The five outcomes of every child matters

The five outcomes of every child matters Within this resource pack, I aim to guide practitioners and parents to implement the five outcomes of every child matters for children age four and five years in their care. I will begin by given the historical background of Every Child Matters and Policies and Legislative material in order to outline the definitions of social justice and inclusion. Also, I will discuss the significance and possible barriers of inclusion. Portions of the resource pack will reflect critically on Every Child Matters agenda which led to the enactment of The Children Act 2004 linking it to the five outcomes. In 2003, the government initiated Every Child Matters which was launched in the United Kingdom followed by the death of Victoria Climbie. It was a significant plan of the government to change and improve the lives of children and childrens services. The idea of the plan was to safeguard children; however it went beyond and expands the prospects available to young people from birth to 19 years. After the death of Victoria Climbie, there was a long meeting of all the various professionals working in children services. The outcome of the meeting underlined a lot of failure of the system, such as not being able to protect vulnerable children from purposeful harm. As the above has not being the only or a one off incident this was based on professionals not communicating with one another therefore Lord Laming suggested a structural reform which means different agencies working together (DfES, 2003). Following the consultation, the Government published Every Child Matters, the next steps which gave way to the Children Act 2004 which provided the legislative backbone for developing more useful and within reach services, focused around the needs of children, young people and families. The document carried 108 recommendations for fundamental changes. It aimed at supporting all children to have the support they need, no matter whatever their background or circumstances. This Act brought in a change for children. In 2005 a Childrens Commissioner for England was assigned to stand for the views of children. The Every Child Matters agenda was further developed in 2007 through the publication of the Childrens Plan. This plan was a ten year strategy ensuring that every child gets the best in life and helps parent into work as well as making an informed choices about child care and family life. Also it aims to improve childrens educations, health and eradicate poverty (DfES, 2004). Every Child Matters focuses on the well being of children and young people. It lays emphasis on better outcome for children, hence the five outcomes a guideline every practitioner should follow. Being Healthy requires that Early Years settings must show that practitioners are enabling children to be in an environment that let them to enjoy physical, mental and emotional health. All settings have the responsibility to make sure children learn how to achieve these things for themselves and live healthy lifestyles and understand the importance of being healthy (Knowles 2009:59), this has significance to Article (24) (27) of the UN Convention on the Rights of the Child (UNCRC) which recommends that all children should have right to health, clean water and environment, nutritious food, and have a good standard of living that meets moral and social needs (Bruce and Meggitt 2007). One will include that children should be supported through various measure, ensuring that they are mentally and emotionally healthy, practitioners must promote, encourage and set good example through the curriculums and its policies and practice as well as attracting children in physical activity in order to educate them on how to wash their hands and what to eat and drink. Also families should be provided with other health-care support needed which represents the good multi agency practice already in place at Children Centres (DfES, 2004c). (Practitioners should refer to appendix A for illustration of promoting a healthy environment for children). The next key outcome is Staying Safe which enables children to be safe from maltreatment, neglect, violence and harm. Practitioners should ensure that there is policies and procedure in place that clearly demonstrate an ethos of zero tolerance to bullying. Children should be protected from maltreatment, ensuring that providers and all relevant staff are appropriately trained in order to contribute to their safe from any harm. This is in relation to UNCRC article (9) (19) which states that all children should be protected from violence, abuse and neglect and Government should protect them (Meggitt and Bruce 2007) One could argue that providing a safe and secure environment will enable the children to achieve their full potential. (Practitioners should refer to Appendix B for the illustration of keeping safe). Enjoying and achieving is the third most crucial outcome which stresses that children of all potentials are to be helped to achieve personal and social development with particular focus on those with special and additional needs and also to those in disadvantage and isolated areas (Bruce and Meggit 2007). Practitioners in early years settings should make available for all children to achieve their full potential despite their educational needs. Also pupils should be provided with an environment regardless of any physical disability so that they can access the social and educational aspects of school. Furthermore practitioners should promote and support inclusive learning, gender, culture, social and emotional desires. Lastly children with special education needs (SEN) should be encouraged by practitioners to experience equal opportunities to achieve and attain their ultimate goal (Knowles 2009) This is eminent of the UNCRC, article (28) (29) stresses that all children have the right to an education and the purpose of education is to develop every childs personality, talents and mental physical abilities. (Practitioners should refer to appendix C for illustration of the above). One could agree that taken education to some extend will teach children to respect individuals, their own and other culture and also prepare children to live responsibly and peacefully in a free society. Within the policy document, the section on enjoying and achieving cited in (DfES 2003:para1.8) meaning that out of the five outcomes this does give a highlight on leisure time whilst the rest is mainly about educational attainment. Children imagine Enjoying as playing yet within this document it seems to be more emphasising on education. Enjoying appears to be one of the most vital outcomes requested by children. If children are seen as the citizens of the present why not pay particular attention to them. It is important to respect their views (William 2004:412 cited in Hendricks: 2008). In additional to this, making a positive contribution to childrens life is most important this include taking part in decision making and supporting the community, being law abiding, developing positive relationships with others being, self confident and able to deal with challenges and enterprise behaviour (Bruce and Meggitt 2007). In essence practitioners should encourage children to partake in planning and development of activities. This correspond to article (12) of the UNCRC which requires that the views of children must be sought after and given due weight in all matters affecting them. Lastly, achieving economic well-being helps children to conquer income barriers and achieve their full potential (Bruce and Meggitt 2007). Consequently, practitioners should make sure that children are given the best start in life. Evidently, educational attainment is the most effective route out of poverty. Within article (24) of the UNCRC achieving economic well-being the standard of living for children should meet their physical, mental, spiritual moral and social needs (DfES 2004). (Practitioners should refer to appendix E) The reason for writing this resources pack is to guide and support early years practitioners, parents and carers to implement the five outcomes of every child matters in the settings. Although Every Child Matters agenda outcomes seeks to promote the well being of all children which is underpinned by social justice and inclusion, practitioner still needs some ground rules to follow. Social justice is a theme in the United Nations and the European agenda for young children (Jones et al 2008:106). In Britain social justice is a belief that is currently in used to support public policies and practices with a view of making sure that all have equivalent chance to achieve the necessary goods and provisions they need to thrive and achieve well. This idea of fairness is embedded in the concept of social justice (Knowles 2009). Many young people as citizens take their rights and responsibilities seriously as it is necessary to keep hold of the belief in freedom and rights. Undesirably, some o f the policies linked to social welfare are challenge by beliefs of rights and justice (Jones et al 2008). In an ideal and fair society all children and families should have an equal chance of achieving well being yet the society we live in is homogenous entity. This encompasses of huge number of smaller groups between which is unequal distribution of power and access to goods and as part of the unequal power distribution some groups will knowingly and unknowingly discriminate against others. In this way some are prevented from being able to achieve well-being (Knowles, 2009:5). The achievement gap between boys and girls is smaller than that between working class children and middle class children. The focus on underachieving boys hide the fact that boys who come from the different class background and that some middle class boys gain well and some working girls do not. Practitioners should promote a healthy environment for all the children in their care. (Practitioners should refer to appendix A), practitioners should engaged and also supervised the children when they are washing their hands. A child needs water to stay healthy therefore practitioners should make water fountain accessible. Being healthy is in line with Emotional Healthy and Well-being, (2008 cited in Knowles 2009:60) which states that promoting positive health and well being of children helps them to understand and express their feelings as well as building confidence. In other words practitioners should listen and respect children views. According to Rinaldi 2001 (cited in Abbott, 1999), listening means being open to differences and recognising the value of different points of view and the interpretation of others. Children should be allowed to play and rest anytime they want to. As I have mention earlier practitioners should promote a safer environment for the children. Practitioners should support learning with symbolizing materials for children who are not able to read text. This helps them to understand what is required in different situation. According to Piaget (cited in Penn 2008 :42) It is the teachers job to provide a well resourced classroom, where children could have lots of opportunities to learn for themselves how things worked, with guidance and suggested from the teachers. Every child has the right to enjoy and achieve, practitioners should make play a high lead as this is central form of learning. Children should have the opportunity to play for thirty minutes this must involve children with special needs. Also, both boys and girls need to be allowed to experiment wider range of play. For example if a boy wants to ride a pink bicycle he should be permitted to do so. According to Vygotsky (cited in Penn 2008 :43) play is a mental kind of support system which allows children to represent their everyday social reality and therefore enables them to think and act in more complex ways to invent their own rules and narratives. In regards to achieving economic well being practitioners must make sure that neutral advice and quality information are available to children and their families in order to make a thriving move to further learning. In addition to this Practitioners should ensure that children are provided with access to different facilities and safe spaces where they can meet and engage in positive activities. For example play grounds with various facilities. At the centre of all these lies inclusion, this has been one of the vital problems in the early years framework. Social Inclusion is a focal point within the early years education and care policy documents. The Government has stomp inclusion as the Keystone to good practice (DfEE 1998:8). It is the process by which early years settings develop their ethos, policies, and practices to include all learners with the aim of meeting their individual needs. Historically, inclusion has been seen as a process that is relevant to those groups who have been marginalised, but now it is about all children, and it is closely linked to the Governments personalised learning agenda that lie at the heart of the EYFS. Practitioners should deliver personalised learning development and care to help children to get the best possible start in life (DfES, 2007a, paragraph 1.7). One would argue that social Inclusion denotes that all children are involved in appropriate activities making sure that they will not feel isolated or excluded from taking part in any learning performances for whatever reason. This link up with what Roffey (2001) proposes that inclusion does not only take charge of a few children but all. She went on to say that one of the main achievement of the last twenty years legislation has been the increase focus on the desirability of inclusive practices rather than the segregation of children with special education needs which is backed by the 1994 Salamanca statement that pose the Government to agree to the principle of inclusive education and make it a policy (www.unesco.com). Children who find it hard to communicate in class often feels excluded I believe that when practitioners introduce symbol cards in the settings it will help children who feels shy to talk in class and also, it will raise confidence among children and enable them to deal positively with life changes and challenges. Again it will stop practitioners wrongly labelling children as being slow. For example my little boy is very loud at home but very quite in school so when he was introduced to the symbols cards, at his nursery he began to involve in the classroom activities. Practitioners will send newsletters to the parents to inform them about family evenings. In the interest of the child, practitioners and parents should work together to see how best they can understand each other. Helen Penn (2008) noted that working together will not only help the child but also make the individuals understand each others professional rareness and work together this will not isolate the child. After the peer assessment group discussion, I went home to read over the comments my peers made about my resource pack. My peers noted both positive and negative comments therefore I decided to correct the negative ones. Within my resource pack, I explained the five outcomes of Every Child Matters but I had not planned for the activities so I started to gather information about the activities. I had written down my points which I have not yet linked to theory and practice and also had to expand on my points. I found it a bit difficult finding books for the assignment and there was no evidence of critical thinking in my resource pack. During the Christmas break I borrowed books from the university library so I started rewriting my whole work again. Moreover I had already written down notes of what I was going to write for the resource pack so I added some little information from the books I had borrowed. Although I had planned wanted to do, it was still not easy for me to do, as I did not know where to begin. However, the comments given by my peers really helped me to get started. An activity I had planned for the practitioners was for them to give the children in their care all the telephone numbers of people and organisation to contact when they feel unsafe. Later on I changed my mind, to make a poster which can be on the classroom walls so that children can always revisit when they need help. I had read children story book on what they should do when they are in trouble and I found it very good which I wanted to include in the main essay however I was advised by my colleague to put it in the appendix and then refer it in the main essay. Also, I had printed out some pictures which I was going to use for my activities but was told by the initial group not to use them. However, during the second group discussion in lectures, I joined another peer assessment group who were pleased with the pictures and I was told to use them. I found the peer assessment very helpful because I met different people and got various feedbacks regarding my course work. To conclude this, practitioners should ensure that the resource pack is followed as required, because it provides vital and timely contribution to the development of children between the ages of four and five. As laid out in the Every Child Matters agenda every child has the right to education irrespective of his or her background that is cultural, religion and gender or needs. Practitioners should develop a very good relationship with parent and carers this is very important on childrens achievement as well as leading them into adolescence and better adulthood. Part of healthy and successful education comes from home. Involving parents and the community will have a good impact in the setting. Similarly, it makes parents feel a part of the setting and their children education. Also, practitioners should recognise individual needs of each child and respond to them by organising extensive teaching strategies to help them. Conversely, practitioners should also create and work in multicu ltural settings which ought to demonstrate an understanding of the value of diversity and respect for difference.

Lunar Landing :: essays research papers

â€Å"Its SilverBlade.† â€Å"SilverBlade?† asked Lieutenant Mesa. â€Å"SilverBlade was one of the TDF Veterans who joined to help us when UF was first formed. Once we got going though he effectively disappeared, I wasn’t even aware that he had UF Intelligence Clearance.† â€Å"I was not aware that he was either, Commander; however, the code does match the one he used back when he was with us.† â€Å"Sounds to me like he and some of the UF Forces of Luna may have joined forces. That could explain the frequency he is on could it not.† â€Å"Yes, Lieutenant, that would be my guess as well.† â€Å"Will you send a squad to investigate?† Feret looked at Mosfet. It was clear that he still did not wish to risk the operation, by sending a squad to investigate. However, he had to agree with what was said as well, their mission has always been to protect humanity. â€Å"I still think that it is risky. First, if we send a squad we cannot hang around in Luna Orbit waiting for a response. The timetable for the Earth Strike operation depends on it. Whatever squad I did send might be sent on a suicide mission. We have little intelligence on what the Cybrids actually have on Luna. Logistically supporting such a mission is a nightmare.† â€Å"Well, Commander, some would have said dropping night division onto Luna on its retreat from terra when the Cybrids first showed up was a suicide mission, yet we were able to pull it off and dealt the Cybrids their first blow in their bid for the sol.† â€Å"Yes, Colonel, those same people would have said that by so doing we drew the Cybrids to mars far sooner then they would have normally arrived. Whether that is true or not we may never know. Suppose this is true and the Cybrids capture one of them and extract the information about the Earth Strike operation, the last thing we or the Terran front needs is another Battle of Boulder.† Mosfet shook his head in agreement and then replied. â€Å"True though this may be, Commander, the original UF did what it did because it felt it was the only way humanity can survive. As vital as the Earth Strike operation may be, it has little hope of helping defeat the Cybrids on terra. It is true that destroying the Hydra factories will

Homosexual Adoption Rights Essay -- Legal Issues, New Jersey, Foster C

New Jersey’s statewide parenting legislation espouses a progressive stance on the matters of same-sex parenting and child care in the processes of adoption and foster parenting. The Garden State allows for same-sex adoption; allows single homosexuals to adopt; and allows second parent same-sex adoption (â€Å"Same-Sex Adoption Laws,† n.d.). New Jersey has passed progressive laws and policies that prohibit discrimination charged against gay individuals in the adoption process (Sudol, 2010). New Jersey state law also bans discrimination against gay individuals in the foster parent process (2010). New Jersey Statutes Annotated 9:3-43 enables for any person to adopt permitted the said person(s) pass a background investigation and meet adoption criteria for eligibility(N.J.S.A. 9:3-43). Unmarried joint adoptive parents petitioning to adopt a child can do so because of N.J.S.A. 9:3-43. In re Adoption of two Children by H.N.R., 666 A.2d 535 (N.J. Super. 1995) permits second pa rent adoption; this statute exercises the possibility for an individual to petition for shared rights of custody with a parent who already possesses legal parental custody of a child. Several states prohibit joint adoption due to unmarried status. This statute is favorable for unmarried parents seeking to adopt in New Jersey. This New Jersey statute provides for an overall tolerant atmosphere for queer individuals and couples looking to adopt or become foster parents. In summary, laws and policies regarding same-sex adoption vary from state to state. The three common forms of adoptive guardianship are individual (single) parent adoption, joint adoption, and second parent adoption. Firstly, the most traditional type of adoptive parents is the single parent adoption. T... ...loving individuals and couples are being denied the chance of giving orphans a loving home. The numbers of orphans increasing in foster care services are disproportionate to the number of foster parents willing to adopt them. This fact alone without a shadow of a doubt calls to question the involvement federal government to revise law and policy to integrate the needs of same-sex parents and the growing orphan problem in the United States. The investigation of same-sex parents continues to produce evidence suggesting that children growing up in same-sex households report feeling more tolerant of other groups. The quality of parenting and family functioning are not inhibited by the parent’s sexual orientation. Lastly, children raised by same-sex parents do not exhibit psychosocial and emotionally disruptive behaviors (Children Welfare Information Gateway, 2011).

Ethnic differences essay Essay

?Asses the claim that â€Å"ethnic differences in educational achievement are primarily the result of school factors† Most studies found that overall ethnic minorities tend to do less well than other members of the population when it comes to educational achievement. Many factors which occur inside the school are the cause of educational achievement however other factors contribute. The expectations of teachers on ethnic minorities have caused differences in educational achievement. Bernard Coard believes that teachers expect â€Å"Black† children to fail therefore labelling the child as a failure. Interactionalists are concerned with how teachers â€Å"pigeonhole† students this is the labelling theory, this is where the teacher makes a judgement of the child based on the child’s appearance, behaviour, previous family members and relationships with other students. However most labels are based on stereotypes rather than evidence, the reality is that once a label starts it is difficult to get rid of and this can cause problems for a student’s educational achievement. Teachers will discuss the students label in the staff room and other teachers will attach the same label to the child and this can lead to the child not being allowed to attend school trips. If a student is labelled as a failure by a teacher then the teacher is likely to put the student into a lower tier exam thus the pupil can only achieve a maximum of a grade C and can’t achieve to the best of their ability. When a student is labelled as a failure the student can begin to believe that the label is true and begin to make it part of their part of their identity, become a failure this is known as the self-fulfilling prophecy thus creating ethnic differences in educational achievement within the school system. David Hardgreves argues that anti school sub cultures can be formed as a result of negative labelling. However Maureen Stone and Swann both indicate that those who are labelled may not accept their labels. However many sociologists argue that it is external factors that affect ethnic differences in educational achievement. Cultural Deprivation is the term used to describe serious inadequacies in the socialisation process and its effects on educational achievement. Poor parenting means children underachieving in education. Many sociologists argue that ethnic minorities tend to be more fatalistic meaning that parents tend to have low aspirations and expectations for their child meaning less emphasis is placed on doing well in education. Whereas â€Å"White† middle classes would have high aspirations and high expectations. Socialisation focuses on the values, expectations and norms transmitted from parents to children. Children from Ethnic backgrounds tend to focus on immediate gratification where they try to reep their rewards at the earliest opportunity such as leaving school at 16 to earn money. Whereas â€Å"White† middle class children aim for a bright future described as deferred gratification which is putting off short term rewards to gain better rewards in the future. Cultural Deprivation can affect the way parents prepare their children for school. Working class children would sit and watch T. V. whereas middle class parents would take their children to museums. Driver and Ballard state that high achievement in Asian groups may be linked to the fact that they live in close knit families that can help each other. Price highlighted a high rate of single parent families in black Caribbean communities which may explain high underachievement. Nevertheless, some sociologists argue that it is internal factors which affect ethnic differences in educational achievement. Institutional Racism within schools can lead to educational achievement and the differences it causes within ethnic minorities. The â€Å"Swann report† found that a small number of teachers are consciously racist however there are a great deal of teachers who are â€Å"unintentionally† racist. Bernard Coard states that the British educational system makes children become educationally subnormal he states that â€Å"West Indian children are told that their language is second rate and unacceptable† he states that within the British educational system the word â€Å"White† is associated with â€Å"good† and the word â€Å"Black† with evil. Coard also states that the attitudes portrayed in the classroom are reinforced by the pupils outside of the classroom. Many sociologists would also argue that the mispronunciation of student’s names and not learning them can be classed as racism within the school system. Cecile Wright found that majority of staff are committed to ideals of equality but despite these ideals there are still considerable amounts of discrimination in the classroom. Asian children were often excluded from discussions and teachers expressed an â€Å"open disapproval of their customs and traditions†, these comments from teachers made Asian children feel more isolated from other pupils. Martin Hammersley found that racist comments in the staffroom did not lead to racism in the classroom. J. Taylor found that â€Å"most teachers are concerned to have a fair policy towards the treatment of black pupils†. Mac an Ghaill studied 25 afro Caribbean and Asian students studying A levels. He found that â€Å"although they disagreed over the extent of racism within education, this did not directly determine their attitude to education and their levels of academic success. The way that students responded to schooling varied and this was influenced by their ethnic group†. This could eventually lead to the formation of anti-school sub cultures. These are pupils who have rejected some or all of the values and rules set down in the school ethos. Peter Woods identified 8 different groups ranging from Ingratiation total conformity to Rebellion outright rejection of school rules and values. This can cause ethnic differences in educational achievement within the school system. However other factors such as linguistic skills affect this achievement. Linguistic Deprivation is the ability to use appropriate language which is an important factor in educational success. Bernstein came up with two codes of language Restricted and Elaborate codes. The Restricted code is used in casual situations. This is limited vocabulary and Simplistic grammar which can only be understood if you are aware of this topic. The Elaborate code is used in formal situations. This is sophisticated grammar and vocabulary and can be understood if aware of the topic. Bernstein found that White middle class children had the ability to switch between the two codes whereas children from ethnic minorities were limited to using the restricted code. This means they are severely disadvantaged in education where the language is all formal. In conclusion, it is probable that a number of factors work together in producing the lower levels of achievement found in some ethnic groups. The Swann report concluded that racial discrimination inside and outside school along with social deprivation were probably the main factors. Others would add that cultural factors also play some part in explaining the differences.

Everything for Sale

Everything for Sale by Robert Kuttner: A Summary [Insert full name here] [Insert institutional information here] Everything for Sale by Robert Kuttner: A Summary In his book, Robert Kuttner (1999) tries to shake the dominant orthodoxy of laissez-faire economics, which he sees as the â€Å"natural form of capitalism,† by attempting to â€Å"reclaim a defensible middle ground† between when the market is â€Å"best left alone† and when it â€Å"needs help† (p. 5). Kuttner’s chief premise is that a mixed economy is necessary for a society that is civil and decent, a society where the economy is in optimum health.For Kuttner, unfettered laissez-faire economy is in conflict with mixed economy, and that their opposition is essentially a struggle between the moderate but rational dissent — the call for a mixed economy — and the prevailing orthodoxy, or the desire to retain the economic status quo. He further maintains that a mixed economy is r ealistic precisely because there is virtually no escape from politics, especially in the economic landscape where the government can influence its course by adopting certain national economic policies.Kuttner readily accepts some notable contributions of the market system. For instance, he concedes that â€Å"[m]arkets accomplish much superbly,† and that â€Å"[t]hey offer consumers broad choices† (Kuttner, 1999, p. 11). Paraphrasing Adam Smith, Kuttner (1999) states that â€Å"the great paradox of the market is that the individual pursuit of self-interest aggregates to an efficient general good† (p. 11). He reaffirms the long-held belief that markets, when left alone, can lead to a vibrant economy.Yet, Kuttner eventually notes that the free market capitalist system is not entirely a rigid structure that has an aversion to changes. He believes that, â€Å"[f]or economies to operate efficiently, drastic change or abrupt disjuncture is the exception rather than t he rule† (Kuttner, 1999, p. 12). Thus, markets may accommodate new prices, whether higher or lower than the prevailing prices. Old businesses may go insolvent, and new businesses offering the same goods or services may take their stead.Through the introduction of changes, the market is able to correct itself. In his book, however, Kuttner proposes something else. Kuttner seeks to dispel the complement notions that government interventions in the market are never successful and that markets are self-correcting and can thus work on their own. To reclaim the so-called middle ground, Kuttner offers detailed examples of how previous government interventions in the market did in fact work. He also writes about the shortcomings of the market for healthcare, the labor market, and the financial markets.By providing those examples, he then reduces the theoretical clout of contemporary laissez-faire economics, which he then deploys to draw attention to his position in favor of mixed econ omy. Kuttner further combines these examples with the premise that there are many kinds of economic and social goods that the market simply cannot provide without failing in one significant way or another. For instance, transportation and communication infrastructures are often financed by the government in association with other private and political entities.Though the funds are not entirely from the government, it cannot be doubted that the government has its share and that it is through its political efforts that the infrastructure projects are realized. Thus, for Kuttner, without the participation of the government in the economy, no matter how limited, the country will hardly be having the social and economic goods it now enjoys today. Clearly, â€Å"markets are not perfectly self-correcting† for Kuttner (1999) and, as a necessary consequence, â€Å"the only check on their excesses must be extra-market institutions† (p. 62), which is short of saying that the chec k is the government itself. Kuttner lists several areas upon which excesses have been committed. For instance, he states that even the seemingly innocent frequent-flyer program is guilty of frustrating shopping around for travel services by other airline companies since this program is designed to entice people to â€Å"stick with a favored carrier in order to earn mileage credits† (p. 261). To curb this, Kuttner (1999) states that there must be a regulated airline competition where â€Å"[r]egulators could set a zone of tolerable prices, to reflect actual costs more nearly† (p. 68). Another example is the case of the electric power market where the subsequent technological innovations in the first three decades of the mass availability of electricity led to the situation where â€Å"real prices rose dramatically between 1930 and 1933,† except that the â€Å"introduction of public power and federal regulation in the mid-1930s† brought back the â€Å"virt uous pattern of declining prices, technical advances, and increasing usage† (Kuttner, 1999, p. 272).Even the environment is not spared from the failure of a free market. Kuttner observes that the laissez-faire system has encouraged more spewing of pollutants, the manufacture of dangerous products, and others. Through regulatory measures out of broad public-policy goals, Kuttner believes that markets will have no choice but to cut down their waste discharges. The discussion cites other examples in order to illustrate the fact that the free market oftentimes finds help from the federal government.Kuttner (1999) concludes his book with a restatement of how nations â€Å"have now experienced more than two decades of the celebration of markets and denigration of government† (p. 361). Instead of continuing such prevailing notion, he reasserts that â€Å"the case for the market is much more of a mixed case than its champions insist,† especially since markets have become increasingly impulsive in breaching what used to be the province of rights.For Kuttner, the more these markets try to penetrate the province of inalienable rights in their relentless pursuit of profit, the more constraints from the government are needed. Otherwise, the whole foundation upon which the free market capitalist system stands will likewise become endangered. Reference Kuttner, R. (1999). Everything for sale: The virtues and limits of markets. Chicago, IL: University of Chicago Press.

Miller’s dramatic presentation Essay

Discuss Arthur Miller’s dramatic presentation of Mary Warren in ‘The Crucible’. Arthur Miller’s play ‘The Crucible’ is based on the events in a 17th Century town called Salem, where a young girl by the name of Abigail Williams cries witchcraft when she is almost charged for conjuring spells. Abigail and her friends were caught dancing on night around a fire by their town priest and Abigail’s uncle Reverend Parris. After that day strange things were believed to have happened, consequently leading to a lot of women being charged of witchcraft. This was quite unfortunate as back in 1692 the penalty of witchcraft was hanging. In Act one, Mary is presented as a naive, scared and a â€Å"lonely, seventeen year old girl†. Whom evidently is bullied by her employer John Proctor and the other girls in the village, especially Abigail, as she is petrified at been called a witch by the other village people. Mary also comes across as being pathetic in the sense that she has no real friends and relies on a liar like Abigail for trust. Miller in his own words, describes Mary Warren as a â€Å"naive, lonely, subservient seventeen year old girl†, who is treated with little respect by Abigail and the other girls. † Oh, you’re a great one for lookin’, aren’t you Mary Warren? What a grand peeping courage you have! It is possible that the other girls are in fact terrified of her, knowing that she is weak and can easily slip up under pressure, reviling their doings in the forest that night. When she meets John Proctor, a strong willed character who is not afraid to speak his mind, Mary expectedly is very frightened of him as he regularly threatens her and occasionally refers to giving her a whipping! â€Å"I’ll show you a great doin’ on your arse one of these days. Now get home; my wife is waitin’ with your work! † Mary very quickly jumps to the sound of his voice and as Miller describes in a stage direction, ‘trying to retain a shred of dignity, she goes slowly out’. This highlights the control some like Proctor has on someone like Mary. In Act two, the audience learns a great deal about the events happening in Salem through Mary, hence she being made an official of the court. This in a way speaks on it’s own, how totally out of hand the situation in Salem has become with someone of Mary stature being made an official of the court and the share pace of everything in just eight days. Mary later informs us on the amount accused, â€Å"No sir. There be thirty-nine now† This being thirty-nine women, thirty-nine charges and trials of those being accused of witchcraft, in just eight days from when Abigail fist accused Tituba of witchcraft! Through Mary, the audience is made aware of the influence Abigail has on the court and the Salem community and reveals how Elizabeth was accused with sending her spirit out against Abigail. This was due to Abigail dislike of Elizabeth and desire to get rid of her so she could have John Proctor all to herself. Hence Mary immediately connects herself to the condemning of Abigail’s accusation and saving of Elizabeth’s life. â€Å"I saved her life today! † Miller ensures that the audience are aware of the absurdity of the situation in Salem, due to the court appointing a servant girl like Mary as an official. Unlike Proctor, she doesn’t speak out of her place and listens and does everything she is told to by such people like Parris or Danforth which could explain why the court were keen to appoint some like her as an official. Although we also notice a change in Mary Warren’s character from being a good, obedient servant to a slightly ruthless more and self confident young woman. â€Å"I’ll not stand whipping anymore! † This is directed at Proctor as he tries to order Mary around, but fails. Furthermore, on her return from court, Mary unknowingly condemns Elizabeth by giving her a ‘poppet’ with a needle placed in it as a gift she had earlier on that day in court. We later discover that this proves to be very unfortunate on Elizabeth’s behalf as she is later charged for sending her spirit out against Abigail and stabbing her. After Elizabeth is taken away, Proctor realises that in order to save his wife, he needs Mary to support him in court as a witness against Abigail and the other girls. To prove all their outbursts in court of being attacked by spirits were false and just an act. At the end of Act two Mary is clearly frightened by Elizabeth’s arrest, as she really begins to see Abigail true influence over the court and ends up being bullied to give evidence against her. In Act three when Mary arrives in court to accuse the girls of lying, she seems to refer to her previous characteristics in Act one of being very quite and frightened, as to what the other girls might do to her if she talks. â€Å"I cannot, they’ll turn on me† This taken from the end of Act two and shows the hold of fear someone like Abigail still has on her. On of the most dramatic incidents in the play, is when all the other girls turn on Mary by saying they see her spirit and begin to repeat whatever she says: Mary: â€Å"Abby, you mustn’t! † Abby+ other girls: â€Å"Abby, you mustn’t! † This eventually make Mary realise that she will be accused of witchcraft if she continues to oppose Abigail and evidently Mary turns against Proctor and accuses him of making her defy the court and turning her to the devil. Thus Mary returns to her new found personality of being confidents and only thinking of herself. In conclusion, Mary Warren’s character makes ‘The Crucible’ tenser through Arthur Miller’s dramatic presentation of her. Presented through his description of her being † and subservient† in the begging of Act one, to her speaking and acting on, with more confidence in Act two. In addition, in Act three Mary is once again bullied by Abigail and Proctor to an extent that she breaks down into tears at one point and speaks out of proportion to save herself. Therefore once again she ends up being described in the manner of being ‘terrified, pleading and almost collapsing’, when she is finally pushed by Abigail and Proctor to designate between them. Thus she is once again a pathetic loner!

Of Men And Mice †Is loneliness mans greatest enemy? Essay

Loneliness is a state of being alone in sadness, resulting from being forsaken or abandoned. As I understand it, loneliness is when a person has no one to talk to, no one to confide in, nor anyone to keep companionship with. Loneliness also makes a person slip into a desolate state, which they try to conceal under a tough image, and is an emotion even the strongest cannot avoid. In his novel, Of Mice and Men, John Steinbeck deals with loneliness by looking for comfort in a friend, but settling for the attentive ear of a stranger. Although they seem at ease and friendly on the surface, a deep sense of loneliness lingers in the hearts of Crooks, George, and Curley’s wife, to which they are desperate to find an escape from to cope with their seclusion from the rest of society. Crooks, a lively, sharp-witted, black stablehand, who takes his name from his crooked back, leads a lonely life. He lives according to the rule that no black man is allowed to enter a white man’s home. Crooks’ loneliness is a result of rejection from everyone else on the ranch. He is forced to live alone in a barn, where he lives his life in isolation because of his colour, which was an issue in those days. When Lennie visits him in the room, Crooks’ reactions reveal the fact that he is lonely. As a black man with a physical handicap, Crooks is forced to live on the border of ranch life. He is not even allowed to enter the white men’s bunkhouse, or join them in a game of cards. His resentment typically comes out through his bitter, sad, and touching vulnerability, as he tells Lennie: †¦A guy needs somebody–to be near him. A guy goes nuts if he ain’t got nobody. Don’t make no difference who the guy is, long’s he’s with you. †¦I tell ya a guy gets too lonely an’ he gets sick. (Steinbeck 72-73) Crooks’ openness of his inner self, and his ability to speak his heart’s desire to a stranger illustrates how lonely he gets, and admits that it results in sickness. Furthermore, as bitter as he is about his exclusion from other men, Crooks is grateful for Lennie’s company, and when Candy enters Crook’s room, it becomes difficult for him to conceal his pleasure with anger. The only relationship he can find is with his books. When Lennie talks about his dream farm, Crooks hesitantly asks Lennie an alternative for  him to escape his loneliness, â€Å"‘†¦If you†¦guys would want a hand to work for nothing–just his keep, why I’d come an’ lend a hand'† (Steinbeck 76). Crooks’ desperation to get out of his lonely spell prompts him to make such a drastic, but shy, suggestion. Crooks becomes so desperate for a relationship that he offers his services to George and Lennie for free, just to escape his loneliness. Crooks is not successful in overcoming his loneliness because Lennie dies in a matter of days, and no white man in his right mind would care to step foot in Crooks’ humble abode. George, a short-tempered but loving and devoted friend, is lost in loneliness. At the beginning of the novel, George reveals his thoughts on loneliness in a story that he narrates about Lennie, himself, on a farm: Guys like us, that work on ranches, are the loneliest guys in the world. They got no family. They don’t belong no place†¦. With us it ain’t like that. We got a future. We got somebody to talk to that gives a damn about us. We don’t have to sit in no bar room blowin’ in our jack jus’ because we got no place else to go. If them other guys gets in jail they can rot for all anybody gives a damn. But not us. (Steinbeck 13-14) George realizes that loneliness attributes too much of his sufferings. George’s rough attitude to conceal his loneliness and to admit to suffering from profound loneliness is revealed when he reminds Lennie that the life of a ranch-hand is among the loneliest of lives. Migrant workers, like George, rarely have anyone to look to for companionship. To overcome his loneliness, George not only befriends Lennie, but he seems to find companionship with his co-workers as well. He eagerly accepts the invitation to go into town with ‘the boys’, leaving Lennie alone in the barn with the animals. Towards the end of the novel, George feels an even greater sense of loneliness and guilt before he kills Lennie. Instead of being angry and reprimanding him, George, overcome by his forthcoming loneliness, responds to Lennie’s running away to the caves, â€Å"No †¦ I want you to stay here with me† (Steinbeck 104). The wave of nostalgia and loneliness that engulfs George is so overwhelming, that he shoots Lennie instantly. In this way, George is not successful of overcoming his loneliness because he would mourn for the loss of his friend  for a long time, leading him to feel even more guilty and lonely. Curley’s wife, who walks the ranch as a temptress, hides a deep sense of loneliness behind the â€Å"tramp,† â€Å"tart,† and â€Å"bitch† masks that she puts on. For a young lady to wed at an early age, and then be left alone at home, would send one in a deep state of loneliness or depression. She is married to a man that gives her little attention and none of his time. Curley’s wife’s ‘mask’ of a prostitute hides the vulnerability, dissatisfaction, and loneliness in her life. Her first outburst in Crooks’ room tears down a wall of her image: –Sat’iday night. Ever’body out doin’ som’pin’. Ever’body! An’ what am I doin’? Standin’ here talkin’ to a bunch of bindle stiffs–a nigger an’ a dum-dum and a lousy ol’ sheep–an’ likin’ it because they ain’t nobody else. (Steinbeck 78). Being the only woman on the ranch, Curley’s wife does not have another person to talk to who could emphasize with her. She has no friends, no future, no respect; she does not even deserve a name! Desperate to satisfy her need for belonging and love, she turns to strangers such as Lennie, Crooks, and Candy. Before her death, Curley’s wife reveals a lot about herself to Lennie, the only person that she feels she can talk to. She hints at her loneliness when she says, â€Å"Seems like they ain’t none of them cares how I gotta live,† (Steinbeck 88). Her aggravation and frustration about being lonely is being released, and she may be free, in a way, because she has finally released most of her innermost feelings and emotions before her death. She is successful in getting a person like Lennie to talk to and confide in, but it works out to her misfortune that she has to be mercilessly killed by his hands. All three of the characters share the despair of wanting to change the way they are and attain a victory over their loneliness. Crook’s loneliness is hidden by his character, but eventually comes to surface while talking to Lennie. George’s loneliness is hidden by his rough attitude, which seems to disappear when narrating the story of the farm to Lennie. Curley’s wife’s loneliness is covered behind the mask of a portrayed prostitute, but the mask falls off during her conversations with strangers, including Lennie. I  think John Steinbeck’s message about loneliness and people’s attempts to overcome loneliness in the novel is to reveal to us the nature of human’s true existence. One cannot escape from being lonely, and the characters’ attempts to overcome their loneliness is to seek the desire and comfort of a friend, but settle for the attentive ear of a stranger. I feel that Steinbeck is not completely successful in delivering his message across because for a full realization, one has to dig deep into the story, as well as place themselves in the shoes of a character to emphasize with, as well as relate to them and perceive their misery.