Theodore Roosevelt Essay -- Presidents History Essays

Theodore Roosevelt Theodore Roosevelt was fond of quoting an old African proverb that admonished people to "speak softly and carry a big stick." Ironically, it was his thunderous voice that made him president, earned him enemies and brought him friends. That voice also made him the bulwark of the Progressive Movement. On October 27, 1858, Roosevelt was born on East Twentieth Street in New York City to Martha Bulloch, who he described as a "sweet gracious, beautiful Southern Woman" and Theodore Roosevelt Sr., who he wrote was "the best man I ever knew." Roosevelt was born into wealth, with his father a henchman of the family firm, Roosevelt & Son. Roosevelt’s grandfather, Cornelius Van Schaack Roosevelt, had earlier redesigned the business so it focused on selling plate glass instead of retail hardware. When the financial Panic of 1837 struck New York, Roosevelt’s grandfather bought up land. The plate glass business was sold to a British firm in 1876 and it changed its focus again – this time moving into the private banking and investment business. As Roosevelt grew up, his uncle, James A. ran the business, but his father received a portion of the enormous profits. (Renehan, 16) Roosevelt was a frail and asthmatic child who was teased and bullied. He gradually overcame his ailments be becoming physically active, learning to box and ride horseback. He looked forward to the long vacations his family spent in the country, where he could revel in the countryside and its wildlife. While he was still a young boy, he became interested in natural history and zoology. His interest in hunting and nature were a lifetime passion for Roosevelt. In the fall of 1876, Roosevelt entered Harvard, where he graduated in 1880. "I thoro... ...cted, it became clear that the United States would probably become involved in Europe’s war whether it wanted to or not. Roosevelt began lobbying Washington so he could raise a division of infantry and cavalry to serve in Europe. He did not receive favorable responses and journeyed to Washington D.C. to personally speak with Secretary of War Newton D. Baker and President Wilson. His wish to create a division was refused. Roosevelt would later write a friend that Wilson’s soul was "rotten through and through." In 1918, Roosevelt was once again consorting with Republican conservatives such as Taft and Elihu Root, who were opposed to Wilson and his League of Nations. Roosevelt was overjoyed in 1918 when republicans won a Senate majority. Early in 1919 he was boasting that he would be given the Republican nomination for president in 1920. But he died on January 6, 1919.

Cyp 3.4 Health and Safety

CYP Core 3. 4 Support children and young people’s Health and Safety When planning a healthy and safe indoor or outdoor environment there are some factors that need to be taken into account. Specific Risk to individuals. Specific Risk to individuals. Age, needs and abilities of the children and young people. Age, needs and abilities of the children and young people. Desired outcomes for children and young people. Desired outcomes for children and young people. Line of responsibility and accountability. Line of responsibility and accountability. The duty of care. The duty of care. Function and Purpose of the environment or service offered.Function and Purpose of the environment or service offered. Needs of carers. Needs of carers. Health and Safety factors to consider when planning. Health and Safety factors to consider when planning. Age, needs and abilities of children and young people All children and young people have developmental milestones which tell us the approximate ag e at which most children are likely to develop certain skills and ways they are expected to behave. However, the individual needs of each child or young person needs to be taken into account when planning a safe and healthy learning environment as the needs and abilities of each ndividual will vary particularly if an impairment, such as a learning difficulty or a physical disability has been identified. The age, needs and abilities of children impact significantly on what is safe or unsafe for them to come into contact with. For instance an eight month old baby will be expected to pick up objects within their reach and put them to their mouth so when planning a safe environment for them it will be important to keep small objects that present a choking hazard out of their reach.It is with this in mind that most practitioners will choose toys and materials safely. Before choosing toys they must be checked to ensure that they carry a safety mark which gives assurance that the products are safe to use as directed by the manufacturer. It is very important that toys and equipment are used in the way instructed by the manufacturer and not for any other purpose. All toys and equipment must also be assembled using the manufacturer instructions and age guidelines must be followed. E. g. â€Å"This product is not safe for children under 3 due to small parts†.It is important to remember the specific needs and abilities of each child when allowing them to use toys and equipment as some children for example may have developmental delays and still put things in their mouth like younger children so exercising extra caution may be necessary. Choosing toys and equipment that is durable and will last longer is practical as they are more likely to withstand constant use and have less of a chance of breaking and becoming potentially dangerous to the children using them.At St Cuthbert’s the needs and abilities of all children were taken into account when planning the outdoor areas, the school grounds and split into three different sections nursery and reception yard, year one and two yard and year three through to six have a separate yard. Each yard has been designed to specifically meet the needs of the children using i. e. smaller climbing frames for the younger children and larger ones for the old. The school building and grounds are all on one level and would be suitable for wheelchair users to access easily.Specific Risk to Individuals Some activities or situations can present specific risks to individuals. It is important to have good knowledge and understanding of each child or young person we work with so that we can recognise the risks if and when they occur and reduce the risk to an acceptable level or offer a suitable alternative. * If a young person is pregnant some activities otherwise deemed safe for her will become more of a risk to her because she is pregnant i. e. Trampolining, therefore a more suitable form of exercise safe for her and the baby could be offered. If a child suffers with a visual impairment the risk associated with certain activities may be higher – learning to use sharp tools for example. Advice can be sought from a professional who may recommend the use of specially designed tools or offer advice on suitable methods of teaching. * A child or young person with asthma or allergies will be unable to work with dust, pollen or certain food so it will be important to remember this child when planning certain activities i. e. bringing flowers in from outside or giving the children food treat.The needs of Carers Where relevant the needs of carers and parents are also a factor to consider when planning healthy and safe environments or services. For instance, a carer that uses a wheelchair will need sufficient space to move around safely and this should be thought of when planning the layout of furniture and facilities. The function and purpose of environments and services When planning a sa fe and healthy environment practitioners should take into account the function and purpose of the environment and services.Activities and experiences offered in one setting may be less suited and ill-advised in another. For example, many sports centres offer holiday clubs for children and young people, the environment is specifically designed for sporting activities and the staff will be trained and know how to properly use certain equipment, therefore offering the same activities in an out of school club that meets in a school classroom would be inappropriate and unsafe. Desired outcomes for children and young peopleThe desired outcomes for children and young people are among the factors that influence what is appropriate, safe and healthy for them to do within the setting. When planning an activity the potential benefits to the children and young people need to be considered against the likelihood of harm occurring. Duty of Care When a parent or carer leaves their child in the car e of a service they are in effect agreeing for the staff to care for their child whilst they are there. This means that staff has a duty of care to the child or young person in their care in line with provisions set out in the Children Act 1989.The act requires those caring for the child or young person to promote the safety and welfare of each individual in their care. The level of this duty of care must be that of a ‘reasonable parent’. If you do not act as a ‘reasonable parent’ would do to keep the child or young person safe you are failing to meet your duty of care and can be seen as being negligent. The Health and Safety at Work Act 1974 also states that the setting has a responsibility to safeguard the safety and well-being of children and young people in its care.Lines of responsibility and accountability It is very important for practitioners in all settings and services to be crystal clear about their own responsibilities relating to health and saf ety, or standards will slip and important welfare requirements may not be met. It is very important that practitioners monitor and maintain health and safety on an on-going basis and this will vary from setting to setting. At St Cuthbert’s Primary School Health and Safety is monitored primarily by the head teacher who is in charge of the overseeing of new policies and rocedures along with the school governors. All other staff members are responsible for their own safety and the safety of all of the children in their care whether it be their own class or the whole student population during break times. It is the role of the caretaker to monitor the health and safety of the school buildings and grounds and these are overseen on a twice a week basis. If the caretaker should happen upon a health and safety concern this will be immediately brought to the attention of the head teacher who will then decide on the best possible resolution.It is also up to the caretaker to be in the y ard first thing in a morning to ensure that all entry/exit ways to the school are securely locked making sure any unauthorised visitors cannot enter the school and ensuring the safety of the children. It is primarily the duty of the receptionist to check identification of visitors and providing them with a visitors badge and access to the school. When providing environments and services for children and young people it is important to comply with the laws and regulations set out by the government. The laws and guidelines set out by the government in England are: Health and Safety at work Act 1974 and 1992 This act is relevant for all places of employment not just those working alongside children and young people. Employers have a duty of care to ensure that the workplace and equipment within it are in a safe and useable condition and do not pose as a risk to the health and safety of anyone using it. Anyone working or volunteering in the setting have a responsibility to take care of themselves and others in cooperation with the employer. The Act also states that all employers must use the basic principles of risk management: 1. Risk assessment . Balanced control measures 3. Training The caretaker at the school I work in is responsible for checking the school buildings and grounds on a regular basis to ensure that all equipment being used is safe and does not pose a risk to any student or staff. Computers and other electrical equipment are checked on a regular basis by an outside company to make sure that there are no problems. It is the class teachers’ responsibility to ensure that their classroom and the equipment in it are safe for the children to use and this is taken into account when planning and risk assessing lessons.All staff is required to take part in training meetings in which they have the opportunities to learn how to use any new equipment or in some cases how to deal with challenging behaviour of specific children, courses such as safeguard ing, first aid and handling are compulsory. * Health and Safety (first Aid) Regulations 1981 Most settings working with children and young people with have specific individuals who are qualified to deal with first aid; there must be at least one person within the setting designated to first aid if an accident occurs. It is stated that by law all employers must keep a well-stocked first aid box.At St Cuthbert’s all staff members are first aid trained although there are only five members of staff as designated first aiders; it is their responsibility to ensure that the first aid boxes are fully stocked and in good working order. * Food Safety Act 1990, and Food Handling Regulations 1995 This act refers to how food may be stored and prepared and how cooking environments should be maintained and how staff who prepare the food must be trained. Any member of staff within the school handling food has a basic food safety and handling certificate including the kitchen staff. * Fire Pr ecautions (workplace) Regulations 1997These regulations apply to all workplaces not just those who work alongside children and young people. Under these regulations settings must carry out a fire risk assessment addressing seven key areas: 1. Fire ignition sources and risk from the spread of fire 2. Escape routes and Exits 3. Fire Detection and early warning of fire 4. Fire fighting equipment 5. Fire routine training for staff 6. Emergency plans and arrangements for calling the fire service 7. General maintenance and testing of fire protection equipment All staff members at St Cuthbert’s are trained in emergency procedure and what to do in the event of a fire.All fire safety equipment is checked once a month by an outside agency to ensure that alarms, extinguishers and other equipment are in good working order. * Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995 (RIDDOR) Under RIDDOR, workplaces must ensure they have an accident book. All accidents wh ich occur in the workplace or setting must be recorded in the book. Some types of accidents that occur at work – serious ones or those that result in someone being absent from work for more than three days must be reported to the Health and Safety Executive.Some Diseases that may be contracted by employees must also be reported i. e. HIV, Aids, Hepatitis and such like. At my school the accident and incident book is kept in the school office and all members of staff have access to this book, it is their responsibility to ensure that any accidents are recorded in this book however minor. If any concerns arise in relation to diseases and other contagious diseases then these are reported immediately to the head teacher who then takes appropriate action. * Personal Protective Equipment at Work Regulations 1992Under these regulations employers must provide equipment to employees needed to carry out their jobs safely. For example, someone working with young children will need an apr on and rubber gloves supplied to them for when they are changing nappies or dealing with other body fluids and waste. * Protection of Children Act This law involves the protection and safeguarding of children. (See unit CYP core 3. 3 for more details) * Children’s Act 1989 This Act covers the equality of access and opportunity for children and young people in addition to health and safety. * Health and Safety (young persons) Regulations 1997These regulations require employers to carryout special risk assessments for employees or volunteers under the age of 18, as they may be less aware of the Health and Safety issues then more experienced workers. * Children Bill 2004 Prior to this bill being passed there were concerns that children’s services were not working together effectively to protect vulnerable children from forms of abuse. This bill was passed to ensure the improvement of child protection for children and young people and to ensure that all agencies involved h ave better communication with each other regarding such issues.At St Cuthbert’s meetings are held on a regular basis for the complete staffing team to talk about any issues or concerns they may have regarding specific children. Any immediate concerns are reported to the head teacher and they and the class teacher discuss which action to take. Safeguarding issues are immediately reported to the member of staff in charge of reporting incidents of abuse who will then take appropriate action such as ringing social services or other outside agencies. Any parents with concerns over a child are directed to this staff member who can then take the action needed to investigate further. Every Child Matters This is a government agenda which sets out five major outcomes for all children: 1. Be safe 2. Being healthy 3. Enjoying and achieving 4. Making a positive contribution 5. Economic well being The Early Years Foundation Stage (EYFS) aims to meet every one of the outcomes listed above. * The Early Years Foundation Stage (EYFS) Welfare Requirements All settings to which the EYFS applies must meet all of the EYFS welfare requirements: Safeguarding and promoting children’s welfare. | The provider must take suitable steps to safeguard and promote the welfare of children.The provider must promote the good health of the children, take necessary steps to prevent the spread of infections and take appropriate action when a child is ill. Children’s behaviour must be managed effectively and in a manner appropriate for their stage of development and individual needs. | Suitable People| Providers must ensure that people working with children or having unsupervised access to them are suitable to do so. Adults looking after children must have appropriate qualifications, training, skills and knowledge.Staffing arrangements must be organised to ensure safety and to meet the needs of the children within the setting. i. e. ensuring that the staff to child ration is cor rect. | Suitable Premises, environment and equipment| Outdoor and indoor spaces, furniture, equipment and toys must be age appropriate and safe and suitable for their purpose. | Organisation| Providers must plan and organise their activates and setting to ensure that all children are provided with enjoyable and challenging learning and development experience which is suited to meet their individual needs and abilities. Documentation| Providers must maintain records, policies and procedures required for the safe and efficient management of the settings and to meet the needs of the children. | Within a school environment there are policies and procedures in place which support staff in the management of situations that involve the safety and wellbeing of all staff and children. Some of these are: * The Health and Safety policy * The Bullying Policy * The Safety Policy * The Child Protection Policy * The behaviour policy * The O Tolerance procedure The Confidentiality Policy * The Equa l opportunities Policy * Regulations and Requirements tell settings what they must do and what standards they must meet to ensure the health and safety of the staff and children within the setting but they do not tell the practitioners how this should be done. It is up to the settings to interpret the laws set out by the government and devises their own policies and procedures that explain how they will work within the law to promote the Health and Safety of everyone in the setting.At St Cuthbert’s it is the overall responsibility of the head teacher to ensure that the health and safety procedures in the school are implemented effectively by all members of staff. New policies and procedures are discussed by the governors and before any new policy is written up the staff have a chance to add or remove anything they feel it needs or does not need; the final draft has to be approved by the Head Teacher before being implemented.It is the job of the caretaker to parole the school grounds and building twice a week to ensure that there are no health and safety hazards which could potentially harm the children and staff. If a member of staff comes across a hazard then it will be reported to the head teacher who then ensures the caretaker can solve/fix the problem or that the required services needed are contacted and the risk to students minimised. Sometimes children and young people may want to take risks that are inappropriate for safety reasons or inappropriate for a child or young person because of their age, needs or abilities.As a practitioner it is important to remember that all children will want to take risks and we should not try to avoid risk altogether but allow children and young people to experience risk which will not harm them and which is suitable for their age needs and abilities. For example, a child of five may want to try and climb to the very top of a climbing frame, while this is risk taking and the child may be capable of doing this we m ust tell them of the risk involved and ensure that they stay safe whilst trying.In the case of a younger child or a child with a physical impairment it would be inappropriate and dangerous to allow this child to try the same thing. There is a difference in allowing children and young people to take appropriate risks that are worthwhile in terms of their development when compared to the likelihood of injury, and allowing children and young people to do things that are likely to harm them seriously without a justifiable developmental gain or experience.It is important as a practitioner to decide which risks are acceptable and unacceptable and to be able to minimise risk and harm to the children in their care. Before any activity takes place it is important to carry out a risk assessment and understand the settings policies and procedures for risk assessment and be able to follow them closely. There is a dilemma between the rights and choices that belong to children and young people in terms of the freedom to play and the health and safety requirements of a setting.It is important to remember that children and young people have a right to choice and the freedom of play and its benefits to their learning and development and that children and young people should be allowed to experience and take appropriate risks during their play and learning, within the boundaries of the health and safety legislations. There are four types of hazard/risk that should be taken into account in terms of play and development. These are: * Physical Upturned carpets, stacks of chairs, scissors etc. * EnvironmentalIcy pathways/yard, water on a staircase, objects obstructing exits etc. * Emotional Emotional risk taking is a life skill. Children and young people take emotional risks when they pluck up the courage to do something that stretches them emotionally or that risks personal failure or rejection. E. g. speaking in front of a group of peers or adults, auditioning for a part in a pro duction, not giving in to peer pressure, taking a physical risk in front of others. Activities that may feel like a risk to one child may come easily to another.We must remember that each child is an individual and will be comfortable doing things that some children may not be comfortable doing. Every so often a child needs to come out of their ‘comfort zone’ and be encouraged to try new things for the first time. Those with good levels of self-esteem and confidence will find trying new things easier than those with low self-esteem and confidence. It is important to help children and young people feel equipped for emotional risk taking by providing opportunities for them to take part in activities which foster high levels of confidence and self-esteem. Behavioural Behavioural Hazards occur when children and young people behave in ways in which they could cause harm to themselves and others. A teacher may set up an activity in which blunt objects may be used for sculptin g with clay, a behavioural hazard becomes apparent if a child then begins to use the tools provided in an inappropriate manner which could cause harm to themselves or others i. e. throwing the tools around, deliberately using them in a harmful way. The risk is therefore significantly raised to an unacceptable level and the practitioner must step in and take appropriate action immediately.A child’s behaviour to another child may be classed as a behavioural hazard also, if a child is bullying or physically harming another child then this is also a hazard than needs to be dealt with immediately. At St Cuthbert’s children are involved in thinking about safety and are encouraged to tell an adult if they see something unsafe. One of the most effective ways of ensuring that the children think about safety is to explain to them why we think an activity, a situation or someone behaviour is potentially dangerous.A more recent example of supporting children to manage and assess r isk was when we had our safety topic week in school. This week was dedicated to having various health and safety professionals come into school to talk to the children and get them to think about their own safety in and outside of school. Some of the visitors included the fire service, police officers and a lollypop person. As well as giving talks to the children there were various activities throughout the week that allowed the children to think about and manage their own safety.Other examples of this more recently was a cooking lesson given to small groups of children, not only were the children able to help in the cooking session they were asked to talk about things in the kitchen that could cause harm to them and how they should behave whilst using equipment and being in the kitchen. This activity allowed the children to understand that good behaviour and carefulness was needed to minimise the risk of harm to themselves and others.The policies and procedures at St Cuthbertâ€⠄¢s in response to accidents, incidents, emergencies and illness are hugely important as they can mean the difference between life and death should a serious situation occur. It may be necessary to evacuate the setting in the event of: * Flood * Gas leak * Fire * Identification of a dangerous substance To ensure the safe evacuation of the setting in an emergency: * All staff must know how to raise the alarm, where the exits are and where the assembly point is. * All staff is aware of their roles in an emergency such as taking the register, dialling 999 and checking rooms are empty. There must be regular opportunities to practice the evacuation procedure. These should be taken seriously and any difficulties should be resolved. The sound of the alarm may upset some children so it is important to be sensitive and help them to settle after the drill. * Evacuation drill notices must be kept in view at all times and give details of where the fire extinguishing equipment is kept. * Fire al arms, smoke detectors and emergency lighting should be regularly checked and maintained and staff should know where they are and be trained in their use.Details of all checks should be kept written in the log. * Emergency exits should not be obstructed At St Cuthbert’s the emergency drill is practiced with great care once a month. It is up to the class teacher to ensure that their class evacuates the building in a safe and calm manner and assembles at the meeting point. In the event of a real fire it is up to the receptionist to call the emergency services then make their own way to the meeting point where they will distribute the registers to the class teachers so that they are able to ensure that all children are accounted for.All registered settings must have written procedures regarding what practitioners must do if it was discovered a child was missing. It is important for all staff members to know these procedures and act quickly. At St Cuthbert’s an immediate se arch of the setting including outdoor areas is undertaken as well as finding out when the child was last seen and where. If the child cannot be found then the search would be widened to the local area around the school whilst the head teacher raises the alarm with the police and the missing child’s parents or carers.Sufficient staff remains on the premises to ensure that the other children are still taken care of and surplus staff such as the caretaker and teaching assistants may join the search until the police arrive and the search is controlled by them. The incident should be logged in the incident book by the initial member of staff whilst all details are still fresh in their head and later Ofsted will be contacted and the incident logged with them as an immediate review of the setting will be required.All children at some point in their lives experience illness and it is important that all staff recognise the signs and symptoms of illness in a child or young person to be able to take appropriate action in line with the settings policies and procedures. It is a legal requirement of all settings to have written guidelines for the management of illness within the setting. It is not the job of the practitioners to diagnose the illness this should be left up to a health professional, it is also not the role of the practitioner to care for a sick child and those who are ill should not attend the setting until they are well.There will be times when a child’s symptoms develop whilst they are at school, at St Cuthbert’s the procedure should this occur is as follows: * A member of staff will recognise promptly when the child or young person is ill using their knowledge of childhood illnesses to determine the seriousness of the illness. * The member of staff will respond to the symptoms in line with the schools policies, such as cooling a child down if they are suffering a temperature or administering a child’s asthma inhaler. * The membe r of staff will monitor the condition to ensure the condition does not become worse and a record kept. . e. when the child was last sick, their temperature or what time their inhaler was given. * The staff member will arrange for the child to be collected as soon as possible in the case of minor illness. In the case of accident or major illness then an ambulance will be called before the child’s parents or carers are contacted. When contacting a relative the child’s file will be looked at to determine the first point of contact in the event of an illness. It is important to be in control when ringing the parent or carer and ensure that they are not unnecessarily worried.In the event that an ambulance has to be called before the parents it is important that all details of the child’s symptoms are given correctly so that the emergency services know what they are dealing with and if needed advice can be given to keep the child comfortable until the ambulance arrive s. A practitioner will then accompany the child to the hospital until their parents arrive. * A record of the child’s symptoms and the procedures carried out will be logged in the incident book. All settings have a legal requirement to ensure that logs and records of incidents are kept up to date.When a child becomes ill at St Cuthbert’s or an accident or illness occurs the time and date is logged and any symptoms and signs of illness are written down. A practitioner’s response to a child’s illness is logged, making note of details like medication or first aid given and by whom. There are 4 designated first aiders within the school and it is their job to ensure that all first aid kits around the school are fully stocked and in good working order. It may be necessary for the first aider to be called in the event of an accident or incident and it will be their role to keep the incident book updated.

Alzheimer s Disease And How It Affects The Individual As...

This report provides detailed information regarding the Alzheimer’s disease, and how it affects the individual as a person. It examines the facts and statistics of Alzheimer’s disease, as well as cover the survival rate. It covers the cognitive impacts that Alzheimer’s has on the individual, and also the emotional profiles of each of its victims. Gives a general concept of how Alzheimer’s disease has evolved over the past years, and it also shares the advances that it has made. It addresses the role of the public health and aging services, and how it affects the person. It goes into detail on how the brain is affected by this disease, and the impact it can cause for the individual. Overall, it stresses the importance of being aware of the Alzheimer’s diseases because it allows for there to be support, encouragement, and hope for the victims. Just having someone there can make all the difference to someone suffering. 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Building A Fashionable Home - 1232 Words

It is not enough to build a fashionable home, it should be sufficiently safe and secure for its occupants as well. Those living in gated condominiums are not exactly immune to the ever growing home security concerns either. It is also not enough to secure your home against various physical threats. You need to plan well and build a safe interior as well, especially if you have children, elderly members or pets staying back when you are out for work or for any other purpose. Planning stage Before taking any action, you need to plan well. If you are building a new residence, then this planning phase should start in the designing stage itself. It is never too early to think of the health and well being of the family. Once you survey the layout of your house and its interiors, you will have a rough estimation about the possible threats. Note down all the requirements first before you begin searching for the available security products. Analyse the pros and cons of each before investing on any of the available options. Discuss your requirements with a home security expert and seek his or her opinion about the matter. Don’t consider that making a home secure is possible just by installing the latest burglar alarm. As you will shortly see, there are other important aspects that you will have to cover. Types of security measures Even when at home, we are continuously exposed to different kinds of harms. To live as securely and peacefully as possible you need to prepare your buildingShow MoreRelatedDiscussion On Sustainability Of Zara Minimal Advertising Essay973 Words   |  4 Pagescampaign (Cabon, 2014). Communication through traditional tools like HM may decrease the exclusivity and luxury of Zara’s brand. Hence, selective quality brand communication creates higher brand image. From the analysis above, Zara depends on its fashionable products as its main attraction. The changing stream of products makes consumers to visit stores 17 times annually (Choi, 2014). Therefore, the retailer creates a unique position of affordable exclusive quality fashion retailer. Figure 9 ZaraRead MoreThe Royal Pavilion2193 Words   |  9 Pages The Royal Pavilion was a very fashionable building in its day. The architecture was quite fashionable as it used the idillic style which was fashionable and the farmhouse idea was fashionable, however the Indian style the Royal Pavilion used was unfashionable. On the outside of the Pavilion the Prince also used the neo-classical style which was fashionable back then. Trompe loeil was a fashionable interior design which the Prince used. However theRead MoreTaking a Look at Emmanuel College717 Words   |  3 Pagesnext to the bus station and is home to 140 postgraduates and 487 undergraduates, in a roughly equal gender divide. Women were first admitted in 1979. Emmanuel boasts an excellent academic record, which results in around five times as many applications as there are places. It has a strong equal opportunities policy encouraging a diverse and vibrant community regardless of social background, race or sexuality. 57% originate from state schools. While some of the building fabric poses difficulties forRead MoreSociety Wasn’t Built In a Day: Societal Structure in The Age of Innocence1493 Words   |  6 Pagesthe novel denotes the importance of architecture in society. At the beginning of the novel, it is evident that the characters preferred the Western way of life as â€Å"[Edith Wharton] repeatedly contrasted characters who preferred eclectic American buildings furnished with American antiques to those who opted for foreign, particularly French, designs†(Falk 23). Edith Wharton, according to Falk, contrasted characters who preferred the American style of architecture that included American antiques in itsRead MoreCommunity Architecture : Architecture And Architecture1695 Words   |  7 Pagesdescribed as architect follow the wish of users or community to design the building fit the requirement by using local materials and helps the residents to build the structure. Royal Institute of British Architects (RIBA) described ‘Community Architecture’ should follow the idea about The aim of community architecture is to improve the quality of the environment by involving people in the design and management of the buildings and spaces they inhabit. () In general, architect call ‘Conventional Architecture’Read MoreThe Great Gatsby By F. Scott Fitzgerald1641 Words   |  7 Pageswealthy protagonist, Tom and Daisy Buchanan, a rich, sophisticated couple with internal conflicts, George and Myrtle Wilson, another couple with marital issues, and Jordan Baker, a professional and cynical golf player, to name a few. New York City is home to all people alike; however, the primary factor used to define the economic and social status of a person is their wealth. In Harold Bloom’s literary analysis, â€Å"Jay Gatsby†, he describes the city’s atmosphere as â€Å"a world of broken relationships andRead MoreWhat Is Minsburgs Most Important Monetary Centre1195 Words   |  5 Pages INTRODUCTION Frankfurt is Europe’s most important monetary centre. Home of the many of Germany’s most famous business companies, skyscrapers ris, earning Frankfurt on the Main the nickname Manhattan. At the bottom of the tall, glass structures, the fashionable thoroughfares, like the Zeil, area unit lined with boutiques and standard stores, and throughout the town cafes, bars and clubs offer ample recreation worth for the 650,000 inhabitants and guests. Throughout the year, the hugeRead MorePlanning And Building Housing For The Zoo787 Words   |  4 Pagesautomatically gone into planning and building housing for the monkeys and animals in the zoo (quoted in Randall, 1950, p. 33). Few would go so far in their appreciations today. On all levels of government and within the ranks of nonprofit foundations and the building industry, a harsh reaction to the occurrence of an aging population is developing, especially in the area of housing. In the past five years, a large amount of federal programs has been approved to inspire the building of more housing divisionsRead MoreWhen It Comes To New York Accommodation There’S Something1323 Words   |  6 Pagesantiques, and books from Ingo Swann’s private collection. ROW NYC Row NYC is plum in the middle of Midtown with the savvy hotel’s name inspired by the Eighth Avenue address which guarantees â€Å"front-row views† across Manhattan’s beating heart. The building is home to Time Square’s only food market, City Kitchen, where guests can sample signature dishes gathered from around the metropolis. The homage to New York continues through guest floor colour schemes with the red, yellow, green, orange and blue roomsRead MoreShort Story : Walk Closet 1455 Words   |  6 PagesWalk in closet Walk in closet is a rather late invention. It started appearing in modern homes in early 20th century. Before that period a walk in wardrobe as we know it today, was not commonly seen even in the most elaborately designed houses. A regally decorated dressing room was however a common feature of many 19th century homes. If you are planning to design a dressing room for your home, you can easily go through the dressing room pictures presented on this site and model a walk in closet

The Northwestern University Football Team Case - 582 Words

During the week of March 23-29, the National Labor Relations Board ruled in favor of a group of Northwestern University football players who were attempting to form a union. A petition was brought forth after a majority of the Wildcats signed. The university itself had no effect on the team’s decision to unionize. In fact, after being informed that the notion passed, a Northwestern University representative released a statement claiming that the university planned to appeal. Most colleges are against the unionizing of their players, saying, â€Å"Instead of giving college athletes a salary, we need to do a better job encouraging them to finish their degrees and utilize the educational opportunities in front of them† (Mendelson, â€Å"College Athletes Shouldn’t Be Paid†). Though this decision only affects the Northwestern University football team as of now, it could become widespread as other schools’ teams follow suit. Receiving compensation could potentially have a negative affect on over a third of all Division I schools. According to Tan, â€Å"This decision only applies to private schools† (â€Å"Scholarships Sufficient Compensation for Student-Athletes†). Specifically, the choice to unionize could have an impact on 124 NCAA Division I private colleges and universities around the country. Mendelson wisely states that student-athletes need to stay focused on school and receive their degrees so that they will have the tools to succeed both on and off the playing field (â€Å"College AthletesShow MoreRelatedWhy Is Education Be The Number One Priority?882 Words   |  4 Pagesthe Regional Director examined a factor in Brown University and found that athletes’ duties are not part of their graduation requirement because one does not receive credits for that sport (40). College’s main goal is to educate young individuals’ so that they can succeed in life. Sports are just a form of entertainment and a way to bring revenue into the school. According to Mans and Gibbs, to be eligible to play football at Northwestern University the player must be enrolled as a full-time studentRead MoreShould The National Ncaa Be Paid?1581 Words   |  7 Pagesplayers to the point of exploitation. Every staff member from the NCAA, universities athletic staff, and the event staff are paid from the television revenue, ticket and jersey sales, likeness promotions and other sources of income. The ones who are left out, the athletes, are the ones who actually create the value. In March of last year, The National Labor Relations Board in Chicago ruled that football players at Northwestern University are employees and had the right to unionize. The board made its decisionRead MoreShould College Athletes Be Paid?1739 Words   |  7 Pagesthe past. Knowing a former athlete one might say that most people do not realize the pressure and stress college athletes face every day. College athletes, being the size they are today, make a more high risk of injury. They play a great role in university revenues depending on their performance. Sports also play a great role in our economy such as the NFL, NBA, MLB, and the NH which are professional sports that are allowed to receive a set paid salary rate making millions each year, doing the sameRead MoreLarge Salaries of Pro Athletes Negative Effects on Athletes and Sports1574 Words   |  7 Pagesa basketball or even a football player is paid. These salary increases have drawn the attention from everyone from the rab id fan as well as the youth who follow the sports of interest. The main reason for this growth in such a sport, for example the NFL, is the increased media exposure, and the extended marketing of the marquee players, such as the NBA and MLB. The contrast to belief is the highest paid athletes are not always the best players in terms of stats in such cases of the NBA. In the rightRead MoreThe Ncaa s Policy On Amateurism1360 Words   |  6 PagesThe NCAA’s policy on amateurism has been around since the creation of the NCAA by Theodore Roosevelt. This policy was created to prevent teams from hiring ringers to play in games and to limit point shaving/corruption in collegiate sports. Currently, prospective student athletes have to be certified as an amateur by the NCAA Clearinghouse in order to compete in any competitions. Over the last decade, there has been an increase in the National Collegiate Athletic Association or NCAA’s policy on AmateurismRead MoreShould College A thletes Be Paid A Salary?1729 Words   |  7 Pagesmoney and an unbelievable amount of recognition for the universities. The athletes that provide and make a ton of revenue for the colleges also spend a huge amount of their time practicing and staying committed to sports. They also have to maintain good grades in school which requires quite a bit of overtime. Because college athletes generate massive amounts of revenue and put in massive amounts of personal time for their individual universities, colleges need to financially compensate players for theirRead MoreShould Athletes Be Paid For Their Efforts?1356 Words   |  6 Pagesmembers of each university that they are apart of. Collegiate level athletes are responsible for many millions of dollars of revenue for many large universities, this very fact brings up the question are college athletes being treated fairly? Should the athletes that spend much of their time in college training day in and out be paid for their efforts? There has been many varying opinions on the debate should athletes in college receiving payment or not? Many of the universities, and athletes thatRead MoreResearch Paper On College Athletes1345 Words   |  6 Pagesto avoid exploitation that takes place when Universities profit, but fail to compensate the student athlete. Majority of successful college sports teams spend over 40 hours a week practicing. That is more time then some full time jobs. The only difference being, those people get paid. If the average If the average football scholarship is worth approximately $20,000 per year, that player makes the university approximately 70,000 per year, the university will profit $50,000 per year, per scholarshipRead MoreShould College Athletes Be Paid? Essay1593 Words   |  7 Pagesto not only stay good but also thrive in their collegiate endeavors, that doesn’t mean the university they attend should pay them for it. That’s their choice to play, college is a place for obtaining an education. Not trying to get paid for playing a sport like a professional. The question of whether or not student athletes should get paid arises primarily in reference to student athletes who play football and basketball at NCAA Division I institutions with high profile and high income athletic programsRead Mor eCollege Athletes Should Be Paid Essay2153 Words   |  9 Pages The play starts with an abrupt hike. His legs take off into a full sprint and he easily bypasses the player of the opposite team, who’s supposedly guarding him. He turns; the ball is spiraling into view and now is his chance to shine. As he jumps into the air to grab his glory, a sudden impact from the opposing player forces him to be thrown onto the ground where a tibia snaps. The player is taken off the field and rushed to the hospital where medical bills begin to accumulate. As a college athlete

McGerr Free Essays

Progressive reformers attempted to reshape American society in the late Nineteenth into the Twentieth Centuries. Three distinct areas, the Temperance movement, the Food and Drug Laws and the Child Labor Laws are contrasting but characteristic examples of the struggles, successes and failures that Progressives faced during this period. As with all complex movements consisting of disparate groups with at times contrasting points of view, it is difficult to generalize regarding this attempt at reconstruction. We will write a custom essay sample on McGerr or any similar topic only for you Order Now But the Progressives, for better or worse, did have a profound effect upon American society that is still being felt today. McGerr mainly considers the actions of the middle class as no other group â€Å"advocated the full range of progressive positions as much as the middle class did† (McGerr, 2005). This was none more the case than within the Temperance movement. The temperance movement had quite a simple aim in mind. It sought to greatly reduce the amount of alcohol consumed, or, as was increasingly its aim, to ban alcohol entirely. The Movement started, at least during this period, with the Women’s Christian Temperance Union, which established the Department of Scientific Temperance Instruction in many schools and colleges throughout the country. There was a purely rational and calculating method behind this attempt to convince young people of the evils of alcohol. Mary Hunt (the National Superintendent)   stated that people â€Å"must first be convinced that alcohol and kindred narcotics are by nature outlaws, before they will outlaw them†. The temperance movement was linked to the overall progressive movement through the fact that many drunken husbands beat their wives and families. Domestic violence was an example of the abuse of women’s rights, and so it was sensible for the progressive movement to support the temperance movement, even if some of the more religious and purely moralistic reasoning behind some temperance advocates were alien to them. The temperance movement was, at least temporarily highly successful. It is linked closely to the eventual passage of the 18th Amendment to the US Constitution, which banned alcohol within America. The advocacy of â€Å"temperance† regarding alcohol had led to the â€Å"prohibition† of alcohol just as Hunt had forecast. The temperance movement is an excellent example of how idealism combined with a good degree of shrewd political pragmatism could bring about change. The fact that the 18th Amendment was short-lived and that alcohol consumption was merely drive underground rather than being stopped somewhat dampens any claim for long-lasting success for the movement however. Prohibition also led to the rise of organized crime in many cities, again not exactly on the Progressive agenda. Most of all, the United States consisted of people who mostly did not want to ban alcohol consumption, however they had been temporarily persuaded otherwise. In contrast to the temperance movement, one cause of the progressive movement, that of introducing stricter food and drug laws to the United States, has survived and even expanded into the modern day. As McGerr suggests, a single books such as Upton Sinclair’s exposure of the disgusting, unsanitary practices at Chicago meat-packing plants   led at least in part to the enactment of the â€Å"Pure Food and Drug Act† and the â€Å"meat Inspection Act† in 1906. These Acts were an example of how the progressive movement could call a purely capitalist system to task and show that at least some degree of government intervention, oversight and even control was needed. A similar situation was seen within the child labor laws, that were brought about after progressives exposed the terrible conditions that even very young children worked in. Exposing these conditions through written descriptions by excellent writers and, most powerfully, through telling photographs of children at work, galvanized public support for changes in the law.   Lewis Hines produced unforgettable pictures of children at work. They were unforgettable because they were so sad, and brought guilt to nearly all Americans who saw them. This element within the Progressive Movement unapologetically used emotion to achieve what McGerr states they were looking for, namely â€Å"to change other people; to end class conflict; to control big business†.   The Child Labor laws that were introduced were in part an attempt to alleviate the terrible conditions experienced by many children and also, in the long run, to give them a chance at gaining the education that would allow them to rise above their low origins. Child Labor laws were thus part of the attempt bridge social gaps between the rich and the poor through enabling the poor to rise and by punishing the rich for their more exploitative practices. Essentially, they may be seen as part of the progressive agenda to make everyone middle class. Yet once again there was a very practical element to the method that these groups used. The National Consumers’ League was formed in 1899 and the National Child Labor Committee in 1904, both stemming from the work of the Working Women’s Societies. As with many progressive causes, movement towards actual change was at first slow and met with many failures before it finally succeeded. Federal regulations were declared unconstitutional in 1916, failed to become law in 1924 and initially in 1937. Finally, in 1938 the federal regulation of child labor was gained through the Fair Labor Standards Act. This set a minimum age for employment and set maximum hours that children were to work within federal law. It took more than thirty years since the first societies were initially set up for the movement to succeed. However, child labor laws have been strengthened ever since this time and have now become an unchallenged part of the American landscape. In this sense the Progressive movement was ahead of its time, pushing American to live out its promises to its most vulnerable citizens: children. Once again, pragmatism mixed with idealism succeeded, and unlike the temperance movement, its results were permanent rather than temporary. To conclude, McGerr ends his book by saying that the â€Å"basic lesson† is that â€Å"reformers should not try too much†. Perhaps this can be adapted to say that reformers should pick their causes carefully and then try as much as possible. Having too broad a range of objectives may be self-defeating. But picking a cause, such as child labor, that most rational human beings would consider the progressives possess the correct ethical stance on, is a way of advancing the agenda successfully.   At times, as is evidenced by the First World War and the defeat for the idea of government regulation that came from it, the progressive movement (as are all political movements) is influenced by matters beyond its control. The best laid plans may well come awry because of unforeseen or unpredictable circumstances. Works Cited McGerr, Michael. A Fierce Discontent: The Rise and Fall of the Progressive Movement in America, 1870-1920. Oxford University Press, London: 2005.    How to cite McGerr, Essay examples

Mobile Phone Is Neccessary Evil free essay sample

The Mobile phone is viewed as an important communication tool and has become an integral part of our daily life which is popular and also one of the latest technologies nowadays. Almost teenagers are increasing using and own mobile phones these days and they think it is an essential tool. There must be reasons why we have to dependent on mobile phones. This essay will argue that how and why people use mobile phones. However, it will be clarified in two parts. Firstly, it will tell us about advantages of mobile phones. Secondly, it will talk about disadvantages of mobile phones. First of all, mobile phones are most common electronic technology and become a fashion accessory to the teenagers. Most people have cell phones and they used it in many ways. As far as we all know around the world, every one of us understands the importance of mobile phones in today’s society. We will write a custom essay sample on Mobile Phone Is Neccessary Evil or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The most important thing is internet site which people can chat on Facebook and Gmail etc. These people who are in my friend list can chat whenever they online and use Skype to talk face to face. You can send e-mails, texts, music, video, photos and more. They make it easy for us to contact with family, friends and love ones which available these days that let you do more than talk on them. However, young people spend most of their pocket money on prepaid cards. We have technology today that allows us to keep in almost constant contact with one another. People like to use electronic technology for enjoyment and keep them busy and not being bored. Secondly, mobile phone is very useful for emergency. Mobile phone can save our life when we are in trouble. You can use it to call an ambulance for a sick person to take him/ her to the hospital. You can also call police when some people are abusing you. You can use it when you are far away with your family to contact them. Mobile phones can be used for communication with family and friends which including a network of specialized base stations. Mobile phones can be used anywhere and everywhere whenever you want to call an emergency for help. Mobile phones are very important to us and give us different of benefits. Thirdly, mobile phones can cause distraction in education. They can disturb students and teachers while they are fully concentration and the person’s phone rings, it disrupts the whole class. Children tend to get distract with all the entertainment inside their mobile phones such as music players, movies, games and messages. The students will become lazy to participate in class activities or outside class activities as they keep on bringing the mobile phones in school. They won’t be able to complete their school work and they will develop this kinder of attitude. Thus education standards would deteriorate. Moreover, mobile phones provide a large temptation to cheat in the examinations. Above all, more and more university students are indulged in games, internet etc. which make them weak in study. Lastly, mobile phones radiation damages brain function. Scientists believe that a call lasting just two minutes can alter the natural electrical activity of a child’s brain for up to an hour afterwards. Also, talking on mobile phones can penetrate deep into the brain and not just around the ear. Doctor’s anxieties that disturb brain activity in children lead to psychiatric and behavioural problems or impair learning ability. Most of all, doctors indicate that cell phones affect the biology of the brain. A laboratory study has shown that radio waves from mobile phones do harm body cells and damage DNA. Mobile phone users can easily be affecting by brain tumours due to the radiations emit by cell phones. Interestingly, the risk is highest for tumour on the same side of the brain where phone mostly hold. In conclusion one can see from the ideas stated above that mobile phones are most common electronic technology and become a fashion accessory to the teenagers. Mobile phones are also very important for emergency. Mobile phone radiation disturbs learning and damage brain function. However, the advantages and disadvantages of mobile phones can make people aware of the suffering of life in order to free themselves from going through this.