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

George Orwell, 1984 Essay

The introduction of the novel Nineteen Eighty-Four says it all. It cannot be denied that control is present in the society. A few sentences in the first paragraph: â€Å"On each landing, opposite the lift shaft, the poster with the enormous face gazed from the wall. It was one of those pictures which are so contrived that the eyes follow you about when you move. BIG BROTHER IS WATCHING YOU, the caption beneath it ran (Orwell 2). † How do you feel when you keep being reminded that someone is looking after you? Or, to be more politically correct, having you under surveillance? The introduction of the book is about Winston Smith who gets inside his London apartment. The tone of the introductory sentences is depressing and dark. The living conditions are undeniably squalid. In this part, it was clear that Oceania, Eurasia and Eastasia are the three superpowers that divide the world into pieces. Oceania is where Winston Smith came from (Orwell 1). These superpowers are never in good terms with each other. Because of the wartime conditions that seem constant in the environment and the nature of the countries, the people of Oceania are always repressed. The conditions brought about by war caused the government of Oceania to let its people suffer through repression. The people are always monitored. Surveillance is as common as eating. The party members, however, are not always given enough supply. There is also a private rebellion taking place because the government was no longer humane. In this private rebellion, Winston Smith is a member of the Outer Party. Winston is writing in his diary every single day. Because this decision is crucial, he accepted that what goes with private rebellion is doing some forbidden steps. He has to do forbidden steps because he is serving a party that he did not want to serve (Orwell 2). He buys the diary which was part of the things confiscated during a raid into the proletariats. He meets a young lady outside the shop where he purchased the diary, and he noticed that it is the same girl who keeps on eyeing at him for a few days. Because Winston started feeling that he should be there, and because he felt that the woman was spying on him, he immediately tries to stay away from her (Orwell 2). With this introduction, it clearly shows how totalitarianism has ruled the world. Nineteen Eight-Four is a novel that shows negative utopia. It cannot be denied that totalitarianism was at its most rigid. Totalitarianism was the kind of power used to execute total control of the people (Ellis and Reed, 2008). Orwell had been successful in representing control, in which he introduced through an entity referred to as Big Brother. This has four branches. One is called the Ministry of Love, in which law enforcement is done. The other is called Ministry of Plenty, where economic affairs and issues are handled. The Ministry of Peace is what takes charge of the war taking place in the country and around the world. The Ministry of Truth is the one that manages the dissemination of propaganda. Without the Ministry of Truth, the printed materials and other things needed for administering propaganda won’t be equally distributed. These four ministries make up the government (Ellis and Reed 2). Meanwhile, Winston Smith does not conform to this ideology. This idea is spoon-fed to him, with the concept of Big Brother being used. The government is feeding him with unnecessary things and ideas that he, himself, knows he does not need. Going back to the life of George Orwell, it can be seen that he reflects the character in his novel. George Orwell, like Winston Smith, has the same aesthetic and social characteristics. They both have the same political perceptions. This may be the reason why the novel is undeniably an excellent one, because he could write it as easily as writing his own thoughts, beliefs and feelings. He wrote excellently the representation of control in just simple paragraphs like: â€Å"Behind Winston’s back the voice from the telescreen was still babbling away about pig-iron and the overfulfilment of the Ninth Three-Year Plan. The telescreen received and transmitted simultaneously. Any sound that Winston made, above the level of a very low whisper, would be picked up by it, moreover, so long as he remained within the field of vision which the metal plaque commanded, he could be seen as well as heard (Orwell 8). † In the novel, there was clearly no way of being aware about how an individual is being watched. If an individual had to make a sound, someone will always hear it. If an individual is in the dark, then he or she can be safe. But if it is bright out there, then there is no chance that the movement of the individual is monitored and fully observed (Orwell 8). The practice of control as a way of administering power was done through television surveillance in the novel. Security cameras are everywhere. Just about any spot, a speed camera will be seen. The citizens were disturbed, and especially Winston Smith, because the people were not free and they were no longer happy with their lives of what the government was doing to them. In a more physical point of view, George Orwell wrote the following to give the audience a better picture of how the government, in the novel, had controlled and repressed the people (Ellis and Reed 2). The political perceptions of George Orwell are shown through Winston Smith. Aside from Orwell’s perception of politics, he also showed his disbelief, or skepticism, rather, of mass media, through the character of Winston Smith. It is no surprise that George Orwell was skeptic of the media because he has spent some of his time working for BBC, also known as the British Broadcasting Company. By working for BBC, he was able to see how information was distorted before it is distributed to the public (Ellis and Reed 2). The information they got were not presented as is on television. He was aware as he witnessed how propaganda was distorted. Because of his experience in working for a mass media outfit, he knew that whatever the public was getting from the television, the radio and the newspapers were not at all completely true (Ellis and Reed 2). Other information and important facts were omitted before news is aired. Now, he came up with the novel to let the public know what is happening behind authorities, and how much control is being executed before the public gets what it gets (Ellis and Reed 2). Control, in this novel, is clearly represented because it does not state that control is destroying the society just because it is there. The novel Nineteen Eighty-Four clearly suggests that the government, or the state as a whole, is there to manipulate everything. Individuals in the society are being controlled by the state, and control is employed on the information being released to the public. In the novel, the â€Å"telescreen† is a constant object. The telescreen, in the novel, is a tool for control. Everyone needs to have a telescreen. It is a dominant item in any household in London, especially in Airstrip One, the capital city, which used to be referred to as England. Aside from the telescreen, other ways are used to employ power and a quote from the book is here to show it, â€Å"There will be no love, except the love of BIG BROTHER. There will be no laughter, except the laugh of triumph over a defeated enemy. There will be no art, no literature, no science. There will be no distinction between beauty and ugliness. There will be no curiosity, no enjoyment of the process of life† (Orwell 238). Indeed, the state, just like in today’s society, aims to reshape the minds of the people. Whatever is happening in the novel of George Orwell does not end there. It continues and is widely seen in our society today. Out society, through the television, convert our minds into what the government or the media thinks we should think about. The theories of mass media are there to help us understand that for the media to sell, they need to create something interesting for our eyes. We need to see controversies. With all these, we learn to create our sides. Creating our sides is never pure anymore because even before we learn to form our opinion, the media and the state already manipulates the information given to use. The tools we use to shape our minds when it comes to our thoughts on the elections, the issues on war and terror, and economic crisis, are shaped by a higher power by using control.

Answer questions Assignment Example | Topics and Well Written Essays - 3000 words

Answer questions - Assignment Example 102). It became apparent that mass advertising and promotional programs were quickly losing their effectiveness. Several new segments began to appear and it was becoming costly for companies to satisfy these customers with the same approaches. Southeast Asian companies entered the markets and began using their core competency of operational efficiency to lure customers and price competition to beat competitors. However, the same did not translate into sustainable competitive advantage for most of the players as brand loyalty and profit margins continued to decrease (LeSueur, 2007, p. 98). Experts were quick to realise that the rules of the game have changed and companies that wish to survive and prosper will have to differentiate between transactional marketing and relationship because the former only focuses on customer acquisition, whereas, the latter has a more balanced focus on customer acquisition and retention (Nash, 2000, p. 52). Discussion At its very core, the goal of market ing is to generate value for the customers while also maximising the profits of the organisation. However, transactional marketing and relationship marketing take very different approaches to achieve these objectives. The transactional marketing approach views the client solely as a means to an end while, the relationship marketing approach takes the liberty to consider the person with whom the sale is being as the end in himself or herself. The transactional marketing approach places the utmost importance on making as many sales as possible in the shortest span of time. Therefore, transactional marketers do not find themselves in position of spending time and resources at building relationships with their customers (Nash, 2000, p. 52). Also known as the traditional marketing approach, transactional marketing mainly focuses on pushing the product through mass advertising and promotion. There is little or no emphasis on customer services. Organisations that employ a transactional app roach are highly likely to follow a pull technique, where the focus would remain on the four Ps of marketing without any focus on the activities that are strategically required once the purchase has been made by the customers (Clow, 2007, p. 47). Relationship marketing, on the other hand, remains focused on building valued and close long-term personal relationships, which are built through highly targeted and personal interactions. Important here to note is that organisations that follow a relationship marketing approach do not consider their brand to be their greatest asset, but rather they take the greatest pride in their ability to satisfy their customers and keep them happy (Spiller & Baier, 2005, p. 75). Furthermore, following relationship marketing is a time consuming and painstaking process because it requires a complete rethink of the entire value chain, business model and operations strategy of the organisation. It requires a top-down shift of the organisational strategy. R elationship marketing, at its very core, represents a strong commitment from the side of the organisation to understand the customers and invest at building relationships with customers (Morgan & Hunt, 1994, p. 25). Customers who feel connected with companies are likely to profit the company in

Marketing assignment Essay Example | Topics and Well Written Essays - 500 words - 2

Marketing assignment - Essay Example In my case, I relate value proposition to Starbucks coffee. Starbucks is the largest coffee house company in the world and has its headquarters in Seattle, Washington D.C and many outlets all over the world. Starbucks sells among other drinks, coffee. My critical selection process of Starbucks coffee is dependent on its mode of preparation, the energy content of the Starbucks coffee drink, the chemical content, the taste, colour, environment, standard of quality, smell, availability of the drink, and the refreshing nature of the Starbucks coffee. Apart from other external factors that may affect my choice for Starbucks coffee like climate, my selection of Starbucks coffee relies on its mode of preparation. Indeed, the preparation of Starbucks coffee takes place in real time and I can actually from the preparation process on how I can prepare my own cup of coffee at home. The mode of preparation is fast and clean thus enticing me to buy. In addition, Starbucks coffee is highly nutritious for my health and thus relevant to my use. More so, although Starbucks coffee has some elements of caffeine, the levels are quite low and suitable for my consumption. Indeed, the caffeine in Starbucks coffee serves my alertness and relaxation thus motivating to buy. Furthermore, Starbucks coffee has a sweet taste that is unique in all its outlets. Actually, all Starbucks outlets sells universal brand of coffee and hence its originality that drives me to purchase. At the same time, the colour of Starbucks coffee is also unique and there are no chances of fake products. Moreover, the price of Starbucks coffee is also a motivator since it is affordable to me and hence my cause to buy. I take Starbucks coffee in the most relaxing and quite environment. All Starbucks outlets situate at quite environments that equally plays some cool music in the background. With such an offer, I find myself buying it most frequently. It is worth noting that

Intervention & Evaluation Plan Research Paper Example | Topics and Well Written Essays - 1250 words

Intervention & Evaluation Plan - Research Paper Example These are the issues behind the necessity of the program, which are always measurable, observable, and specific in their nature. Basing on domains as illustrated by Bloom (1956), the program outlines tactics of handling patients suffering from bloodstream diseases. The main objective of this intervention program is educating the elderly people on the various ways of managing and preventing CLABSI at home. This program will provide the various ways and techniques by which the elderly can prevent CLABSI at home. In addition, it provides a chance for the care unit to exercise their physical skills in line with preventing the diseases and curbing the same in case of already existing patients (psychomotor). Through the implementation of the above objectives, the project will create a suitable environment of preventing the rate of spread of central line associated bloodstream diseases among the elderly group among family members. Similarly, it will encourage those who are suffering from the disease from losing hope at a very early stage. Therefore, it will reduce the rate at which the target group contracts the infection. This refers to methods and technologies that an intervention plan provides in line with the aims and objectives. During my stay in the community health IV infusion field program, I discovered that there has been a plan that has not been effective. I conducted several questionnaires to about two responsible people in every family among the 10 I chose. I realized that the current plan was brief on the strategies that may efficiently comply with the objectives of a good intervention plan. In fact, its objectives could not be achieved in the shortest period possible. From the research findings, areas that required more attention than others were determined. Therefore, this formed the necessity for this proposed intervention. This plan has been structured to replace the ineffective programs that are in place. It offers

Potential output of Georgia(country) Essay Example | Topics and Well Written Essays - 500 words

Potential output of Georgia(country) - Essay Example Georgia are agriculture (12.5%), industry (27.9%) and services (59.6%).3 According to Georgia Economic Review (2009) the nominal Gross Domestic Product of Georgia has increased from 8,564 in 2003 to 19,070 in 2008. It means that in the last five years, the total increase in nominal GDP of the country is about 123%. The real GDP growth rate 2008 of Georgia is 2.1% which means that the output level of the country has increased. The global financial crisis 2007-2009 has lowered the GDP of many countries while the output of Georgia even during the crisis has remained positive. The value of nominal GDP shows that major increase in nominal GDP is brought by inflationary pressures and increase in the worth of goods and services; however, real GDP explicitly shows that a small increase in output of the country has been also seen. Georgia is considered as a country rich in energy resources. However, in 2007, the total oil extraction was 55-60 thousand tons which was very low as compared to the annual demand of 750 thousand tons.4 On the other hand in the same year, the annual consumption of electricity in the country was about 8.5 billion kWh while the country production was higher than consumption, thereby making Georgia a net electricity exporter.5 â€Å"It is the only country in the region (which doesn’t have its own gas resource) that was not affected by gas crises in January 2009 (Georgia Economic Overview).† Georgia has huge opportunities in hydro energy because of the construction of 500 kv power transmission line to Turkey, 78 MV Paravani HPP and 38 MW Mtkwari HPP. Surprisingly, although its hydro energy output is so huge however, only 18% of hydro potential has been used. The overall industrial production growth rate of Georgia in 2008 is -1%. The potential output of agriculture sector of the country has started to cover the wreckage caused by civil unrest. In the Georgian agriculture, winemaking is the major area however, since Russia was the major importer of

Role of Women in Shi'a Islam Research Paper Example | Topics and Well Written Essays - 1250 words

Role of Women in Shi'a Islam - Research Paper Example There were two new major Islamic societies that emerged after Muhammad died, the Shi’a and Sunni. These societies are also Islamic in nature. It is difficult to identify a Shi’ite from a Sunni because they are almost the same in practice. More of their differences lie on the interpretation of some passages in the Quran that’s why there are some slight differences in their Islamic traditions (â€Å"The Legitimacy†¦Ã¢â‚¬ ). Quran is the holy book of Islam religion. The Islamic societies strictly follow what is written in the book. Their way of living, principles in life, worship to God and allocation of roles are guided by the book (â€Å"The Legitimacy†¦Ã¢â‚¬ ).Some passages in the book are not literal in nature that’s why there is difficulty in interpretation. This difficulty in interpretation resulted in differences of interpretation between Sunni and Shi’a. One of the differences is the interpretation of the role of women in the soci ety. The role of women in society mostly circles in the marriage. There is a tradition called Mut’a wherein a woman is married to a man for pleasure in a certain agreed time. Also the man pays the woman according to the agreed payment (â€Å"The Legitimacy†¦Ã¢â‚¬ ). This tradition was from one of the passages of Quran. Perceiving this tradition from a 21st century perspective, Islamic women are treated like prostitutes except that there was an actual marriage that happened between the woman and man. Analyzing the tradition of Mut’a, women can be married several times because the marriage is only under a contract. A marriage under contract may or may not be because of love. The main reason of this marriage is said to be for pleasure of the men. Another tradition in Shi’a Islam is the business of marrying a family member’s wife and taking over of the financial responsibilities. Women may be passed down within the family as long as they are not relate d in blood. Most of the time, the dowry plays a big role in marriage (â€Å"The Legitimacy†¦Ã¢â‚¬ ). This kind of tradition shows that women are treated like possessions and not as free people. It is also observable in Islam tradition the marrying of women in an early age. Women are being married right after reaching their puberty. This may range as early as below 10 years old as long as the girl started having puberty. It is being done to maximize the child-bearing capabilities of women for the men. Looking closer to this situation, women in Islamic societies are also treated like goods being taken care of for marriage. Women’s role, as can be viewed from their tradition, primarily concerns the pleasure of their husbands and child-bearing. However, women might not receive the exclusivity of their husbands because men in Islamic societies are polygamous. Also the sons and daughters in the family are primarily owned by the father (Offenhauer 57). The culture of Islam al so indicates the role of women in their society. Women are expected to wear long veils. This is a sign of protecting the purity of women. The men are expected to protect their wives and they are given the rights to limit the actions of their wives especially in public. One example of these is the establishment of partition between men and women (Offenhauer57). This practice shows the domination of men over women. The men being the protector of women imply that women are weaker. This limits the opportunity of women in the society. Another consequence form the early marriage of women in Islam society is

Case Study Analysis of Personal and Organizational Ethics and Values

Analysis of Personal and Organizational Ethics and Values between For-Profit and Not-for-Profit Organizations - Case Study Example It is essential to frame living real values that would contribute to shaping the culture of an organization. There again has to be a uniformity in accepting the values by the people in the organization as the presence of different value system within the organization can create behavioral conflict between individuals (The Value of Organizational Values, n.d). The paper attempts to compare ethical issues with respect to profit and non profit organization. Every business organization needs to have some values and principles that would be the guiding principles while deciding on their strategies and morality of business work. Business can be from a profit making or nonprofit making organization. Both of these types of organizations can have certain ethical values that should be implemented to both its employees and the organization as a whole. Absence of ethical values can make the employees develop inappropriate thoughts and ideas and lead to fraud and corruption in the organization. W hile considering ethics in the organization there are two dimensions of approaching it (Brown, 2010). One is individualistic and the other is communal. Every dimension deals with different type of moral responsibility. In case of individual approach every person in the organization is responsible for his own behavior within the organization and so any change required in the behavior should be directed toward the person solely. In the communal approach every individual is considered to be part of a community and does not have any individual identity and every individual is responsible to some extent for the behavior of the others. If any changes are to be made in terms of the behavior it is to be directed towards the community as a whole. For this the behavior of the employees must be adjusted with the organizational culture. Influence of ethics in an organization Value and ethics of a particular organization can affect the four components of the structure of an organization. These f our processes are – organizational structure, organizational process, ways of interaction among the employees and lastly the outcomes or results of the previous factors (The Broad Baker Group Ltd, n.d). Values go a long way towards deciding the culture and style of an organization. It becomes essential to have a smooth culture as it affects the behavior of the other stakeholders like the suppliers and customers in the organization. A model based on integrity, humility and compassion can help organizations in establishing their ethical standards (The Broad Baker Group Ltd, n.d). There are a few differences between profit making and nonprofit making organization in terms of the values and ethical behaviors of its employees. This arises because the basic structure of serving people with different purposes is different for the two organizations. Comparison between For-Profit making and Not-For-profit making organization - a personal perspective Over the past few years a lot of ch anges are happening within organizations in terms of setting their values and ethical standards. This can be both in the context of an individual or an entire organization. According to my personal perspective, every organization should have standards regarding their business values and ethics. For that the management must develop clear views of what it wishes to achieve and what it should avoid doing. This is to be decided before setting their objectives

Critical Perspectives on Management and Organisations Essay - 2

Critical Perspectives on Management and Organisations - Essay Example It is also common that older people happen to be steadfast in their habits and have consistency in many things because of their firm beliefs and ideas. They are usually not flexible, and their temperaments are not adaptable for the changing situations and in most of the cases they are not creative (Merriam Webster, 2015). Financial burden on people is increasing continuously and women have to work with their male counterparts to earn a living. If women are not given their due share of jobs that are available in the market, if they are not given promotions in their organizations or if they are expelled on the basis of their gender; this sexism can give rise to a number of social and economic issues. The financial situation of country has much to do with the other fields and areas of the country. The whole social, cultural, industrial, technological, even religious and spiritual prospects of the collective community and personal lives of people get affected (Nauert, 2010). When females do not get jobs because they are women, they face many psychological issues. These issues may get aggravated with the passage of time alongwith the perceptions of women regarding the prevailing gender equality in society change. This may create a kind of psyche in which they consider themselves victimized and in turn they start feeling alienated and they start taking themselves in society whose self-esteem is not considered important and their sense of insecurity is developed. They may experience anxiety and undue pressure because of the society which regards males to be professionally strong in comparison to females. A male-dominant environment can get evolved which can have a profound impact on the society. The problems raised by such issues have exerted a profound impact on the society and feminist movements are a reflection of this fact.

Civil War Essay Example for Free

Civil War Essay Brothers fighting brothers, a country imploding in itself, the world is an antithesis of what auspicious t it is today. A country separated by gender, race, religion, and class is that really a Union? The Civil War has begun, a fight not yet for the freedom of slaves but a fight to mold two sides of a coin into one. The oppressed brethren are reluctant to fight and why shouldn’t they be through all the injustices the Union has placed upon them? Regardless, Alfred M. Green delivers a speech in an effort to persuade his brethren into fighting for the right to join the army that empathizes with his fellow brethren’s inundation, that promises commemoration and recognition for his fellow African Americans, and that promotes the Union’s battle as a righteous one. Green starts his speech down on the mat with a crowd that holds the candid opinion of not wanting to join a fight for a country that oppresses its people, enslaves its people, and imprisons its people. Nevertheless Green acknowledges his brethren’s suffering and injustice caused by the â€Å"fugitive slave-laws† and the â€Å"Dred Scott decisions† and states that ‘[their] duty is not to cavil over past grievances† but to aid the country with â€Å"burning zeal and enthusiasm†. By empathizing with the injustices the Union has committed towards the black community, Green preemptively dismisses the crowd’s probable argument and establishes a common ground to build upon later in his speech. Likewise, Green mention’s that â€Å"the brave deeds of our fathers†¦ have failed to bring us recognition† which quickly refutes the future argument that the Brethren have already sacrificed their share and establishes the point that it’s up to the blacks of that era to bring â€Å"honor† and â€Å"glory† to the African American race. After acknowledging the mistreatment the Union has committed to the free and enslaved blacks, Green emphasizes that joining the war against the South will â€Å"improve the present auspicious moment creating anew [the brethren’s] claims upon the justice and honor for the Republic†. This quote suggests that taking up arms for the Union will secure the future of free African Americans with freedom and honor. In addition, Green says, â€Å"let not the honor and glory achieved by our fathers be blasted or sullied by a want of true heroism among their sons†. Green invokes â€Å"filial piety† in the crowd by ultimately saying that the good reputation their ancestors had laid out in the Revolutionary War and the War of 1812 should not be â€Å"sullied† or â€Å"blasted† and should be preserved and built upon for this time they may secure a free future. Towards the climax of his speech, Green promotes the Union Army as God’s Army and â€Å"[he or God] will defend the right, remembering that these are other days than those of yore.† By stating God wants the audience to â€Å"take up the sword† ultimately encourages the religious brethren to join this â€Å"army of God† and gives these mistreated people hope because God wants them to succeed and gain freedom from judgment and racism imposed on their race. Green also says â€Å"[their] very presence among the troops of the North would inspire [their] oppressed brethren of the South with zeal†¦ and confidence.† Green’s intention for this quote was to evoke the righteousness of the northern audience to fight for the southern slaves who are enduring far worse hardships. Alfred M. Green recognizes the hardship his race has endured but insists that their involvement in the war will secure a future filled with honor and glory and insists that God sides with the North and trusts them to fight for and free the enslaved south. In essence, Green convincing blacks and whites to work together as equals was the leap of mankind that inspired the many immigrants and future generations to see the United States of America as the land of freedom and the home of the brave.

Differences between historical and scientific explanations

Differences between historical and scientific explanations Topic: -What are the similarities and differences between historical and scientific explanations? An explanation is one which is ‘rooted or firmly embedded in psychology and in reality. An explanation is one which should make something vivid to the person inquiring. A young child asking why the sky is blue or why water freezes cannot be satisfied with an answer couched in scientific polysyllables that he does not understand. To be effective, an explanation must be one which is easy to understand. On the other hand, a proper explanation must rest on truth that is, it must refer to reality. A good explanation is one which fulfils or satisfies the particular need of the inquirer and answers only that. Let us take for example a priest enquiring about a robbery seeking an explanation from the robber. If he asks: ‘Why did you rob the bank?, and the robber replied, ‘Because thats where the money is. This explanation, for the priests purposes, as per the priests question is not an explanation fitting to him. The explanation is supposed to be directed in order to fulfill the moral reasons behind the theft. However, the explanation of the robber is one which will satisfy any practical man: Any Scientific person. This explanation of the robbers is a scientific explanation looking more towards the practical side of the argument rather than the moral or ethical side of the argument. There is more than one way of explaining, including Common Sense, the Scientific, the Social Scientific and the Historical modes of explanation. This essay will be focusing more on the scientific and historical modes of explanation. Science is a way of acquiring human knowledge. The three essential aims of science are prediction, control and explanation. However, the greatest of these is scientific explanation. Scientific explanations are nothing but tentative proposals. They are offered in hope of capturing the best outlook on the matter. Scientific explanations however, are subject to evaluation as well as modification. They are valid deductive arguments whose conclusion is the event to be explained. The Scientific mode of explanation is more properly named the nomological-deductive type. It is also known as the DN account. This means that the explanation is deduced from law-like statements (from the Greeknomos= a law). For example, there is the law, or universal hypothesis, that whenever the Earth passes between the Sun and the Moon there is an eclipse of the Moon. Thus any particular eclipse may be explained as an instance of that general law. The general rule that provides the explanation is strengthened if it can be shown to be consistent with a more fundamental law. Historical explanation is the explanation of certain events which have taken place in reality. A historical explanation, in general terms is the explanation of a circumstance in the context of history.   Historical explanations give causes of outcomes in particular cases. They are empirical, but can be altered. These explanations are limited to the past. A useful method for historical explanation is analysis in terms of power. This means assessing the power, or ability to affect the outcome in question, of focal actors and entities, determining their use of that power, and, perhaps, accounting for that use. The first of these depends, in part, methodologically on deductive theory: the power of one entity depends on what others can be expected to do, and theory can help assess that. The second is mostly historical accounting, but may need theory to determine what goals are feasible for actors. In the third, theory such as rational choice may be especially useful when the power-holdi ng actor is an aggregate of individuals. There are a few ways of knowing through which these explanations, namely scientific and historical explanations can be deciphered: Perception, Reason and emotion. One example in order o decipher and differentiate both types of explanation is the mystery of one of the most puzzling monuments of the world, the â€Å"Stonehenge† present in Great Britain. There have been many theories, posed by many, historians and scientists alike, all from different walks of life. These theories, as expected, happen to be as contrasting to each other as possible. However, all these theories are based on nothing but, ones perception, reason and emotion.   A persons perception of different events depends on the state in which his mind is at that particular point of time. Not only this, but also depends on the way the person is brought up in his life, the place, etc. A person who is brought up with one particular set of values will have a different perception from one who has been brought up elsewhere with another set of values. There have been various theories relating the existence of this monument to God and aliens. Some theories even spoke about wizards! However, there have been more relevant theories which justify its existence as an astronomical laboratory, a burial ground, etc. In this case, a person, who has been brought up with different religious and mythological values inculcated with him, would obviously believe in the existence of God and attempt to justify the existence of the Stonehenge as that of a temple of God. However, an atheist would not do so since he does not believe in the existence of God and wouldnt think twice before rejecting the idea of the existence of God. This would be the cause of a reason or an emotion. A religious person may be one of the many who can be termed as a person capable of meting out a historical explanation. However, this person may be able to provide a historical explanation for the existence of this monument, only if he is able one of the three methods of historical explanation. Historians may believe in its existence by using the observations made from the archeological evidence which has been discovered. It is emotion which brings out the fear in their heart and it is this emotion which affects ones perception. When one is brought up with religious values inculcated in him, the priests or the higher order of the temple he goes to would probably build inside his heart, the element of fear of the almighty God. It is this fear itself which would lead a person like this to believe that monuments like the Stonehenge may be temples of the Almighty God built by God himself in order to conduct various rituals; a thought, which would most likely, immediately be cast away by an atheist or a person who is highly practical. However, this historical explanation provided here would not fulfill the question as intended by the inquirer. Again, it depends on the reason and the perception of the inquirer, whether he would believe in the existence of God or not? Now, let us focus on the view of the scientific explanation about the purpose of the Stonehenge. A scientist, archeologist or a historian may clearly believe that this monument had been of some major significance to the people of that society. There are many theories which have been put forth by these scientists, archeologists and so on. However, no one of these theories has been proved true. Again, what one perceives to be true would depend on the emotion, and how one is brought up. A person with scientific beliefs may be considered as a practical person who, unlike a religious man would not readily believe in the fact that this was built by the Almighty God and was meant to serve Him. He would not hesitate to believe that it may have been a holy place of rituals, but would surely cast away the idea that it was a temple built by the Gods, for the Gods. However, he would be the one to put forth the theories that these were built for their astronomical significance of looking at the m oon by observing the arrangements of the ruins, which are factual; an astronomical observatory in order to mark significant events on the prehistoric calendar. This is one explanation which would both suit the purpose of the question put forth and would fulfill the inquirers desire. This, here is a scientific explanation. Hence, we have seen as to how different scientific and historical explanations are in this case. Also, we have seen similarities as to how both the types of explanations are based on observations and as to how both the explanations serve to answer the question which has been put forward. Now, let us take another example, this time, about the occurrences of daily life. Belief in superstitions is one which has been highly debated upon by people who believe in them and the people who think that it is solely a coincidence. People say, â€Å"When a black cat crosses your path, it means that you will face bad luck in the day.† If, by any chance, this happens to be true at one instance, it means that it has occurred in reality, in the context of history. Hence, one can provide a historical explanation justifying the omen of bad luck only because the cat crossed the path. This explanation was based on facts which were purely based on facts occurring in reality. A historical explanation is supposed to be empirical, it may be altered. However, the other form of explanation to be discussed is scientific explanation. A scientific explanation is one which is always open to change, unlike historical explanations and the theory or the explanation has to stand the test of tim e. A man providing a scientific explanation would only say that the person who faced ill-luck was only a result of the person believing in the superstition and being too self-conscious about the incident. If he were to talk about a person who does not believe in superstitions, all he would say is that the incident was a matter of pure coincidence. The examples above, about both the existence of an epic and the amount of truth in a superstition would only serve the purpose of showing us the differences between historical and scientific explanations. The key similarities that exist between both the explanations are that both the explanations are based purely on facts only that a historical explanation is based in the context of history and scientific explanation is based on theory, and the results of the thesis. Another similarity is that both the types of explanations serve as an explanation to the same question though in different contexts. The primary differences are that while historical explanation is based on facts occurring in reality, a scientific explanation is one which is based on research and accumulated facts which are obtained as results. Hence, we have seen and examined the differences between historical and scientific explanation with the use of appropriate examples.  

juan peron Essay examples -- essays research papers

Juan Domingo Perà ³n is known as the greatest Argentinean politician of all time. However, he is also one of he most controversial. His tactics and alliances are often criticized as are the changes and developments he brought about in Argentina. The one thing that can be concluded by all is that this man led a very complex and important life.   Ã‚  Ã‚  Ã‚  Ã‚  Perà ³n was born on October 8, 1895, in a province of Buenos Aires. He was the second son of Mario and Juana Perà ³n. His father was an employee of the local court. When Juan was five years old his father abandoned the family. To make ends meet, Juana married a man whom was a farm hand. When he was ten he went to live with his uncle in Buenos Aires so that he could begin his formal education. Perà ³n was not an outstanding student but he always managed to pass. Juan’s military career started at age 16. Juan went on to study at the National Military Academy. He graduated in 1915 as a second lieutenant. His military career was now off and running. It is not really known why he decided to join the military. Some think it was because he needed discipline in his life, while others think it was to help him in gaining power. The early parts of his military career were ordinary. After the revolution of 1943 Juan Perà ³n shared control of the Argentinean government. Under Pedro Ramirez, Perà ³n held three cabinet positions. With that he saw an opportunity. He did many reform programs and won a lot of the support of labor unio...

A Comparison of Social Classes in America vs. 1984 :: Comparison Compare Contrast Essays

Social Classes in America vs. 1984 If you have ever read the book 1984 by George Orwell, then an interesting topic may have crossed your mind. The way the classes of people break down can be quite similar, and very different at times. In the United States, we have classes like the lower class, the working class, and the middle class. In 1984, there were such classes as the Proles, the Outer Party, and the Inner Party. The way the classes are broken down in 1984 reminds me a little bit of my old history class. When I studied medieval times and the classes back then were broken down into the nobles, the bourgeois, and the serfs. It is really interesting to break down the separate classes and find their similar details and their different details. Obviously the differences are greater in number and some of them fairly extreme. But that is to be expected. In my opinion, the way Orwell wrote the book makes his world seem more like a dystopia than a utopia. The only community that I have seen that I would even consider calling a utopia is "Star Trek." I just can't see Oceania as being a perfect vision of happiness. Everyone is constantly being watched, people aren't allowed to have their own thoughts, their past history is entirely made up. I don't see how it could get much worse than that. Unless you are a member of the Inner Party. They can have their own thoughts and aren't watched all the time. The lowest class in Oceania, the Proles, can also have their own thoughts. But "Nobody cares what the proles say"(Orwell, p11). So their thoughts never really get heard or paid any attention to at least. The Inner Party basically runs things and they only do what they want. They have no reason to listen to the proles. To more clearly describe the classes in 1984, I will describe some of the characteristics of the three parties. Each member of the Outer Party had a telescreen in their home that monitored every move they made. The telescreen could not be turned off. They were forced to wear an expression of quiet optimism when facing the telescreeen (Sheppard). The party members had to wear blue overalls and were given a limited number of coupons to trade for clothes, food, and other things such as that.

film and animation graphics :: essays research papers fc

INTRODUCTION   Ã‚  Ã‚  Ã‚  Ã‚  Hollywood has gone digital, and the old ways of doing things are dying. Animation and special effects created with computers have been embraced by television networks, advertisers, and movie studios alike. Film editors, who for decades worked trying to make scenes look real are now sitting in front of computers screens. They edit entire features while adding sound that is not only stored digitally, but that is also created and manipulated with computers. Viewers are witnessing the results of all this in the form of stories and experiences that they never dreamed of before. Perhaps the most surprising aspect of all this, however, is that the entire digital effects and animation industry is still growing pretty strong and, the future looks bright. In the beginning, computer graphics were really hard to manipulate but with time the software companies started to improve their programs, adding more tools and key features, which helped the way computers generated pictures, simulating real world scenes. 1 Creating computer graphics is essentially about three things: Modeling, Animation, and Rendering. Modeling is the process by which 3- dimensional objects are built inside the computer; animation is about making those objects come to life with movement, and rendering is about giving them their ultimate appearance and looks. Hardware is the brains and brawn of computer graphics, but it is powerless without the right software. It is the software that allows the modeler to build a computer graphic object that helps the animator bring this object to life, and that, in the end, gives the image its final look. Sophisticated computer graphics software for commercial studios is either purchased for $30,000 to $50,000, or developed in-house by computer programmers. Most studios use a combination of both, developing new software to meet new project needs. MODELING   Ã‚  Ã‚  Ã‚  Ã‚  Modeling is the first step in creating any 3D computer graphics. Modeling in computer graphics is a little like sculpting, a little like building models with wood, plastic and glue, and a lot like CAD. Its flexibility and potential are unmatched in any other art form. With computer graphics it is possible 2 to build entire worlds and entire realities. Each can have its own laws, its own looks, and its own scale of time and space. Access to these 3- dimensional computer realities is almost always through the 2-dimensional window of a computer monitor. This can lead to the misunderstanding that 3-D modeling is merely the production perspective drawings.

Suicide Speech Outline

Speech OutlineTopic: Suicide SpecificPurpose: To aware people about suicide and help them to find out if someone could be living this awful situation. By being aware all of us could save lives in danger. Introduction: Attention Getter: Suicide is the 3rd leading cause of death in the U. S. surpassed by accidents and homicide. (According to Centers for Diseases Control and Prevention) Statement of Significance: Suicide or â€Å"self-killing† or â€Å"an act of taking one’s own life† according to Robert M. Martin. Now committing suicide is very common in nowadays anyone could be in danger of doing it, your mom, dad, brother, sister, uncle, and aunt could be going through this hard stage. I will tell you the main causes of suicide, the signs of a suicidal person, and how could you help someone on need. Preview: Today I will be talking about why people commit suicide, the sings and methods and finally how we can help someone that wants to commit suicide. Transition: Now that I covered the significance let’s see why people do itBody: I. Why do people commit suicide?A. They think it’s killing themselves is the only way of his/her problems. 1. Usually when someone takes over hi/her life they aren’t thinking straight because for example (when you were little and you went to the doctor and they wanted to give you an injection you would say no, because it would hurt. Now imagine wanting to end up with your own life) 2. Most of the times suicide is planned buy in other cases is not planned its just and instinct that people have and supposedly their way out of problems. Women attempt suicide more often than men, but men are 4 times more likely to commit suicide because men use more effective methods such as gun and hanging themselves.B. Depression1. Having some personal problems such as a breakup, a big fight with a loved one, parents getting a divorce, being an outcast in school or in other place, even an unwanted pregnancy could depress someone that much that suicide is their first thing in their heads and they end up doing it. 2. Having some personal issues is also a main cause of suicide such as being sexually abuse, homosexual preferences, and self- identity and a trauma (according to Edwin Shneidman) which includes poor health, example asthma, obesity, and multiple illness . Transition: Now you know the main causes why do people commit suicide, now let’s see the sings of a suicidal person and methods of suicide. II. Sings of a suicidal person and methodsA. Signs1. The suicidal signs are easy to identify, and if you identify them early enough you could save a person’s live that could be in danger. 2. According to the website kidshealth. org here are the signs of a suicidal person * talking about suicide or death in general * talking about â€Å"going away† * referring to things they â€Å"won’t be needing† or giving away possessions * talking about feeling hopeless or feeling guilty pulling away from friends or family and losing the desire to go out * having no desire to take part in favorite things or activities * having trouble concentrating or thinking clearly * experiencing changes in eating or sleeping habits * engaging in self-destructive behavior (for ex. drinking, drugs, or cutting)B. Methods1. Top 10 suicidal methods according to listverse. com 10. Drowning 5. Carbon Monoxide Inhalation 9. Electric shock 4. Poison 8. Bleeding to death 3. Hanging 7. Jumping 2. Drug/ Alcohol Overdose 6. Suffocation 1. Gun Shot III. How could we help/ prevent suicide? A. If it’s someone you know? 1. Don’t leave a family, friend, or stranger alone trying to commit suicide. Try to help them in any kind of way you can by giving them advices and make the realize how suicide could affect everyone around them B. What if it’s you? 1. If suicide has come across your mind, don’t just sit there get some help from a person you trust as soon as possible, or you could call the suicide line 24/7 1-800-SUICIDE or 1-800-999-9999. Remember that suicide is not the way out. Transition: So know you know if saving a live is in your hand do it right away and before it’s too late. Conclusion: Before I finish remember that Restatement of significance: It’s important that we take any sing in consideration because our loved ones could be thinking of a suicide and we must protect them. Review: I have covered why people commit suicide, the sings and methods and finally how we can help someone that wants to commit suicide, so once again keep these in mind you could save a life. Closing Device: Just remember that suicide is not the way out.References: 1. Robert M.Martin Suicide: The Philosophical Issues New York: 1980 48-54 2. Edwin S. Shneidman Suicidology: Contemporary Developments New York 1976 1-14 3. Methods of suicide http://listverse. com/health/top-10-ways-to-commit-suicide/ 24 June 2008 4. Suicide in general http://kidsheath. org/parent/emotions/behaviors/suicide. html 24 June 2008

Planning and Enabling Learning Essay

In this assignment I am going to explain my approach to the research I have carried out and summarise my findings. To plan and enable learning, as a trainer I must ensure that my training is student centred and inclusive to all. There are many theories and suggestions to consider how this should be done in an adult learning environment. In order to enhance my current knowledge I decided to use reference books, publications, journals and websites to research relevant topics. I also utilised my mentor as a sounding board for ideas and a point of discussion for areas I was unsure about. I reflected on my existing knowledge and my research for Unit One – Preparing to Teach in the Lifelong Learning Sector. I wanted to access new models and theories and link these into the context of my own teaching practice. To do this I searched the internet for reviews of reference material for planning and enabling learning, which I then purchased. I found that my research could be extensive. I had to remain focused and choose topics to explore that I found interesting and relevant to my learning environment and style of delivery. Adult learners need to take responsibility for their own learning. If learners are active in setting their own targets and understand what they need to achieve, motivation and self esteem will reassure their learning experience. Understanding methods of negotiation and inclusivity provides learners with the most appropriate experience, engages the whole group and builds a good rapport. This can be gleaned from the identification of needs as per Ecclestone (1996). I focused my research on the impact of initial assessment on the learning journey. From my experience initial assessment results are not used effectively and the process of initial assessment is usually carried out purely to comply with procedure. My experiences are confirmed by The Chief Inspector’s Report (2003). The Adult Learning Inspectorate found that ‘many providers are using a screening test but not following this up†¦. the results of the assessment are not being used to inform the ILP’ (Wilson, L, 2008, p.139). Initial assessment can have a huge impact on delivery of learning and can form the learner’s ideas, goals and highlight areas of support required. Scales (2008, p.178) states that initial assessment ‘should be handled sensitively to welcome learners in rather than scare with formal testing and assessment procedures’. I agree with this, however, the nature of the assessment will depend on the level and content of the course commenced. Some programmes require a robust assessment process to set parameters and determine suitability to join the course. Wallace (2007, p.154) describes the three key components that come together at the beginning of a programme – the teacher, the learners and the syllabus or specifications of the course. This makes complete sense. To deliver an effective programme and meet the learning outcomes the key elements must come together and crystallise. This will then inform the delivery of the overall programme. This led me to further explore my research around inclusive learning. I chose to continue down the route of motivation and the impact this has on learners. Petty (2009, p.55) noted that ‘Maslow showed that there is only one way of motivating your students. And that is to ensure that your students’ belongingness, esteem and self-actualisation needs are nourished through the learning activities you devise’. Using information from the initial assessment, such as learning needs or styles, resources need to be created and adapted to ensure learning is effective and relevant. Functional skills should be tested and developed when appropriate. In my research I focused on the practicalities of embedding these skills and reports published relating to post 16 education. In the training I deliver I can embed a variety of functional skills to allow individuals to maintain these skills and develop them further. Wilson (2008) suggested that incorporating ICT into teaching doesn’t always suit the teacher and/or learner. This can be the case with the types of sessions I deliver. Functional skills should naturally develop from a session; they can’t be forced into a session if they are inappropriate. Communication is the thread throughout a learning experience that encourages learning and development between the trainer and the learner. It is my responsibility to recognise potential barriers and utilise strategies to overcome these. This is the route I took with my research. I came across theories such as the Communication Climate (Adler et al, 1998) and Emotional Intelligence (Goleman, 1995). Again, I found a real link to negotiating with and including learners. Goleman (1995) believed that ‘if emotions and feelings are not recognised and managed by teachers and learners, then effective learning cannot occur’. My research has broadened my knowledge and understanding to take forward into the classroom. The brief I have provided only really scratches the surface from the extensive reading I carried out; however I will have the opportunity to explore these further within this unit.

Issues, concerns, and challenges in environmental adjucation in the philippine court system Essay

Introduction The court system is an integral part of environmental enforcement in the Philippines and has made many important contributions to the field. However, environmental cases do not always progress smoothly through the judicial system. This paper is intended to identify important legal issues in the judicial system that affect or limit environmental adjudication. 2 The issues are divided between access to and competency of justice, and legal procedures. While many of these issues could be analyzed further, this paper will highlight the ones to which attention should be paid in any more comprehensive study of Philippine environmental case law. 3 This paper will also use examples and case studies from the United States to illustrate important legal points, since the U. S. and Philippines have similar legal systems. II. Issues A. Legal Procedure and Rules of the Court Because of their unique and complex nature, environmental cases are sometimes hindered by legal mechanisms and rules of procedure designed for non-environmental cases. These include rules on standing and class action suits that often do not take into account the fact that environmental damage impacts all citizens. Furthermore, the nature and science of environmental violations often means that statutes of limitations, evidentiary rules, and burdens of proof are not suitable. Some of these issues can be handled internally by the judicial system by instructing lower courts to apply rules liberally. The impact of all of these issues, and how many actually present problems for plaintiffs, is crucial. 1. Standing of Plaintiffs and Citizens Suits In environmental cases, a plaintiff may not necessarily be legally injured in the traditional sense by an act of environ-mental destruction to impair his livelihood. For example, plaintiffs cannot recover damages for fish killed by pollution because they lack standing, despite the obvious economic loss they suffered. 4 While the destruction of natural aesthetic beauty is a moral outrage that indirectly harms all citizens, under traditional legal standing person no would have standing to sue. 5 Furthermore, environmental laws are designed to prevent catastrophic harm that is often not imminent or contained to one geographic area, as opposed to the narrow, immediate harms that provide the basis of most standing requirements. 6 Strict rulings on standing could stifle environmental enforcement, especially since the Philippines lacks sufficient enforcement capacity and personnel. The Philippine Supreme Court has held that standing requires: Such personal stake in the outcome of the controversy as to assure that concrete adverseness which sharpens the presentation of issues upon which the court depends for illumination of difficult constitutional questions. 7 The plaintiff himself must have some cognizable and redressable injury. Litigating for a general public interest, or â€Å"mere invocation†¦ of [plaintiff’s] duty to preserve the rule of law†¦ is not sufficient to clothe it with standing†¦. †8 However, the standing requirement is considered a technicality that courts may waive if the case concerns a â€Å"paramount public interest. †9 In its dictum in Oposa v. Factorum, the Court said that children might even have intergenerational standing to sue to prevent the destruction of forests for future generations. 10 There are questions as to the strength of these to reduce the standing threshold for environmental plaintiffs. While courts may waive technical standing provisions when a case deals with a paramount public interest, it is not required to do so. 11 Furthermore, judges may reasonably differ on what constitutes a â€Å"paramount public interest† since there is no overriding theme o define it. For example, in Kilosbayan, the Court found that determining the legality of an online lottery system fell within this definition, whereas in Integrated Bar, it held that determining whether deploying marines for crime deterrence violates the Constitution does not. 12 The Court did reduce some of this ambiguity in Oposa by declaring that the right to a balanced and healthful ecology â€Å"concerns nothing less than self-preservation and self-perpetuation,† presumably a â€Å"paramount public interest. †13 However, because the Court’s discussion on standing in Oposa was dictum, neither this claim nor the right to intergenerational standing is binding law upon the lower courts. 14 Without further guidance from the Court, it is likely that many lower court judges would be reluctant to act boldly by declaring that a particular issue is a â€Å"paramount public interest† and would deny standing. Congress tried to reduce the standing threshold with citizen suit provisions in environmental statutes, but these have been of limited use thus far. First, only the Philippine Clean Air and Ecological Solid Waste Management Acts contain citizen suit provisions;15 notably, the Philippine Clean Water Act, enacted after these two laws, does not. 16 Second, citizens still bear the risk of paying a winning defendant’s attorney’s fees, which could be costly enough to discourage even valid suits. Most importantly, these suits are still subject to the â€Å"actual controversy† requirement of the Constitution. 17 What this means in the context of citizen suits has not yet been heavily litigated in the Philippines. However, lower court judges often require plaintiffs to show actual injury in the narrow or traditional legal sense. 18 Likewise, when prosecutors deputize citizens to enforce a suit, judges sometimes insist that such deputization is only valid for a single case or even invalid under the Rules of the Court. 19 As a result, citizens suit provisions have been largely unused. 20 Standing under environmental laws is hotly contested in the U. S. 21 The U. S. has put citizens’ suit provisions into almost all of its environmental laws. 22 Plaintiffs are required to show 1) an injury in fact, 2) causation between the injury and the defendant’s actions, and 3) redressability in court. 23 NGOs can sue upon a showing that any of their members would have had standing to sue. 24 The focus is not on the injury to the environment, but rather the injury to the plaintiff or NGO representing him. However, the injury can be economic or non-pecuniary, including aesthetic or recreational value. 25 The Court also held that civil penalties payable to the U. S. Treasury serve as redress as they deter polluters. 26 Causation is often the more difficult element to prove, which will be discussed below in  § 4. In New Zealand, the Environment Court has taken a more radical approach. It has eliminated formal standing provisions, requiring only that a plaintiff have a greater interest than the public generally in a controversy or that he represents a relevant public interest. 27 This makes citizen enforcement very easy. However, one might also be concerned about whether this would overburden the court; granting standing is a fine balance between permitting valid environmental claims and risking frivolous litigation. 2. Class Actions and Large Number of Plaintiffs As the notorious mudslide at Ormoc in 1991 and Marcopper mine tailings in Marinduque show, injuries from environmental damage can be grave, costly, and affect a huge number of persons. 28 Even in less publicized events, the number of injured persons may often make individual litigation burdensome and complex. Furthermore, some members of an injured class may be too poor to prosecute their claims individually. Class action suits can facilitate litigation of such situations by providing for: [T]he protection of the defendant from inconsistent obligations, the protection of the interests of absentees, the provision of a convenient and economical means for disposing of similar lawsuits, and the facilitation of the spreading of litigation costs among numerous litigants with similar claims. 29 Other studies have shown that class action suits can provide important social benefits and encourage citizen enforcement to supplement agency regulation. 30 Class actions may the discourage attorney disloyalty that encourages lawyers to plea bargain for less than the actual injury. As happened in the Chinese poachers case in Palawan, lawyers or prosecutors may not seek full compensation for the damage caused because they have an incentive to expend less time and money on a small case. 31 However, because class actions provide aggregate incentives for lawyers, and fees and settlements undergo higher judicial scrutiny, such â€Å"disloyal† settlements are less likely to occur. 32 While the Philippine Rules of the Court provide for class action suits,33 judges will sometimes be reluctant to certify classes and instead treat the injuries of plaintiffs as separate, despite any common questions of law or fact. In Newsweek, Inc. v. IAC, the Supreme Court ruled that a defamatory remark directed at 8,500 sugar planters do not necessarily apply to every individual in a group, and therefore are not actionable as a class action. 34 Likewise, a judge might refuse to certify a class of pollution victims because they suffer different types of physical injuries, even if the source was the same pollution. In a more litigated legal system, there would be more case law to guide judges on the appropriateness of class actions. However, in the Philippines, this does not yet exist. Add to this the high cost for lawyers, and class actions become even less feasible for most Philippine plaintiffs. 35 In the U. S. , it is much easier to litigate environmental class action suits. The Supreme Court has clearly instructed courts to construe its class action rules liberally and encourage class action suits. 36 This limits judicial discretion in refusing to certify classes to only extreme situations. Furthermore, the rules allow plaintiffs to join by default rather than affirmatively. 37 For environmental cases, the courts will look at the potential number of plaintiffs or the size of the estimated areas that a pollutant has infected to see if plaintiffs have met the numerosity requirement, but they are not required to meet a certain minimum number. 38 For the Philippines, which, unlike the U. S. , has too few environmental class action suits, adopting some of these mechanisms may create a more efficient adjudication process for plaintiffs, defendants, and the courts. 3. Statute of Limitations and Delayed Injuries Unlike a traditional tort or crime, many environmental injuries are not discrete events but only manifest themselves after many years. Pollutants may build up in soils, waters, or human bodies for years without reaching a dangerous level. Cleanup of such sites can take even longer. For example, when the U. S. military left Subic Bay in 1992, it left behind hazardous waste sites with contaminated water that continue to poison the land over a decade later. 39 However, for environmental torts, the statute of limitations is four years, a relatively brief time. This could preclude the litigation of injuries from pollutants with an onset delayed for many years. Thus far statutes of limitation issues have not been a significant factor in environmental litigation. The Philippine Supreme Court addresses similar problems in other fields of law with the discovery rule, allowing the statute of limitations to run when the plaintiff actually or should reasonably have discovered the injury. 40 However, as the courts handle more brown environment cases, it will have to address the tensions between punishing past violators and protecting defendants from time-barred claims. 41 U. S. courts have adopted the due diligence discovery rule, particularly for Clean Water Act and wetlands violations. Because immediate detection of pollution or illegal fill into a wetlands is almost impossible, applying a statute of limitations strictly would defeat the remedial purpose of the act. 42 Courts try to effectuate the Congressional purpose of the statute with the due diligence discovery rule and giving the government a chance to file action against the polluter once the violation is reported to the EPA. 43 Some courts44 realize that a statute of limitation may be inappropriate for cases when pollution continues to cause problems over time. These courts argue that a: Defendant’s unpermitted discharge of dredged or fill materials into wetlands on the site is a continuing violation for as long as the fill remains. Accordingly, the five-year statute of limitations †¦ has not yet begun to run. 45 The statute of limitation will not run for as long as the pollution remains. Many courts will also treat common law tort nuisances as continuing violations. 46 This approach has the added benefit of allowing the government to fine violators for each day the pollution remains, capturing the more of the costs of environmental destruction. 47 Much of U. S. case law regarding the effect of statutes of limitations on environmental issues comes from ambiguities in the statute of limitation for complex processes, particularly the Comprehensive Environmental Response, Compensation and Liability Act (â€Å"CERCLA†), or Superfund law. 48 Because Congress anticipated the complexity and long-term nature of site cleanups, it structured the statute of limitations in a flexible manner, allowing the court hear an initial cost recovery action prior to issuing a declaratory judgment to avoid letting the statute run. It also allows the plaintiff to file subsequent cost-recovery actions to recapture further response costs incurred at the site. 49 However, the law’s different statutes of limitation for remedial and removal actions phases of the cleanup has led to confusion over how the phases are defined. Courts often defer to EPA determinations in characterizing the type of action due to its technical expertise, rather than making that judgment itself. 50 4. Meeting the Burden of Proof In environmental cases, there may be no line of direct evidence from the perpetrator to the harm. In pollution cases it is often impossible to prove that the plaintiff’s harm was caused by his exposure to the toxic material. 51 For example, if several factories dump pollution into Manila Bay, it is impossible to determine which caused a particular environmental harm. Furthermore, the courts cannot expect absolute scientific certainty on the effects of a health risk such as electro-magnetic fields from power cables. 52 Given these problems, the traditional burden of proof standards, preponderance for civil cases and beyond a reasonable doubt for criminal,53 may prove to be prohibitively high. Philippine courts employ liability-shifting mechanisms to manage this difficulty in environmental cases. For example, pursuant to the Fisheries Code, courts use reverse burden of proof to place the burden of exculpation on defendants found with high-explosive or cyanide fishing gear. 54 Furthermore, the courts have begun to experiment with the precautionary principle, placing the constitutional rights to health and safety above development. 55 The courts also employs res ipsa loquitor in tort suits,56 although this has not been a prominent feature of environmental litigation. Plaintiffs may also hold multiple defendants jointly and severally liable for an act of environmental destruction that cannot be traced to a single defendant company, such as the pollution in Manila Bay. 57 Until recently, Philippine lawmakers did not see a need to introduce a strict liability58 regime into environmental laws. 59 Strict liability was employed in other fields, but not environ-mental laws. More recent anti-pollution laws such as the Clean Air and Solid Waste Management Acts establish that a violation of the standard is actionable through citizen suits. 60 In U. S. , because of its common law tradition, courts are more willing to employ strict liability. Generally, when a defendant, â€Å"though without fault, has engaged in [a] perilous activity †¦, there is no justification for relieving it of liability. †61 Such â€Å"perilous activities† include operating explosives, nuclear energy, hydropower, fire, high-energy explosives, poisons, and other extremely hazardous materials. 62 For citizens suits under environmental statutes, plaintiffs need only show that the law was violated, not prove fault or any actual or threatened harm, without regard to mens rea. 63 When it is impossible to determine the proportion of fault of a large number of defendants, U. S. courts may approximate fault through other indicators, including market share and production output. For example, in Hymowitz v. Eli Lilly ; Co. , the New York Court of Appeals calculated the size of each defendant drug company’s market share for DES to determine their fault in the injuries caused by the drug. 64 This also allows courts to address injuries sustained in the past by approximating past fault through data available in the present. The Environment Court in New Zealand has adopted an even more radical approach and done away with formal burdens of proof. It focuses instead on obtaining the best possible evidence for a case. This makes it easier for plaintiffs appealing to the court to dislodge an unfavorable opinion from a lower court. 65 While the Philippine Supreme Court may not wish to go this far, the court could more strict liability for hazardous materials and market share liability tools. 5. Damages and Remedies Even if a plaintiff wins damages from a defendant, if the defendant keeps polluting or cutting trees, the damage will continue. 66 In the Philippines, this is particularly problematic as the fines and penalties imposed under law are often not enough to change a company’s behavior. In order to encourage development, Congress prohibited temporary restraining orders against government projects. 67 Since government infrastructure projects can cause massive damage to ecosystems, this prohibition is significant. Some courts try to avoid this loophole by claiming that the prohibition cannot violate a person’s constitutional right to health or safety. 68 The extent of this loophole is unclear. Finally, even if a plaintiff or prosecution wins its case, most of the time the true costs of the defendant’s actions will not be reflected in the award. Damages in civil cases and punishments in criminal cases generally capture the costs of any suffering caused to humans, not animals or plants. While some settlements may include forcing a defendant to install pollution-control equipment or contribute money to conservation programs, this still likely does not recoup the full extent of damage to the environment. It is difficult to regenerate natural forest, coral reefs, or populations of endangered animals. The judicial system does not have much power to remedy this problem. The decision on the purpose of environmental laws and how much plaintiffs recover is for the Congress. However, it is important for judges to understand that environmental cases deal with only a fraction of the true costs of environmental damage. This may convince some judges to be more sympathetic toward environmental cases. While punishments for defendants may seem exorbitant, understanding the unaccounted costs of environmental damage puts these into perspective. B. Access to and Competency of Justice Aside from the legal issues described above, in any country, there are a host of practical and logistical issues that impede the judicial system’s ability to handle environmental cases. This includes the lack of financial resources of plaintiffs, particularly in poorer parts of the Philippines. Plaintiffs and their lawyers must also feel safe from physical and financial harassment while litigating their case. On the other hand, both courts and lawyers are often unfamiliar with environmental laws and science, limiting their ability to adjudicate in the field. Finally, court dockets are often congested, and environmental cases are not given priority. The judicial system’s role in addressing these issues ranges from fairly involved to almost no role. Yet, in attempting to understand environmental adjudication in the Philippines, it is crucial to recognize the role these practical realities play. 1. Financial Costs of Adjudication In any legal system, filing and litigating a case takes an enormous amount of time and money. Philippine courts impose a filing and transcript fee, although these are waived for citizens suits. Reflecting on his experiences, famous environmental attorney Antonio Oposa suggested that these costs were the greatest inhibitions for most plaintiffs. 69 Furthermore, for injunctive remedies, plaintiffs must post a bond to cover the defendant’s potential damages, which may be too large for a poor plaintiff with livestock and property as his only assets. 70 Most Philippine lawyers do not use a contingency fee system, so plaintiffs must be able to pay for legal services up front and over the lengthy litigation process. 71 On top of this, there is the risk of financially crushing harassment suits from defendants, or Strategic Lawsuit Against Public Participation (SLAPP). Even the logistics of feeding and housing witnesses, and their lost time from work, poses significant problems for predominantly poorer plaintiffs. In the U. S. , NGOs often receive enough donations to allow them to engage in litigation and have staff lawyers. More importantly, plaintiffs’ attorneys often work on a contingency basis, allowing poorer plaintiffs to avoid large financial risk. Furthermore, NGOs and environmental groups seeking injunctive remedies are often required only to pay a nominal bond or may be exempted completely. 72 While some might worry this makes litigation in the U. S. too easy, it drastically improves poor people’s access to justice. Pursuant to the Constitution’s emphasis on the poor, the Supreme Court of the Philippines has taken some efforts to alleviate this problem. Poorer plaintiffs are exempted from paying docket, transcript, and other fees and are granted free legal counsel. Furthermore, the Court provides an annual grant to the Integrated Bar of the Philippines’ Free Legal Aid Program. 73 However, not all environmental plaintiffs qualify as poor, particularly NGOs, even though they often have limited financial resources. Furthermore, even though the amount of the bond is under the discretion of the judge, judges are reluctant to do this because they worry about being accused of abusing their discretion. 74 2. Harassment of Plaintiffs and Lawyers Because of the high stakes involved in environmental cases, defendants may go to extraordinary means to intimidate and harass plaintiffs and their lawyers. It is not uncommon for defendants to lodge harassment or SLAPP suits against environmental plaintiffs or DENR prosecutors to attempt to force them to drop their charges. 75 Enforcers who confiscate the equipment of criminals are often sued for robbery. 76 Some defendants take even more extreme means such as physical violence or even murder. 77 Such dangers were recently illustrated by the murder of environmental advocate Elpidio de la Victoria and death threats against attorney Oposa. 78 This makes lawyers unwilling to take on difficult environmental cases. To stifle SLAPP suits, the courts should promptly apply the anti-SLAPP provisions in the Philippine Clean Air and Ecological Solid Waste Management Acts when applicable. 79 This means dismissing any harassment suits as quickly as possible. However, plaintiffs relying on other laws have less protection. 80 Congress must expand the use of anti-SLAPP provisions to other environmental laws. Furthermore, law enforcement must vigorously prosecute any defendants who resort to violence. In short, to facilitate environmental cases, the court must protect the ones bringing the cases. 3. Technical Knowledge Among Judges and Attorneys Judges must decide questions of science as well as law in order to dispose of most environmental cases. This is particularly true for brown issues, which involve uncertain science regarding the exact effects of a pollutant. In the U. S. , scientific understanding of pollutants led to new classes of trespass and tort suits that held emitters liable for their actions. 81 However, both sides in a case will try to use any scientific uncertainty to their advantage, or even create scientific uncertainty even when it does not exist in order to confuse the court. Judges must understand what scientific evidence should be admitted and what is not valid. 82 Judges and lawyers need to understand the science well enough to determine which arguments are unfounded and which are plausible. Because general the courts have general jurisdiction and are not specialized in environmental issues, this problem will have to be addressed by providing judges and lawyers with supplemental training in environmental sciences and law. PHILJA and other organizations are already successfully doing this. 83 Eventually, however, this problem may be resolved through a change in the adjudication system. If the Philippines moves toward environmental courts or administrative adjudication84 (as is being considered), judges would be trained specifically to handle environmental cases. 4. Obtaining and Preserving Evidence For green issues, preserving evidence may be difficult. After an illegal logger or fisher is captured, DENR can confiscate the logs and fish. These goods rot or deteriorate over time. Proper procedure requires taking pictures of the logs and fish for admission into court. Specially trained fish examiners prepare reports on the cause of death of fish. When done correctly, this preserves the evidence for use at court. However, some areas may not have fish examiners on hand or the prosecution may not properly prepare the pictures for admissible evidence. It is not uncommon for custodians of the confiscated items to lose track of them over time. Because cases take so long in the court system, this can be a real problem. 85 It is also difficult for enforcement agents to find and confiscate the equipment and vehicles used in environmental crimes, as the boats and trucks perpetrators use are highly mobile. Despite the inconvenience it may cause defendants, such equipment must be held as evidence and to prevent further environmental damage. The accused, or unindicted conspirators, will often petition for the release of their equipment. 86 Unfortunately, sympathetic lower court judges may sometimes grant these requests, despite the contravening case law. 87 Moreover, prosecutors must have the vehicles stored in a safe area despite the lack of storage space. Finally, it is important for enforcers to determine the location of violators, particularly close to the boundaries of natural parks. Community enforcers may not be trained in determining the exact location of where they apprehended the violators. Wealthier units can use GPS, but often the location of apprehension is disputed. 88 Any doubt in this area can destroy the prosecution’s case. 5. Docket Congestion In many countries, including the Philippines, courts are overburdened with cases. Yet, the Philippines’ forests and animals are already disappearing quickly. Irreversible damage to ecosystems can occur much more quickly than the many years it may take the court system to resolve a case. As Prof. La Vina noted, the environment cannot wait for the court system. 89 According to Justice Nazario, the Philippines needs over 300 trial court judges to fill the vacancies and resolve pending cases. 90 Low pay discourages the few who are qualified. Many of these vacancies are in remote parts of the country, such as Nueva Ecija, Occidental Mindoro, and Surigao Norte, where much of the fishing and forestry violations occur. Furthermore, the Supreme Court is burdened by the large amount of cases granted review each year, including the automatic review for death penalty cases. 91 Given this burdensome congestion, environmental cases are not given any special treatment on their own merits. Criminal environmental cases may be somewhat more expedited because they involve criminal punishments, but most judges and lawyers show no urgency with regard to environmental cases. 92 The Supreme Court attempted to alleviate this problem with Administrative Order No. 150B-93, setting up special courts to handle illegal logging, but these remain underutilized. 93 Until cases can move through the court system more quickly, the enforcement of environmental law will be delayed. III. Conclusion This paper has highlighted important legal and practical issues preventing efficient adjudication of environmental cases in the Philippines. However, due to logistical and budgetary constraints, this paper focused mostly on case law from the Supreme Court and the personal experiences of lawyers. In order to fully understand environmental adjudication throughout the court system, further research should ideally analyze environmental cases from all Municipal and Regional Trial Courts, Courts of Appeal, and the Supreme Court. It is important to see how cases area actually treated, particularly with respect to the issues examined in this paper. Furthermore, there may be important regional variations, particularly between areas with more natural resources and more urban areas. Even before such a study is undertaken, the courts can apply several lessons from this paper in the near future. First, while the courts have already taken commendable steps to waive filing fees and other costs for paupers, as mentioned above the definition of pauper may be under inclusive by not including NGOs. The courts should consider other definitions to reflect the realities of environmental NGOs. 94 Second, the Supreme Court should instruct the courts to dismiss SLAPP suits expeditiously. While the natural resource laws may not have anti-SLAPP provisions, Congress clearly did not intend to encourage such suits and there is nothing legally preventing the courts from dismissing them faster. Finally, the courts can address standing for citizens and class action suits. In particular, it should set out a clear position on standing in environmental cases. Other challenges will require long-term planning for the courts. Reducing the docket congestion is critical to expedite justice, although doing this will likely take years and require more judges. Likewise, the ongoing effort to train judges and lawyers in environmental law and science must continue, particularly as new judges and lawyers enter the judicial system. The courts should also familiarize themselves with the legal mechanisms available to them, particularly in shifting the burden of proof. However, this will be most useful in pollution cases as they become more common in the future. Ultimately, the challenges described above will require multifaceted solutions from various stakeholders in the Philippine legal system. For example, Congress must work to improve standing and citizens suit provisions in other environmental laws. To reduce the financial risk of brining a suit, law firms could move toward a contingency fee system. Furthermore, it is the responsibility of DENR and environmental agencies to ensure that evidence is properly recorded and preserved. Finally, as the Philippine grows and wealth spreads, more plaintiffs will be able to undergo the financial costs of adjudication. Eventually, the best solution to these challenges may come not from within the courts but from a new adjudication system. The U. S. has worked successfully with administrative adjudication for environmental issues in the EPA and Department of Interior. Other countries have set up independent environment courts. Based on the results of further studies and the needs of the country, the Philippines may move to adopt one of these models. This would allow expert adjudicators to handle cases under rules that make sense for environmental issues. Finally, it is important for judges at all levels of the judicial system to understand the severity of environmental degradation in the Philippines. The only redress environmental plaintiffs or prosecutors may have is in their court. Thus, they should not be reluctant to grant standing or award large damages, when appropriate, because doing so will ensure that both humans and the environment have their proper day in court.