Reflective Writing on Marketing Essay Example for Free

Reflective Writing on Marketing Essay During your time at university you will spend a lot of your time thinking – thinking about what people have said, your reading, your own thinking and how your thinking has changed. The thinking process involves two aspects: reflective thinking and critical thinking. Rather than being two separate processes they are closely connected. (Brookfield 1987) Reflective thinking Reflection is a form of personal response to experiences, situations, events or new information. It is a ‘processing’ phase where thinking and learning take place. There is neither a right nor wrong way of reflective thinking; there are just questions to explore. The reflective thinking process starts with you. Before you can begin to assess the words and ideas of others, you need to pause and identify and examine your own thoughts. This involves revisiting your prior experience and knowledge of the topic you are exploring. It also involves considering how and why you think the way you do. The examination of your beliefs, values, attitudes and assumptions forms the foundation of your understanding. Reflective thinking demands that you recognise that you bring valuable knowledge to every experience. It helps you therefore to recognise and clarify the important connections between what you already know and what you are learning. It is a way of helping you to become an active, aware and critical learner. What is Reflective writing? Reflective writing is: * Your response to experiences, opinions, events or new information * Your response to thoughts and feelings * A way of thinking to explore your learning * An opportunity to gain self-knowledge * A way to achieve clarity and better understanding of what you are learning * A chance to develop and reinforce writing skills * A way of making meaning out of what you study Reflective writing is not: * Just conveying information, instruction or argument * Pure description, though there may be descriptive elements * Straightforward decision or judgement (e.g. about whether something is right or wrong, good or bad) * Simple problem-solving * A summary of unit notes * A standard university essay Why you are asked to do this type of assignment * To make connections The idea behind reflective writing is that what you learn at university builds on your prior knowledge, whether it is formal (education) or informal (gained through experience). Reflective writing helps you develop and clarify the connections between what you already know and what you are learning, between theory and practice and between what you are doing and how and why you do it. * To examine your learning processes Reflective writing encourages you to consider and comment on your learning experiences – not only WHAT you’ve learned, but HOW you did so. * To clarify what you are learning Reflecting helps you to clarify what you have studied, integrate new knowledge with previous knowledge, and identify the questions you have and what you have yet to learn. * To reflect on mistakes and successes Reflecting on mistakes can help you avoid repeating them. At the same time, reflecting on your discoveries helps identify successful principles to use again. * To become an active and aware learner * To become a reflective practitioner once you graduate and begin your professional life How to write reflectively What to discuss * Your perceptions of the course and the content. * Experiences, ideas and observations you have had, and how they relate to the course or topic. * What you found confusing, inspiring, difficult, interesting and why. * Questions you have and conclusions you have drawn. * How you solved a problem, reached a conclusion, found an answer or reached a point of understanding. * Possibilities, speculations, hypotheses or solutions. * Alternative interpretations or different perspectives on what you have read or done in your course. * How new ideas challenge what you already know. * What you need to explore next in terms of thoughts and actions. * Comparisons and connections between what you are learning and: * Your prior knowledge and experience; * Your prior assumptions and preconceptions; * What you know from other courses, units or disciplines. Writing style As it concerns your thoughts, reflective writing is mostly subjective. Therefore, in addition to being reflective and logical, you can be personal, hypothetical, critical and creative. You can comment based on your experience, rather than limiting yourself to academic evidence. * Reflective writing is an activity that includes description (what, when, who) and analysis (how, why, what if). It is an explorative tool often resulting in more questions than answers. * Use full sentences and complete paragraphs. * You can usually use personal pronouns like ‘I’, ‘my’ or ‘we’. * Keep colloquial language to a minimum (e.g. stuff, guys) * A reflective task may allow you to use different modes of writing and language: * Descriptive (outlining how something is or how something was done) * Explanatory (explaining why or how it is like that) * Expressive (I think, I feel, I believe) Tips for your reflective writing process 1. Think of interaction, event or episode you experienced that can be connected to the topic. 2. Describe what happened. 3. What was your role? 4. What feelings and perceptions surround the experience? 5. How would you explain the situation to someone else? 6. What might this experience mean in the context of your course? 7. What other perspectives, theories or concepts could be applied to the situation? References Brookfield, S 1987, Developing critical thinkers: challenging adults to explore alternative ways of thinking and acting, Open University Press, Milton Keynes. Acknowledgement: The preceding material was adapted from The Learning Centre, The University of NSW. Used by permission. Additional notes: Steps for writing a reflective paper: 1.Start your self-reflection paper with an introductory paragraph. This introduction should help set the stage for the reader and should contain the main point of the paper. This would be a good paragraph in which to include information about how the subject and the material impacted your life, whether it reinforced your current views or caused you to change your way of thinking. 2.Write a paragraph or two about the impact the lecturer, classroom/tutorial discussions or the textbook material had on you during the course. Describe emotions you felt you felt or changes you experienced in your personal life due to the topic or the subject. If your opinions on different subjects changed due to these factors be sure to provide your previous opinion and explain why you changed your stance. If your opinions did not change, explain why. 3.Describe a moment during the class that was the most eye-opening for you. One example would be if during a lecture/tutorial the lecturer/tutor used a specific story or analogy to help explain the material that made the lesson really clear for you. Reflect on how you felt when you finally understood the lesson and how that lesson might have impacted the way you think. 4.Write a paragraph explaining how the information from the subject has impacted the way you will think, act and feel in the future long after the semester is over. You may want to include how this subject has changed how you approach other subjects in your degree or life in general. 5.Give feedback in your paper and share your opinions and ideas about how the subject can be improved. Share what you liked about the subject and what material helped you learn the most. Finish the paper by writing a conclusion that summarizes the main points of the paper. This is just one way of structuring reflective writing. Whichever approach to reflection you use try to bear in mind the following key points: * Reflection is an exploration and an explanation of events – not just a description of them. * Genuinely reflective writing often involves ‘revealing’ anxieties, errors and weaknesses, as well as strengths and successes. This is fine (in fact it’s often essential), as long as you show some understanding of possible causes, and explain how you plan to improve. * It is normally necessary to select just the most significant parts of the event or idea on which you are reflecting. If you try to tell ‘the whole story’ you will likely use up your words on description rather than interpretation. * It is often useful to ‘reflect forward’ to the future as well as ‘reflecting back’ on the past. Vocabulary aid (adapted from University of Portsmouth, Dept for Curriculum and Quality Enhancem ent) The following are just a few suggestions for words and phrases that might be useful in reflective writing. Obviously, using these words and phrases will not in itself make you a good reflective writer. 1.Description There is no suggestion of specific vocabulary for any descriptive elements of your reflective writing because the range of possible events, ideas or objects on which you may be reflecting on is so great. However, if you are describing an idea, for example a theory or model, it is usually best to use the present tense e.g. ‘Buyer behaviour theory recognises†¦Ã¢â‚¬â„¢ (not ‘recognised’). Events, of course, are nearly always described in the past tense. 2.Interpretation | | {aspect(s){elements(s){experience(s){issue(s)Idea(s)| Was (were)| For me, the [most]| {meaningful{significant{important{relevant{useful| | | | | learning| {arose from†¦{happened when†¦{resulted from†¦| Previously,}At the time,}At first}Initially,}Subsequently,}Later,}| I| {thought (did not think)†¦{felt (did not feel)†¦{knew (did not know)†¦{noticed (did not notice)†¦{questioned (did not question)†¦{realised (did not realise)†¦| | [Alternatively,][Equally,]| This| {might be{is perhaps{could be{is probably| {because of†¦{due to†¦{explained by†¦{related to†¦| | This| {is similar to†¦{is unlike†¦| because| | [Un]like†¦| this| {reveals†¦{demonstrates†¦| 3.Outcome Having| {read†¦{experienced†¦{applied†¦{discussed†¦{analysed†¦{learned†¦| I now| {feel†¦{think†¦{realise†¦{wonder†¦{question†¦{know†¦| | [Additionally,]}[Furthermore,]}[Most importantly,]}| I have learned that†¦| | I have significantly} slightly}However, I have not [sufficiently]}| {developed{improved| {my skills in†¦{my understanding of†¦{my knowledge of†¦{my ability to†¦| | | This means that†¦This makes me feel†¦| | | This knowledge {isThis understanding {could beThis skill {will be| {essential{important{useful| {to me as a learner [because†¦]{to me as a practitioner [because†¦]| | Because I| {did not†¦{have not yet†¦{am not yet certain about†¦{am not yet confident about†¦{do not yet know†¦{do not yet understand†¦| I will now need to†¦| | | As a next step, I need to†¦| | | More on Reflection What is reflection? A simple definition of reflection can be ‘consciously thinking about and analysing what you are doing and what you have done; thinking about what and how you have learnt. There is a lot of theory behind reflection that can be very complex. Most of the theory relates to seeing reflection as part of the cycle of learning (Figure 1). Initially students focus on knowledge, comprehension and application of subject matter. These three levels of learning are the easiest especially if the application is in a limited context e.g. worded problems from a text book. For higher levels of learning (application of knowledge in real world problems) you must be able to analyse, synthesise and evaluate as shown in Table 1. Reflection is a key part of moving into these higher levels of learning. Figure 1. Leaning cycle and examples of each phase Table 1 Six levels of learning Increasing Difficulty| Process| Explanation| | Knowledge| Recognition and recall of information and facts describing events| | Comprehension| Interprets, translates or summarises given information demonstrating understanding of events| | Application| Uses information in a situation different from original learning context -| | Analysis| Separates wholes into parts until relationships are clear – breaks down experiences| | Synthesis| Combines elements to form new entity from the original one draws on experience and other evidence to suggest new insights| | Evaluation| Involves acts of decision making, or judging based on criteria or rationale makes judgements about| Why reflect what are the benefits to the student? Learning is both an active and a reflective process. If you look at the learning cycle in Figure 1 you can see that reflection or thinking about what you have done and how and why you did it, form an integral part of learning. Because learning is often subconscious, we don’t realise that we have gained new knowledge or understanding until we stop to contemplate a particular activity. Reflection then, is a way for critical analysis, problem solving, synthesis of opposing ideas, evaluation, identifying patterns and creating meaning. Reflection will help you reach the higher levels of learning. Most students are focused on the lower levels of learning. â€Å"What do I have to know and demonstrate to pass the exam?† This is a very short-sighted approach to your time at university. You will not be able to remember all the facts and knowledge you have learnt in subjects unless you can fully understand, analyse and evaluate them. As you progress through your degree you will continually need information and knowledge from other subjects and this knowledge will build on previous knowledge. You must be able to attain the higher levels of learning in order to be successful in your degree and later in your professional life. Your learning and the need to learn will not stop with the end of your university degree. Most aspects of learning are common to all disciplines but sometimes there are different emphasises on certain learning skills. For example, generally speaking at university more emphasis is placed on the understanding of the methodology and the processes of problem solving. In this context, reflection will help you to detach yourself from the facts and put them into a larger context. Higher level courses at university as a business student bring a closer interaction between academic work and practical experience. Reflective practice here is critical in providing opportunities to identify areas for improvement and evaluation of the overall outcome including your decision making processes. Reflection can help bridge the gap between theory and practice and will enable you to understand your own thinking and learning. Another benefit is that it encourages you to look beyond your academic accomplishment and recognise the depth and range of other transferable skills. University is more than learning about facts and figures, it is a life experience. You will not learn everything that you need in your professional life at university. Your learning will be life long, so take some time to think about what skills you bring with you to university and what you learn along the way. How do I ‘reflect’? Reflection does not mean that you sit in the lotus position, humming meditative chants. Reflection can be active and need not take away from your ‘study time’. It is an important tool that can be used in all your university and professional work. Opportunities for reflection should occur before, during and after activities. That way you can take note of your learning starting point, assess your progress through the project and critically evaluate your learning at the end of the activity. Look critically at what you have done, what you’re team did and what the outcomes were. You need to ask yourself the why, how and what type of questions. Introducing Reflection Reflection is an important part of your learning whether you do it consciously or not. But what exactly is it? An excellent description of reflection can be found in the Harry Potter novel ‘ The Goblet of Fire’. In the paragraph below Dumbledore, the chief wizard and head teacher, is talking to Harry about having excess thoughts! ‘Harry stared at the stone basin. The contents had returned to their original, silvery white state, swirling and rippling beneath his gaze. â€Å"What is it?† Harry asked shakily. â€Å"This? It is called a Pensieve,† said Dumbledore. â€Å"I sometimes find, and I am sure you know the feeling, that I simply have too many thoughts and memories crammed into my mind.† â€Å"Err,† said Harry who couldn’t truthfully say that he had ever felt anything of the sort. â€Å"At these times† said Dumbledore, indicating the stone basin, â€Å"I use the Penseive. One simply siphons the excess thoughts from one’s mind, pours them into a basin, and examines them at one’s leisure. It becomes easier to spot patterns and links, you understand, when they are in this form.’ (Rowling 2000) During the semester and in your reflective writing we are asking you to think about the process you have been through, how these events affected your behaviour, to think about what you have learnt, and to evaluate your performance. By writing these things down it will give you the opportunity to clarify your thoughts and to spot the patterns and links. Reflective writing examples As an example, look at the following two critiques – one is a better example than the other! [King (2002) Development of Student Skills In Reflective Writing, p 16, http://www.csd.uwa.edu.au/iced2002/publication/Terry_King.pdf ] 1.I woke up late because my alarm didn’t ring. My own fault, but there you are. By the time I had finished my breakfast (my usual bowl of cornflakes, and a cup of black coffee with three sugars), I had missed my bus (that’s the number 9a, picked up at the bus stop outside Halfords), which had left on time (just for a change).So I got to University, and by the time I had found the right room, I was over 30 minutes late for the OOPR2 Exam. Unfortunately, the invigilator wouldn’t let me take the exam because it was â€Å"against University regulations†. Didn’t he realise how important it was for me to pass that exam? My overall grade depends on it, and now I stand to have a resit in September when I wanted to have my holiday in Ibiza.| 2.I was over 30 minutes late for my exam, which meant I was not allowed to sit it. This will have repercussions on my degree mark, and on my holiday plans. This is the first time I have actually missed an exam, but not t he first time I’ve actually been late to exams and important interviews. I have learned that:†¢ I need to improve my time-keeping for critical events†¢ The University has strict rules governing late arrivals at exams†¢ I need to be better preparedThe reasons that I arrived late were:†¢ My alarm clock didn’t ring because I forgot to reset its time after daylight saving on Saturday night (although I had reset all the other clocks in the house).†¢ I totally rely on the alarm clock ringing I have no back-up system†¢ I rely on my bus – a break down or it leaving early would also cause me to be late†¢ I did not know in which room the exam was; if I had, I would still have been a few minutes late, but at least I could have sat the exam.In order to improve the situation for next year, I plan to:†¢ Have a process to check all the clocks in the house when the clocks are due to change†¢ Make sure I have a back-up alarm system ( using my digital watch) for all days when it’s important to get up early†¢ On exam day, aim to catch the earlier bus †¦ its only 20 minutes earlier.†¢ Possibly consider missing breakfast, and buying a sandwich on the way from the bus to the exam room. I do believe that a good breakfast is important though!†¢ Make sure I know the correct room well in advance of the exam, by checking each room number when I first get the timetable.I suspect I need to reflect more on my priorities – this degree is really very important to me.|

Public Speaking And The Road To Success

Public Speaking And The Road To Success This is my first assignment in Public Speaking, and my topic is The Road to Success. I choose The Road to Success to be my topic is because I consider that it is very important to us. In our life we have many of choice and those choices are the Road. The Road that we choose will be reflected in our future. Are the Road is go to Success or Failure it is not just choose it only and we also have to know how to walk on the Road that we choose. Perhaps we will meet many difficulties and setbacks on the Road, but we must be strong enough to face it, to reach the destination that named success. Otherwise we can only reach to the destination that named failure. Body Definition of The Road to Success The Road to Success is means that the Road go to the Success, this road is not easy to go through because you may be will meet many of the problem and obstacle. But you cannot give up and you have to be strong and courageous to face it because at the back of those problem and obstacle, have your destination that called Success. If you choose to marking time or just choose to only take the shortcuts, you will never reach to the Success, and you may be will go to the place that called Failure! 3 Road To Success Many of the people would ask me that why we to choose the Road, it is because in our life we dont just have one Road only because we have many of the Road to choose and we have to choose it also. I know that wants to make a decision is not an easy thing, and it is not only related to you now, it will also involve you in the future. So when you are make a decision, you must to know that it will bring what consequences for you, and you also have to know that are you made the right decision for you, at the last that you have to bear that all any consequences that it will bring to you in your life. I know that The Road to Success is not an easy Road to walk on, but you have to know that in this world there is no free lunch. So if you want to achieve your goal, you have to know that how to pay for it. It is because if you do not want to make any pay, you will not get anything from the return. So do not think that the benefits of this world will just fall from the sky for you that are because you are not the special one in the world. So anyone that who wants to reaches to the Success, he or she has to be go through on the Road that he or she choose. 4 But I want to tell you all that, if you really want go to the Success, you have to go exactly straight, and if you meet so many of problem and obstacle on the Road that you have choose, please be strong and courageous to face it, do not just escaping from all the problems and obstacles, then just look for those shortcuts. Because when you are walk on the wrong step, you will not arrive to the destination that called Success any more, and you will arrive to the place that called Failure. So I hope that when you all choose your own Road in the time, please think clearly that what Road you have choose and do not just think that you wants to reach to the destination in the short time. We all are normal people; no any one of us is an exception, so that we all will have the experienced on the same way, so please do not think that only you have to go through on the Road. Even those well-known entrepreneurs, politicians, scientists, musicians and so on. They also just like us. They also have to go through such a difficult Road, you have to know that the reason that why today they will be so successful is because they do not give up their choice on the Road that they choose, they were brave to face the Road that are brought so many problems for they. Therefore, today, they will so successful! So do not easily to give up or go back because as long as you are willing to face whatever will comes on the Road that you choose, one day you will also become like them so successful! 5 The Road that each person choose are different, and perhaps that the Road that some people choose are go very easily, but you no need have to envy them because it may have been before he already put a lot of his thoughts on the Road that he choose that you do not know. So you just need to focus on your own Road is enough already, remember that the more you pay, the more that you can also can get. As long as you are willing to pay for it, so you no need to fear that you will not get anything returns from it because time will prove all. Rome and the pyramids are not built in a day, they are also using a lot of time to build it, so if you want to success is also not just in a short time you will success, perhaps walk on the Road that you choose cost you a lot of time, but please believe me that it definitely worth your time to spend. As long as you have the heart to walk on the Road that you choose, one day you will reach to the destination that called Success. So time is not any problem for you. God is fair for everyone. So the Road that you choose that go to Success must be broaden by yourself, but is it will bring you reach to the success? That is only you can go through by the decision that you choose because the fate is rests in your own hands you have to find out by yourself. 6 Poem by Sylvia Chidi The Road to Success We all want to walk on the road of success But do you day by day measure your progress Do you have a vision? Do you have a mission? You need one even if it is inspired by television We all want to walk on the road of success But do you day by day measure your progress Critically look at your personal development Grizzle over the final accomplishment Decide on the instruments you need at the moment? On its road, there are many paths to take With many sacrifices along the way to make Patience, faith and hard work, please dont forsake Or your dreams will pour empty into a wide lake We all want to walk on the road of success But do you day by day measure your progress Is your vision greater than greatness? You are the first one you must try to impress Take a step at a time and do not digress For success when achieved, I say without sarcasm Is more gratifying than any orgasm 7 Conclusion When finish my Public Speaking assignment I found out that wants to do a assignment is not an easy work. But because of my topic The Road to Success, no matter how hard or how difficult it is, I have to be strong to face it. So I did not give up and today my assignment already finish. I choose the Road so I have to go through it, when I was walk on the Road I have meet many problem but I use my best to solve all the problem that I meet, so now I already reach to my Success. The Success that I reach is I finish my assignment. 8 Reference

The Street Child Report Children And Young People Essay

The Street Child Report Children And Young People Essay Street children want the freedom o being abused by parents; nevertheless, their lives seem not so easy. They want working in some odd jobs; if they have no job, for them its normal to steal to eat, and if they have extra money, they buy drugs. In general, street childrens lives are rather short. They are in bad health, because of their abuse of drugs, venereal disease. First, street child is a term used to describe those kids who live and work in streets. There are more street children around the world than the whole populations in Egypt and United States, there are currently 100 million children living on streets. In turn this sector population it is increasing through the years, because of the economic crisis, family disintegration. Wherefore they are more inclined to drugs, not only bringing troubles to the society, also problems to their health. When we talk about street children, we are talking about young people who face poverty, hunger, disease, violence and homelessness. We are talking about children who have resorted to all sorts of drugs because they think this is the only way they can remain happy under their difficult circumstances. These children that have been allowed to live on the streets are on a daily basis exposed to diseases of all sorts. We have seen some of these children on the streets a result of poor people since access to food is another problem for them. These children live in the street because they do not have anything to call a home.Street child are children between five and seventeen years old who live in parks, or light stop sign. In the same way they are deprived of family protection. Children on the street divide themselves into groups who can sell things to people and who can steal money from people car. The street kids do whatever they can to earn money. Whereas that more than 20 million of kids are living on the streets, we can see the, drugs as a normal activity in the streets. The reality begins talking about food, because they only eat what they find in the garbage or what they can steal. Likewise they steal money or drugs to forget hunger. Those kids do all of these activities in order to forget about street troubles, but they feel that these activities are necessarily to survive, so it makes them more inclined to drugs. In addition to that, Street child commit illegal in America. It means if a childs get in the street without any reason the police have to take them. That called breaking the law because its not legal to do it. Each child in America have chance to work and get more also they can learn in the school without any more. United states havedrug policy and Alcohol too. If the police saw any one who drink and child fewer than 18 they will take this child to the police station. But in Egypt child cant go to school without pay more for their books Because of the high cost of services many street children are unable to go to school .Even in countries where schools are free they are unable to buy books, uniforms and shoes that are required to attend., also they do not have any chance to work to get money. The money is an important factor in their lives that can determinate important things in their daily life like eating or not. Likewise, the drugs affect not only their thoughts but also affect their health. A street kid, they cannot imagine their daily live in the streets without using drugs. In the other hand the main problem is that most of types of substance consume by street kids are legal, so they can find it easily. The drug abuse is the worst problem for them and it brings them health problems. Those kids do all of these activities in order to forget about street troubles. Therefore, a lot of country have this problem too, The problem of street children in Vietnam, a country rapidly growing and integrating with the world, arises from the interaction of traditional causes such as the loss or divorce of parents and new causes such as economic incentive. We then propose a new typology of street children based on causes and situations. Causes are classified into broken family, mindset problem, and economic migration. Situations are divided into current protection and future investment. It is shown that the broken family group is most difficult to assist while the economic migration group often shows strong desire for study and better life. Since street children are not a homogenous group, intervention must also be diversified according to the needs of each type of children. Also, there is a lot of country that effected by street child such as; Russia consists of two million street children. Officially, the number of Russian children without supervision is more than 7 million. Also china the number of street children population continues to grow at 15 million and India is home to 4 million-8 million street children. The republic of India is the seventh largest populated country in the world. Due to the economic growth has appeared. Consequently, Vietnam is the country that has from 21 thousand in 2003 to 8 thousand in 2007 street child. Not just these countries had effected by the population of street children there are more and more had effected by this population. Which is going to affect all people life and future and countries future too? In a poor developing country, a child will have disabilities to learn how come he will learn without any money and when the children think about their future, they will find out that there are no work no future and they cant connect with their family too. Poor country gives children scary future. Moreover, Children who drop out of school due to the wrong attitude of the parents are less deprived, relatively speaking, in the current situation than the first group since their parents can look after them. They are relatively well fed and protected. It is rare to see them severely by street joining them. The biggest problem with this group, however, is the strong opposition of the parents when someone (teacher, social worker, or the children themselves) proposes an education for them. There are many causes of there being street children: Poverty, Neglect, Disease, War, Famine, Social, and Family Breakups. From another of perspective on the word causes, the causes they or others on their behalf fight for are the reasons that they become street children in the first instance and to provide ways out of their problems through things like providing shelter and education them with their families.so they find the way to get themselves freedom from home and school. Do whatever they want to do. The causes of children to the street can be divided into two main groups which we shall call broken family and mindset problem. First, children with extremely difficult family situations such as being abandoned as a result of the death. This is the traditional cause of street children which exists in any developing country with or without economic growth. Also the parents continue to take care of them. Children abandoned as a result of parents divorce have to undergo an even greater emotional shock. Being left with relatives or grandparents, such children are easily discouraged from study and lured by bad friends. Most of the street children who have left home because of domestic violence are spiritually and emotionally impaired. Second causes where the family enjoys relatively unbroken relations and an average or at least not so destitute standard of living but still sends children to work in the street due to the wrong attitude of the parents or the children themselves. Some children leave home because they are lured by friends or because they want to freedom instead of going to school. Seemingly exciting life in big cities and friends who already know the street life are the pulling force. For such children, earning money is not the main purpose. However, the mindset problem most often arises on the parent side. Some parents think that cash income is more important than childrens education. How we solve the problem for the street children with their home and family? For the children and their families, being on the street is not a problem. It is their solution to a number of problems. Crowded living conditions are a problem. A young lad, who shares a single-room with his mother and two grown-up sisters with children of their own, solves a problem by finding somewhere to sleep with his friends. He remains attached to his family and visits them regularly. He is integrated with them and does not need to be reintegrated. But it is better for him to sleep out than to stay at home. When he finds a group of friends with whom he can stay at night, his situation has improved. He becomes visible as a street child and part of our problem, but for him, being on the streets solves the problem of sharing an overcrowded room. For the families and the children, it is the solution to the problem of not having enough money to feed and clothe the children. Child can be a problem. If a child is forced to work all day for an adult who takes most of the childs earnings as sometimes happens with refugee children who are afraid .It may be a problem for children to have to do hours of manual at school, or to spend much of their day in misery learning useless and boring information. Somehow, we always accept child if it is enforced in the respectable environment of the school. But spending a few hours earning a bit of extra money for himself or the family can be quite fun. Sometimes the children have to adopt the tough culture of the streets. When they are with their friends from the street, they have to act and speak as if they enjoy street life. All children should have security. They should be able to play games and have fun. They should be improving themselves at school. Children should not have to earn their own living. They should be clean and wash regularly. They should be healthy, and get help immediately when they are sick. These we regard as the fundamental rights of children and street children appear to all of these rights. This is there life and they should enjoy it. What happen to todays street children when they grow older. Are they going to affect their countries or they are going to affect us. These children can grow up and constitute nuisance in the society. They will make governments project fail. They wont do these because they enjoy it, but because that is all they have grown to know and love. At the end, nothing will work because they will fight back because we had a chance to give them good lives but we failed to do it. All children should have security. They should be able to play games and have fun. They should be improving themselves at school. Children should not have to earn their own living. They should be clean and wash regularly. They should be healthy, and get help immediately when they are sick. These we regard as the fundamental rights of children and street children appear to all of these rights. This is there life and they should enjoy it. Lastly, street children problem always cause a lot of terrible to people who walk in the street and they cant be save from street child also this children they need a future to be better people and they can help their country. If we help these children they can help us in the future. For example if a child from the street get a good job in the future and he got a lot of money that give his country a better future and his family too and himself. He will be better than anyone who lives in the street. Inside of steal money from people and ate from the street , he can now eat a health food and get a good family that carry his name and his good future. Overall, streets children are poor and as a result they are untaught. As a result, they have bad food and unhealthy body system. The street children are kids who live and work in streets and homeless people. Furthermore, they use drugs as a way to forget about their harsh reality. Lastly, they steal money in order to get food and survive. Although, they can be educated children with the government help, but they got used to their life as a children streets. We now move to How can we contain those street children, first of all Ms. Agnelli (April 24, 1922 May 15, 2009) was an Italian politician, businesswoman and writer. She was the only woman to have been Minister of Foreign Affairs in Italy neither underestimates nor dramatizes her topic, but rather carefully explains the complexity of how children arrive on the street, how they do or do not survive and what has or has not worked to improve their lives. There is no mistaking the understated prose for detachment. As Ms. Agnelli states in her prologue, Let their plight be known to all: let the conscience of humanity revolt. Ms. Agnelli has prepared this report for the Independent Commission on International Humanitarian Issues (ICIHI). ICIHI, organized in 1983 and recognized by the United Nations, is composed of private individuals dedicated to informing policy makers and the public about neglected humanitarian issues. The report focuses on street children, a highly vulnerable social group, described simply as children who exist on the street or in abandoned buildings and lack adult protection. The United Nations Childrens Fund places the global total of street children at over 30 million. This estimate, acknowledged as conservative, varies considerably. By definition these are children whose existence is not recorded on school, employment or prison registers. Some of these children are totally abandoned, others know of their families and may maintain sporadic contact. Critical is the recognition that whatever the count is today, the trends towards increasing global urbanization and younger populations portend far greater numbers of threatened children. The report provides brief descriptions of the lives of individual street children. Some are abandoned, and some are trained and left to perform or beg to contribute to their familys survival. For others the street represents an escape from an abusive family or situation. Their work is part of an underground economy and includes cleaning windshields, carrying bags, reselling items bought or stolen, and scrounging, as well as prostitution and drug-related acts. As their stories differ so do their attitudes about their situation and their hopes for the future. What is overwhelmingly similar is that on the street these children are vulnerable to exploitation, and survival means learning how to cope with physical danger and terror. A major means of ensuring survival is the formation of gangs. These groups develop highly complex organizations which offer structure, information and safety to each member in exchange for stiff obedience and obligation. Ms. Agnelli describes the various forces that result in dispossessing the most vulnerable societal groups, in this case children, from full participation in the community. She draws a parallel to the past when groups were dislocated by social upheaval, whether by drought, famine or the process of industrialization. In the present this is compounded by the lack of urban jobs and the subsequent pressures on family structure. There are obvious differences between countries. Developing countries, with their waves of migration to cities, are likely to have the most severe problems with limited solutions. Those with largely rural populations are just beginning to experience the phenomenon. In industrialized countries, the immediate availability of social services provides for unprotected younger children. Street children in these countries are generally over the age of 15. With the full presentation of multiple causes on both the micro- and macro-levels, the reader is aware that a simple solution is not in the offing. Rather, Ms. Agnelli presents a detailed discussion of various programs, generally small in scale and close to children, that have provided support for these youngsters. Never giving up on the potential effects of general social programs, i.e., employment, elimination of poverty, and support for women and families, Ms. Agnelli calls for the currently possible- support for programs with demonstrated success. In many ways the young street child is similar to other children. He(they are becoming males at this age) wishes for a bike, seeks affection, wants to belong. However, he has achieved some independence and cannot reasonably be expected to discount his experience and relinquish control over his lifes decisions. Generally, paternalistic programs have not been successful. Approaches advocated by this report suggest finding the means to locate and contact the child, respecting his perceptions and offering support. One of the programs described is the Bosconia/La Florida in Bogotà ¡ which has successfully moved children, in phases, from the street to a self-governing community with its own business. Programs that sort out youth in positive community service, such as New Yorks Guardian Angels or Californias Conservation Corps are cited as opportunities for the development of personal strength and self-worth for the participants. Examples of ways that the problem has been ameliorated in different cities suggest that as the situation of street children becomes ever more apparent in cities, usual bureaucratic solutions will not be sufficient to help either the children or the community. This report calls for a grassroots lobbying effort to promote public awareness and governmental policies that support community efforts and within which on-governmental national agencies can operate. This approach recognizes that just as important as government support is implementation by people whose life experiences have prepared them to recognize street children as citizens with a right to be included in their community.

Comparison of Ethiopia and Mali Essay -- essays research papers fc

A Brief Overview of the History of Ethiopia Ethiopia is one of the most unique among African countries for maintaining its freedom from colonial rule, with the short exception of an occupation by the Italians from 1936-1941. A socialist state was established in 1974 with the overthrow of Emperor Selassie, who had been in control since 1930. A junta or group of military officers called the Derg was responsible for the coup. Yet, this corrupt administration has lead only to warfare and wide scale public suffering. In 1991, the junta was finally brought down by a combination of revolutionary forces who called themselves the Ethiopian People's Revolutionary Democratic Front. In 1994, a constitution was drafted and 1995 marked Ethiopia’s first multiparty elections. Recently, a boarder feud with Eritrea, that lasted over 2 years, was ended in December of 2000; yet recent objections by Ethiopia have delayed a final declaration of border. The landlocked country of Ethiopia is located in east Africa, just west of Somalia, and is roughly twice the size of Texas . Ethiopia’s natural resources include platinum, copper, and small reserves of gold. Only .65% of the land is suitable and allotted for permanent crops. Ethiopia is currently facing several environmental concerns including deforestation, overgrazing, soil erosion, and water shortages due to poor management of water-intensive farming. Ethiopia’s population is in excess of 66 million. Ethiopia is home to numerous ethnic groups, the largest being Oromo, which accounts for 40% of the population. About half of the Ethiopian population is Muslim, with the majority of the other half practicing Ethiopian Orthodox. Ethiopia’s government is a federal republic which grants its citizens voting rights at 18 years of age. Currently, Ethiopia faces the problem of attempting to control the illicit drugs that come through the country, as it acts as a hub for the transportation of heroin and cocaine. A Brief Overview of the History of Mali Mali became a French colony in 1904 and was renamed French Sudan. In June of 1960, it gained its’ independence and became known as the Sudanese Republic. The Sudanese Republic associated with the Republic of Senegal under one federation. In August of 1960, Senegal broke off connections with the federation, and the Sudanese Republic changed its name to The Republic of Mali.... ... use their homes as collateral for startup capital to create businesses or invest, promoting economic expansion. It was also interesting to read about the history of each country, and I was surprised when I realized that Ethiopia is one of the oldest independent countries. This report was extremely fascinating and helped me get a better grasp on events outside of the United States. I feel that a worldview is increasingly important in our day and age to help people better understand the problems and solutions in developing nations. Works Cited 1.  Ã‚  Ã‚  Ã‚  Ã‚  The CIA, http://www.odci.gov/cia/publications/factbook/index.html 2.  Ã‚  Ã‚  Ã‚  Ã‚  The formal HDI Report, http://hdr.undp.org/reports/global/2003/indicator/pdf/hdr03_indicators.pdf 3.  Ã‚  Ã‚  Ã‚  Ã‚  The European Union, http://europa.eu.int/index_en.htm 4.  Ã‚  Ã‚  Ã‚  Ã‚  The World Bank, http://poverty.worldbank.org/library/view/8702/ 5.  Ã‚  Ã‚  Ã‚  Ã‚  http://www.geographia.com/mali 6.  Ã‚  Ã‚  Ã‚  Ã‚  http://www.nationsonline.org/oneworld/mali.htm 7.  Ã‚  Ã‚  Ã‚  Ã‚  http://www.nationsonline.org/oneworld/ethiopia.htm

An Interpretation of “Dulce et Decorum Est” Essay -- Literary Analysi

What would it feel like to be in the middle of the bloodiest war in history? Surrounded by death on all sides it seems impossible that anybody would write poetry about this very subject. Thanks to the poem â€Å"Dulce et Decorum Est,† Wilfred Owen gives the reader a small window into the horrors that he witnessed firsthand in the carnage of battle. Faced with death at every turn, Owen takes the time to chronicle these terrible events that happened shortly before his own death. Owen uses rhythm, rhyme, and imagery to convey the message that people should be careful glorifying war because it is a very traumatic event that takes many innocent lives. When a reader tries to understand the rhythm of â€Å"Dulce et Decorum Est† it becomes a bit tricky to find any type of rhythm. When reading shortly into the poem, one notices that there does seem to be a heartbeat to the poem when it states in line 3: â€Å"Till on the haunting flares we turned our back†. Owen uses iambic pentameter to achieve this pattern as almost all of the lines which have a rising meter and 5 feet. Having this underlying heartbeat to the poem speaks to the humanity and allows the reader to personalize with what is being said. Owen then contrasts the use of iambic pentameter in several lines including line 23 when he says, â€Å"Bitter as the cud†, as if to make that really stand out to the reader. Owen then further chops up the rhythm to make it seem as if he were telling a story to the reader. This is evident when an individual starts to encounter the heavy use of punctuation in when it says, â€Å"But limped on, blood-shood. All went l ame, all blind† (6). It also makes the poem more vivid throughout and makes the reader really stop and think about what is happening in the line. Owen a... ... that â€Å"someone was yelling out† (11), and that there was â€Å"blood† (22) â€Å"gargling from the froth-corrupted lungs† ( 23). With rich imagery being used throughout the poem, it becomes clear that Owen intended to use imagery to help the reader feel as if they were present in the situation along side of him. This allows the reader to personalize this situation and gain a better understanding of the message that is being sent. Through the use of rhythm, rhyme, and imagery Owen forces the reader to ponder about the thought that war isn’t an event that should be taken lightly. Many kind and brave soldiers have lost their lives over the history of humanity and that loss of life, while honorable, is extremely tragic. Thanks to Owen’s poetry people are able to look back at this time in history and hopefully learn valuable lessons about the value of human life.

Impact of Ww1 on Canada

World War One had an impact on Canada both over seas and on the Canadian home front. It helped Canada develop a sense of national identity by gaining international status overseas. It gave women more jobs than working at home and but during the war there was the Conscription Crisis. These points impacted Canada greatly during and after WWI. In 1914 when World War One started, Canada was a legislative union, but Britain still controlled the foreign policy of all its dominions. So when Britain declared war on Germany the whole British empire was involved including Canada.As the war ended Canada met in Paris for the â€Å"Paris Peace Conference†. The conference was a big step towards Canada's independence. The main reason was, Prime minister Borden demanded that Canada have its own seat in the conference. Although there was great debate, in the end Canada acquired the seat. Fr the first time ever Canada was recognized as independent internationally. Before the war a woman's main job was to stay at home and look after the children as well as cook and clean. It was a while different story during the war.A mere 2800 woman served in the army as nurses in oversea hospitals. Other woman worked in Canada on jobs which would usually be called a â€Å"mans job†. For example woman where working in industrial sites since most of the men had left to war and there needed to be someone to supply and build arms as well as general items. Woman also worked operating fishing boats and working on farms. With this new era of woman working the government took notice that the woman weren't as fragile as they once believed. Woman seemed to be able to do a mans job good if not better.Then in 1918 women were granted the right to vote in federal elections, with the exception of aboriginal and immigrant woman. When war ended women stayed in the job force and worked alongside men. The conscription Crisis was a big deal off-seas as well as in Canada. This is because in 1917 thou sands of Canadians were killed or injured making the need to supply more soldiers immediate. Borden had promised there would be no conscription but as the war proceeded it became apparent they would need more soldiers if they wanted to win the war.Borden introduced the â€Å"Military Service Act†, which stated everyone able and fit under the guidelines of the act would have to fight in the war. There was outrage but unless the person hid there was no way of escaping going to war. World War One did have an impact on Canada both over seas and on the Canadian home front. It affected the woman and the men. The aboriginals and the immigrants. Almost everyone was affected by World War One one way or another.

Expository research paper Essay

Minority students have been discriminated against for a very long time; many people think that minorities don’t have the same opportunities as others, but in reality they have many advantages. Minority students have opportunities to get into good colleges and getting more scholarships than other non-minority students. Colleges look for the obvious things like grades, and extracurricular activities and all those things but what most really want is to have diversity in the college and therefore colleges need minority students. Colleges read students’ applications thoroughly, so colleges’ look for stuff that sticks out, stuff that makes a student different than the rest one thing that might sticks out is race. In the article is says, â€Å"An applicants final determination of what to say about race is often made consultation with a college counselor. Many counselors may convey to families that a multiracial applicant has a better chance of being admitted to a highly selective college than those in any other racial or ethnic category. †(Saulny). This tells how a multiracial student may have a better chance of getting into a good college than those in other racial or ethnic categories. â€Å"Many private scholarships are geared toward minorities because they are looking for something in particular†(Borowski). The author talks about how private colleges seek at minorities, which tells that they consider race are when choosing students. Molina 2 Scholarships are used to help students get into college, but some scholarships are targeted to specific students, most likely minority students. This also could equal disadvantages to non-minority students. In this article the author says, â€Å"Some private scholarships are based on a students characteristics such as race, ethnicity, and religion, and some are based on professional affiliations or future career choices†(Borowski). Private scholarships look for very specific things in students which show how much of a disadvantage some students have in. The article talks about one student’s problem, â€Å"As Johnson found, private scholarships can extremely selective. â€Å"When I research all the grants and scholarships out there, they are all really specific, targeted towards everyone but me, he says, Are you a Pacific islander who plays tuba? There is a scholarship for you. Or a woman from an inner city who works with animals? There’s a grant for you. But a hard working boy from the suburbs? Nothing. †(Borowski). The author shows how very specific scholarships can be and how they affect other people who do not fit the description of what that scholarship wants. Another reason why minorities have an advantage is because of stereotypes even if it doesn’t apply to that student. In an article a student says, â€Å"I just realized that my race is something I have to think about,† she describes herself as having an Asian mother and a black father. â€Å"It pains me to say this, but putting down black might help admission. †(Saulny). This states how putting down a specific race might better or worsen someone’s chances depending on that particular race. A mother states, â€Å"My 17 year old son is a high B student and an excellent athlete, but we’ve been unable to find any scholarships for him because he’s white. † Elizabeth says, Johnson also says â€Å"We aren’t wealthy. We don’t take on fancy vacations and we do without a lot of things. Yet because I’m white, I don’t get a hand. There are all kinds or nationalities at Molina 3 my high school, whose families have a lot more money than we have, and yet they are getting scholarships. †(Saulny). This tells how stereotypes can give minority students an advantage by colleges stereotyping and giving help to those who don’t really need it instead of to the ones that do. Minority students also think that it is a disadvantage being a minority but in reality it can be an advantage against non-minority students. Minority students are what colleges look for. There are scholarships targeted towards minorities, and due to stereotypes there are advantages. These affect more than just minority students, it basically affects everyone because being a non-minority is at a disadvantage of getting a scholarship or getting into a good college. In today’s society someone’s race could affect their future. Saulny, Susan, and Jacques Steinberg. â€Å"On College Forms, a Question of Race, or Races, Can Perplex. † New York Times 13 June 2011: n. pag. The New York Times. Web. 13 Apr. 2014. . Borowski, Susan. â€Å"Scholarships and the White Male: Disadvantaged or Not? † Insight into Diversity. N. p. , n. d. Web. 13 Apr. 2014. .