gain insight into two very important questions; the cosmological question about the meaning of life and the existential question about emotions, feelings, believing etc. Mythological language was used a lot by the biblical writers. They have been included in the ideas such as creation, the fall and the flood. Within the Bible myths also attempt to explain the mystery of human origins and human nature. There have been a brave set of people over the last forty years, who have chosen to say a lot of religious statements are myths – which has challenged existing beliefs. There are of course many examples of religious myths and there are tree ways in which the word myth can be used in religious language: * The myth could be a story which isn’t true, but has some other value. Braithwaite believed that they were inspirational as they make us motivated. * It could be a literary device. Ineffable, i.e. beyond language, unexplainable. * A method of interpreting â€Å"ultimate reality†. They open up like symbols, they have new levels of reality or as Randal argues their purpose is to bind communities together. Biblical stories which seem meaningless to scientists are more understandable if you think of them as another language. Myths are extremely powerful in their metaphor or symbolic meanings. If you don’t take a literal view, and you consider the Bible is supposed to be recording history or science then yes, a lot of the Bible is false. For example, can you calculate the age of the world from the Bible? Yes, if you take it literally, but that would be wrong because scientists have enough evidence to prove that the world is much older than that. What one does, if we interpret the Bible in a mythological sense, is side step the facts to make them more meaningful i.e. â€Å"the world is a few thousand years old,† could just simply be saying God made it. So referring to the statement, â€Å"mythological language raises very difficult if not impossible problems† It is clear that even more than symbols, myths seem outdated. In the 19th century, D.F. Strauss suggested that we need to shift the focus of myth from â€Å"the story of a miraculous occurrence, to the story of a miraculous occurrence.† This basically means in the first case, it is assumed that an objective true narrative about a miracle is being expressed, in the second, that an embodied religious truth is being conveyed in a story form and isn’t necessarily true. Another critic of the use of mythological language was Rudolph Bultmann who said that we must not take myths literally. The Bible should be seen as a myth and only by reading the Bible as mythological text can we fully understand it. The Bible was written in a pre-scientific age when mythological language had a lot of meaning, i.e. the three levels of Hell, Earth and Heaven. Now that the world view has changed we have got to strip the Bible of its myths so that we can understand it again. Bultmann doesn’t mean cut them out, he means re-interpret them, demythologise them. He believed that it is impractical for humanity in modern times to believe such outdated stories: â€Å"It is impossible to use electric light and the wireless and to avail ourselves of modern medical and surgical discoveries and, at the same time, to believe in the New Testament of demons and spirits.† â€Å"The real point of a myth is not to give an objective world picture; what is expressed in it, rather is how we human beings understand ourselves with the world.† Bultmann’s main example of a myth was Luke’s explanation of Jesus being born in a stable. Strip away the myths and you see that it’s saying God can be found in the most humble and excluded parts of the world. Also the resurrection, he suggests is showing the re-invention of the people as they become Christians. Bultmann claims myth made it harder to grasp the Biblical truth. However, if you start doing this, then you end up saying that mythical language is meaningless, which is wrong because you shouldn’t underestimate myth and its power. However it undermines their status as true accounts and events. Yet some believers take them to be true which of course gives them meaning. Another philosopher to agree with the statement is Richard Dawkins, who commented in ‘The God Delusion’, â€Å"†¦much of the bible is†¦ just plain weird, as you would expect of a chaotically cobbled-together anthology of disjointed documents, composed, revised, translated, distorted and ‘improved’ by hundreds of anonymous authors..† He could also have added that this was put together during the course of many centuries. Significantly the difference between Bultmann and Dawkins is that Bultmann still maintained that there was truth to be extracted from the mythological narrative once the myth was stripped away. However, those who are in support of myth, claim that, since religious language is anti-realist, it is not concerned with making true or false statements. J.W. Rogerson wrote: â€Å"Because myths have their birth not in logic but in intuitions of transcendence, they are of value to traditions that seek to describe the action of the other worldly in the present world.† So in conclusion, it is important to understand how myths should be interpreted rather than being concerned to establish what the facts of the matter actually are. We have to remember how these stories were heard, i.e. in the context of simple people. This was a language they could understand and images and pictures that related to ordinary readers and listeners to religious works. This allowed the underlying meanings to be absorbed without needing a great education.

John Edwards on Foreign Policy essays

John Edwards on Foreign Policy essays The first responsibility of any government is to protect its citizens from harm. Washington must now do much better to make the United States safe in the world. This effort means we have to meet at least three key challenges: eliminating the threat of chemical, biological, and nuclear weapons; winning the war on terrorism; and promoting democracy and freedom around the world. Yet I worry that the Bush administration is failing to achieve this. To eliminate the threat from weapons of mass destruction, we must ensure countries such as Iraq and North Korea abide by their international obligations. That is why I supported the use of force to disarm Iraqi President Saddam Hussein. However, I would first use negotiation, diplomacy and international institutions as the primary tools to resolve friction with other counties rather than military intervention. The war on terrorism will never be won through unilateral American action. Though powerful, the United States cannot be everywhere and learn everything without cooperation from our friends and allies. Al Qaeda alone is known to operate in more than 60 countries. The international community has expressed a willingness to help, but has been kept on the sidelines. The U.S. must bring other countries into this effort, as well as institutions like the United Nations and NATO. Including others will not just increase the likelihood of success but by sharing the costs of this massive effort, the burdens on the American people will be lessened. The United States must also be there to fight terrorism for as long as it takes. I support the rebuilding of Afghanistan and expanding the size and scope of the international peacekeeping force beyond the city of Kabul. As for Iraq, America's postwar policy has been confused and chaotic. The Bush administration has failed to display leadership in post-conflict situations. We must ensure that the Iraqi people - not some puppet government - sh ...

French Pronominal Verbs Require a Reflexive Pronoun

French Pronominal Verbs Require a Reflexive Pronoun French  pronominal verbs are accompanied by the reflexive pronoun  se  or  s  preceding the infinitive, thus, the grammatical term pronominal, which means relating to a pronoun. All conjugated  verbs, with the exception of the imperative  form, require a  subject pronoun.  Pronominal verbs also need a reflexive pronoun, like this: Nous nous habillons.   Were getting dressed (dressing ourselves).Tu te baignes.   Youre taking a bath (bathing yourself). There are a few kinds of French pronominal verbs. But in general, we can say the action and, thus construction, of the pronominal verb is reflexive, reciprocal or idiomatic.  Ã‚   Three Types of Pronominal Verbs Reflexive verbsReciprocal verbsIdiomatic pronominal verbs There are two steps in conjugating pronominal verbs. First, take the reflexive pronoun se, make it agree with the subject of the verb, and place it directly in front of the verb. Then, as with all verbs, conjugate the infinitive according to whether its a regular  -er, -ir, -re  verb or an irregular verb.   Ã‚  Ã‚  Elle se brosse les dents.  Ã‚  Shes brushing her teeth.Vous vous levez tard.  Ã‚  You get up late. Review what pronominal verbs look like when conjugated in all the simple tenses  and use examples to practice recognizing and using them.   French Reflexive Verbs   The most common pronominal verbs are reflexive verbs (verbes sens rà ©flà ©chi), which indicate that the subject of the verb is performing the action upon himself, herself, or itself. Reflexive verbs mainly have to do with parts of the body,  clothing, personal circumstance  or location. Note that when referring to parts of the body, the French  possessive pronoun  is rarely used; instead, the owner is indicated with a  reflexive pronoun  and a  definite article  precedes the body part. Some common reflexive verbs:   Ã‚  Ã‚  sadresser   Ã‚  to address, speak to  Ã‚  Ã‚  sapprocher de  Ã‚  to approach  Ã‚  Ã‚  sasseoir  Ã‚  to sit down  Ã‚  Ã‚  se baigner  Ã‚  to bathe, swim  Ã‚  Ã‚  se brosser (les cheveux, les dents)  Ã‚  to brush (ones hair, ones teeth)  Ã‚  Ã‚  se casser (la jambe, le bras)  Ã‚  to break (ones leg, ones arm)  Ã‚  Ã‚  se coiffer  Ã‚  to fix ones hair  Ã‚  Ã‚  se coucher  Ã‚  to go to bed  Ã‚  Ã‚  se couper  Ã‚  Ã‚  to cut oneself  Ã‚  Ã‚  se dà ©pà ªcher  Ã‚  Ã‚  to hurry  Ã‚  Ã‚  se dà ©shabiller  Ã‚  to get undressed  Ã‚  Ã‚  se doucher  Ã‚  to take a shower  Ã‚  Ã‚  sà ©nerver  Ã‚  to get annoyed  Ã‚  Ã‚  senrhumer  Ã‚  to catch a cold  Ã‚  Ã‚  se fà ¢cher  Ã‚  to get angry  Ã‚  Ã‚  se fatigue  Ã‚  to get tired  Ã‚  Ã‚  se fier  Ã‚  to trust  Ã‚  Ã‚  shabiller  Ã‚  to get dressed  Ã‚  Ã‚  shabituer   Ã‚  to get used to  Ã‚  Ã‚  simaginer  Ã‚  to imagine  Ã‚  Ã‚  sintà ©resser   Ã‚  Ã‚  to be interested in  Ã‚  Ã‚  se laver (les mains, la figure)  Ã‚  to wash (ones hands, ones face)  Ã‚  Ã‚  se lever  Ã‚  to get up  Ã‚  Ã‚  se maquiller  Ã‚  to put on makeup  Ã‚  Ã‚  se marier (avec)  Ã‚  to get married (to)  Ã‚  Ã‚  se mà ©fier de  Ã‚  to mistrust, distrust, beware of/about  Ã‚  Ã‚  se moquer de  Ã‚  to make fun of (someone else)  Ã‚  Ã‚  se moucher  Ã‚  to blow ones nose   Ã‚  Ã‚  se noyer  Ã‚  to drown  Ã‚  Ã‚  se peigner  Ã‚  to comb ones hair  Ã‚  Ã‚  se promener  Ã‚  to take a walk  Ã‚  Ã‚  se raser  Ã‚  to shave  Ã‚  Ã‚  se refroidir  Ã‚  to cool down, get cold  Ã‚  Ã‚  se regarder  Ã‚  to look at oneself  Ã‚  Ã‚  se reposer  Ã‚  to rest  Ã‚  Ã‚  se rà ©veiller  Ã‚  to wake up  Ã‚  Ã‚  se soà »ler  Ã‚  to get drunk  Ã‚  Ã‚  se souvenir de  Ã‚  to remember  Ã‚  Ã‚  se taire  Ã‚  to be quiet Examples: Tu te reposes.   Youre resting.Il se là ¨ve 8h00.  Ã‚  He gets up at 8:00. Reflexive Verbs With a Nonreflexive Use Note that many reflexive verbs also have a nonreflexive use; that is, they can describe someone performing the action of the verb on someone or something else:   Ã‚  Ã‚  Elle se promà ¨ne.  Ã‚  Shes taking a walk.vs.Elle promà ¨ne le chien.  Ã‚  Shes taking the dog for a walk; Shes walking the dog.Je me lave les mains.  Ã‚  Im washing my hands.vs.Je lave le bà ©bà ©.   Im washing the baby. Note that some verbs that are normally not pronominal may be used with a reflexive pronoun in order to avoid the passive voice.  This construction is known as the passive reflexive. Reflexive verbs are the most common type of pronominal verb. But there are also two lesser-known types: reciprocal verbs and idiomatic pronominal verbs.   French Reciprocal Verbs   While reflexive verbs tell you that one or more subjects are acting upon themselves, reciprocal verbs (verbes sens rà ©ciproque)  indicate that there are two or more subjects acting on one another. Here are the most common French reciprocal verbs:   Ã‚  sadorer   to adore (one another)  Ã‚  Ã‚  saimer  Ã‚  to love  Ã‚  Ã‚  sapercevoir  Ã‚  to see  Ã‚  Ã‚  se comprendre  Ã‚  to understand  Ã‚  Ã‚  se connaà ®tre  Ã‚  to know  Ã‚  Ã‚  se dà ©tester  Ã‚  to hate  Ã‚  Ã‚  se dire  Ã‚  to tell  Ã‚  Ã‚  se disputer  Ã‚  to argue  Ã‚  Ã‚  sà ©crire  Ã‚  to write to  Ã‚  Ã‚  sembrasser  Ã‚  to kiss  Ã‚  Ã‚  se parler  Ã‚  to talk to  Ã‚  Ã‚  se promettre  Ã‚  to promise  Ã‚  Ã‚  se quitter  Ã‚  to leave  Ã‚  Ã‚  se regarder  Ã‚  to look at  Ã‚  Ã‚  se rencontrer  Ã‚  to meet  Ã‚  Ã‚  se sourire  Ã‚  to smile at  Ã‚  Ã‚  se tà ©là ©phoner  Ã‚  to call  Ã‚  Ã‚  se voir  Ã‚  to see Reciprocal verbs can also be used without the pronoun for a nonreciprocal meaning:   Ã‚  Ã‚  Nous nous comprenons.   We understand each other.vs.Nous comprenons la question.  Ã‚  We understand the question.   Ã‚  Ã‚  Ils saiment.  Ã‚  They love each other.vs.Ils maiment.   They love me. French Idiomatic Pronominal Verbs   Idiomatic pronominal verbs (verbes sens idiomatique)  are verbs that take on a different meaning when used with a reflexive pronoun. Here are the most common French idiomatic pronominal verbs (and their non-pronominal meanings):   Ã‚  sen aller  Ã‚  to go away  Ã‚  Ã‚  (to go)  Ã‚  Ã‚  samuser  Ã‚  to have a good time (to amuse)  Ã‚  Ã‚  sappeler  Ã‚  to be named (to call)  Ã‚  Ã‚  sapproprier   to appropriate (to suit, adapt to)  Ã‚  Ã‚  sarrà ªter  Ã‚  to stop (oneself) (to stop [s.o. or s.t. else])  Ã‚  Ã‚  sattendre ()  Ã‚  to expect (to wait for)  Ã‚  Ã‚  se demander  Ã‚  to wonder (to ask)  Ã‚  Ã‚  se dà ©brouiller  Ã‚  to manage, get by (to disentangle)  Ã‚  Ã‚  se dà ©pà ªcher  Ã‚  to hurry (to send quickly)  Ã‚  Ã‚  se diriger vers  Ã‚  to head toward (to run, be in charge of)  Ã‚  Ã‚  se douter  Ã‚  to suspect (to doubt)  Ã‚  Ã‚  sà ©clipser  Ã‚  to slip away/out (to eclipse, overshadow)  Ã‚  Ã‚  sà ©loigner  Ã‚  to move (oneself, s.t.) away  Ã‚  Ã‚  sendormir  Ã‚  to fall asleep (to put to sleep)  Ã‚  Ã‚  sennuyer  Ã‚  to be bored (to bother)  Ã‚  Ã‚  sentendre  Ã‚  to get along (to hear)  Ã‚  Ã‚  se fà ¢cher  Ã‚  to get angry (to make angry)  Ã‚  Ã‚  se figurer  Ã‚  to imagine, picture (to represent, to appear)  Ã‚  Ã‚  shabituer   Ã‚  to get used to (to get in the habit of)  Ã‚  Ã‚  sinquià ©ter  Ã‚  to worry (to alarm)  Ã‚  Ã‚  sinstaller  Ã‚  to settle in (to a home) (to install)  Ã‚  Ã‚  se mettre    to begin to (to place, put)   Ã‚  Ã‚  se perdre  Ã‚  to get lost (to lose)  Ã‚  Ã‚  se plaindre  Ã‚  to complain (to pity, begrudge)  Ã‚  Ã‚  se refuser de  Ã‚  to deny oneself (the opportunity)o  Ã‚  Ã‚  (to refuse)  Ã‚  Ã‚  se rendre   Ã‚  to go to (to return)  Ã‚  Ã‚  se rendre  compte de  Ã‚  to realize (to account for)  Ã‚  Ã‚  se rà ©unir  Ã‚  to meet, get together (to gather, collect)  Ã‚  Ã‚  se servir  Ã‚  to use, make use of (to serve)  Ã‚  Ã‚  se tromper  Ã‚  to be mistaken (to deceive)  Ã‚  Ã‚  se trouver  Ã‚  to be located (to find) See how the meaning changes when idiomatic pronominal verbs are used with and without the reflexive pronoun.   Ã‚  Je mappelle Sandrine.  Ã‚  My name is Sandrine.vs.Jappelle Sandrine.  Ã‚  Im calling Sandrine.   Ã‚  Tu te trompes.  Ã‚  You are mistaken.vs.Tu me trompes.   You are deceiving me. Word Order with Pronominal Verbs Placement of the reflexive pronoun is exactly the same as for  object pronouns  and  adverbial pronouns:   Ã‚  Ã‚  Je mhabille.  Ã‚  Im getting dressed.Tu te reposeras.   You will rest.Il se levait quand...  Ã‚  He was getting up when... The pronoun directly precedes the verb in all tenses and moods, except the affirmative  imperative, when it follows the verb, attached by a hyphen: Repose-toi. Rest.Habillons-nous.   Lets get dressed. Pronominal Verbs in the Negative With  negation,  ne  precedes the reflexive pronoun: Je ne mhabille pas.  Ã‚  Im not getting dressed.Tu ne te reposes jamais.  Ã‚  You never rest. Pronominal Verbs in the Interrogative Questions  with pronominal verbs are usually asked with  est-ce que  and the  reflexive pronoun  once again stays directly in front of the verb. If you use  inversion, the reflexive pronoun precedes the inverted subject-verb: Est-ce quil se rase  ? Se rase-t-il  ?Is he shaving? Est-ce que tu te laves les mins  ? Te laves-tu les mains  ?Are you washing your hands? Pronominal Verbs in the Negative Interrogative To ask a negative question with pronominal verbs, you sort of have to use inversion. The reflexive pronoun stays directly in front of the inverted subject-verb, and  the negative structure surrounds that whole group: Ne se rase-t-il pas  ?Isnt he shaving? Ne te laves-tu jamais les mains ?Dont you ever wash your hands? Pronominal Verbs in Compound Tenses In  compound tenses  like the  passà © composà ©, all pronominal verbs are  Ãƒ ªtre verbs, which means two things: The auxiliary verb is  Ãƒ ªtre.The past participle may need to agree with the subject in gender and number. In compound tenses, the reflexive pronoun precedes the auxiliary verb, not the past participle: Elle sest couchà ©e minuit.She went to bed at midnight. Ils sà ©taient vus la banque.They had seen one another at the bank. Aprà ¨s mà ªtre habillà ©, jai allumà © la tà ©là ©.After getting dressed, I turned on the TV. Agreement with Pronominal Verbs When pronominal verbs are  in the compound tenses, the past participle has to agree with the reflexive pronoun when the pronoun is a  direct object  but not when its an  indirect object. So the trick is to figure out whether the reflexive pronoun is direct or indirect. 1.  For most  pronominal verbs that are not followed by a noun, the reflexive pronoun is the  direct object, so the past participle needs to agree with it. See number five  below for instances when the reflexive pronoun is an  indirect  pronoun. Nous nous sommes douchà ©s.We showered. \Marianne sest fà ¢chà ©e.Marianne got mad. 2.  Likewise, with a pronominal verb plus a preposition plus a noun, the reflexive pronoun is the direct object, so you need agreement. Elle sest occupà ©e du chien.She took care of the dog. Ils se sont souvenus de la pià ¨ce.They remembered the play. 3.  When a pronominal verb is followed directly by a noun with  no preposition in between, the reflexive pronoun is indirect, therefore there is no agreement. Nous nous sommes achetà © une voiture.NOT  Nous nous sommes achetà ©s une voiture.We bought ourselves a car. Elle sest dit la và ©rità ©.NOT  Elle sest dite la và ©rità ©.She told herself the truth. 4.  When you have a sentence with a reflexive pronoun plus  an object pronoun, the reflexive pronoun is always the  indirect object, so there is no agreement with it. However, there  is  agreement with the object pronoun, per the rules of  direct object pronoun agreement. Nous nous le sommes achetà ©.  (Le livre  is masculine.)We bought it (the book) for ourselves. Nous nous la sommes achetà ©e.  (La voiture  is feminine.)We bought it (the car) for ourselves. Elle se lest dit.  (Le mensonge  is masculine.)She told it (the lie) to herself. Elle se lest dite.  (La và ©rità ©Ã‚  is feminine.)She told it (the truth) to herself. 5.  For the following verbs, the reflexive pronoun is always an indirect object, so the past participle does not agree with it. In the abbreviations below, e.o. means each other and o.s. means oneself.   Ã‚  Ã‚  sacheter   to buy (for) o.s.  Ã‚  Ã‚  se demander  Ã‚  to wonder  Ã‚  Ã‚  se dire  Ã‚  to say (to o.s./e.o.)  Ã‚  Ã‚  se donner  Ã‚  to give (to e.o.)  Ã‚  Ã‚  sà ©crire  Ã‚  to write (to e.o.)  Ã‚  Ã‚  se faire mal   to hurt o.s.  Ã‚  Ã‚  simaginer  Ã‚  to imagine, think  Ã‚  Ã‚  se parler  Ã‚  to talk (to o.s./e.o.)  Ã‚  Ã‚  se plaire ( faire...)   to enjoy (doing...)  Ã‚  Ã‚  se procurer  Ã‚  to obtain (for o.s.)  Ã‚  Ã‚  se promettre  Ã‚  to promise (o.s./e.o.)  Ã‚  Ã‚  se raconter  Ã‚  to tell (e.o.)  Ã‚  Ã‚  se rendre compte de  Ã‚  to realize  Ã‚  Ã‚  se rendre visite  Ã‚  to visit  (e.o.)  Ã‚  Ã‚  se reprocher   to criticize, blame (o.s./e.o.)  Ã‚  Ã‚  se ressembler  Ã‚  to resemble (e.o.)  Ã‚  Ã‚  se rire  (de qqun)  Ã‚  to mock (someone)  Ã‚  Ã‚  se sourire  Ã‚  to smile (at e.o.)  Ã‚  Ã‚  se tà ©là ©phoner  Ã‚  to call (e.o.) Nous nous sommes souri.NOT  Nous nous sommes souris.We smiled at each other. Elles se sont parlà ©.NOT  Elles se sont parlà ©es.They talked to each other. Pronominal Verbs in the Infinitive or Present Participle When using pronominal verbs in the  infinitive  or  present participle, there are two things to keep in mind: The reflexive pronoun directly precedes the infinitive or present participle.The reflexive pronoun agrees with its implied subject. Pronominal Verbs in Dual-Verb Constructions Dual-verb constructions  are those where you have a verb like  aller  (to go) or  vouloir  (to want) followed by an infinitive. When using a pronominal verb in this construction, its important to remember that the reflexive pronoun goes directly in front of the infinitive, not the conjugated verb, and that the reflexive pronoun has to agree with the subject. Je vais mhabiller.Im going to get dressed. Nous voulons nous promener.We want to go for a walk. Tu devrais te laver les cheveux.You should wash your hair. Pronominal Verbs after Prepositions When you use pronominal verbs in the infinitive after prepositions, remember to change the reflexive pronoun to agree with the implied subject of the verb. Avant de te coucher, range ta chambre.Before you go to bed, clean your room. Il faut trouver un juge pour nous marier.We have to find a judge to get married. Pronominal Verbs Used as Subjects To use pronominal verbs in the infinitive as subjects at the beginning of a sentence, remember to change the reflexive pronoun to agree with the implied subject of the verb: Me lever tà ´t est une rà ¨gle de ma vie.Getting up early is a rule for me. Te moquer de ton frà ¨re nest pas gentil.Making fun of your brother isnt nice. Pronominal Verbs  as Present Participles Once again, the reflexive pronoun always has to agree with the subject, including when pronominal verbs are used as present participles: En me levant, jai entendu un cri.While getting up, I heard a scream. Cà ©tait en vous inquià ©tant que vous avez attrapà © un ulcà ¨re.It was by worrying that you got an ulcer.

The illegal use of drugs is an important issue in our society Essay

The illegal use of drugs is an important issue in our society - Essay Example There had been major dependable downward decline over the last three years from 11.5% in 1997 to 10% in 1998 and 9% in 1999 in drug related crime. As per the above survey , there is variation in drug usage pattern among various states starting from as low as 4.8% to as high as 10.8% on the whole population and it varied from 8% to 18.4 % for adolescents in the age group among 12 to 17. The use of marijuana among the youths also showed a declining trend from 12 to 17 age group since 1997. It was 8.4% in 1997, 8.4% in 1998 and 7% in 1999. The cigarette consumption by the adolescent showed a notable decline from 20% in 1997 to 15.9% in 1999. In the exclusive research study carried over by U.S Department of Health and Human Services (HHS) revealed that the number of admission in the emergency room for drug related diseases had declined considerably and it was 11 % in the year 1999 for the adolescent aged among 12 to 17. National trend data collection research which was organized by the National Household Survey revealed that the present usage pattern of drugs was remained stable among the adolescent in the age group among 12 to 17 and the consumption pattern of smokeless tobacco declined notably from 3.2 % in 1998 to 2.1 % in 1999. According to the Partnership for a Drug-Free America, as per their recent research study, it was evident that American youth are of the view that drugs are hazardous and hence there was considerable decline in the usage of drugs in the USA in recent years. According to Drug Enforcement Administration, Barbiturates was most dangerous drug and it was considered as the most serious drug by the US law enforcement agencies. ( Henn & DeEugenio , 2007 , p5). Barbiturates fall under depressant class of substance. The depressants are a greater variety of substances that include most significantly ethyl alcohol. When consumed in heavy doses, it generates signs of vitiated coordination and