Polly Want a Cracker free essay sample

This selection can be found in Chicken Soup for the Teen Soul, the 7th in the Teen Ink book series, all available in bookstores nationwide and online. Click here to read more about these anthologies of the best pieces from 19 years of publishing teen writing in Teen Ink magazine!

Describe Yourself Essay Whats It All About

Describe Yourself Essay Whats It All About Whether youre applying to a community college, a four-year college or university, or graduate school, you may be asked to write an essay describing yourself. A Describe yourself essay may also be required for applications to extracurricular programs, special experiences, and certain types of employment. So, where do you begin when describing yourself in writing? Do you talk about your weaknesses, or just your strengths? Make Preliminary Notes Before you begin writing the essay properly, take some time to jot down a few thoughts. You dont have to include everything you write down here in your final draft; this is merely a brainstorming exercise that will give you some material to work with. First, make a list of your strengths and weaknesses. These can be physical, mental, emotional, or spiritual qualities. While youre at it, add any special talents or hobbies. If you have any personal heroes, list those names, whether theyre celebrated figures or not. Next, write down any significant experiences youve had, such as witnessing the death of a pet or family member, winning an award, traveling, or becoming sick or injured. Add dates to refresh yourself, in case you plan to write a chronological account. Finally, list some adjectives that you think other people might use to describe you, as well as words youd use to describe yourself. Pick a Format Some institutions will give you details on how to compose your essay. In the absence of such instructions, its always safe to go with a standard five-paragraph essay. This consists of an opening paragraph, three solid paragraphs, and a conclusion. Dont Be Too Negative While its fine to mention rough times or personal weaknesses, some things are better left unsaid. A run-in with the law or a battle with a serious mental illness is generally not the kinds of things you want to talk about in your essay. Always try to use negative characteristics or events to highlight your good points. For example, if one of your parents abandoned your family and you had to become a caretaker to your younger siblings, you can talk about how that experience made you more mature, responsible, and compassionate. But focus more on the outcome than the bad experience. The more skilled you are as a writer, the better youll do at turning negatives into positives. Open Strong Whether or not you have the option to give your composition a title, youll want your first sentence to reel the reader in. You could mention something that other people say about you, refer to a favorite quote, or make a joke that shows your personality. Write a Thesis Statement A thesis statement, which also belongs in your introduction, is different from a hook or a headline. The thesis is your overall description of what youre writing about. Here are some examples: __________ was the most significant experience of my life. The three values that best define me are __________, __________, and __________. My lifelong dream has been to __________. If theres one thing I regret, its __________. If I can accomplish these three things before I die, I will have lived a good life: Compose Three Distinct Paragraphs There are several ways you can arrange your essay. You might write one paragraph about each of your most important values, memories, or goals. Or you could devote one paragraph to describing yourself physically, one to describing yourself psychologically, and one to describing yourself socially. Again, the construction of the essay may be part of the assignment, so be sure to follow any instructions you receive. Close Memorably In your closing paragraph, sum up the basic point or points you want the reader to remember about you. What did you strive to say in the body of the paper? Recap it here by saying something like, Whatever happens, I know I will have my __________, __________, and __________ to guide me. Finally, remember that this is not a research paper or book report. Keep the tone casual, and make sure it sounds like the real you. If youre naturally a serious intellectual, thats fine. But if youre a clown, it wont serve you well to write a stuffy-sounding paper.

The effect of visual obstructions on the sexual behaviour of guppies Essay

The effect of visual obstructions on the sexual behaviour of guppies - Essay Example Therefore, in order to gain a better understanding of the evolution of specific, elaborate secondary sexual characteristics, it is important to study the ecological factors and behavioral mechanisms that may influence the outcome of sexual selection. These changes may therefore affect the evolutionary outcome of sexual selection. This paper summarizes the published article by Hibler and Houde entitled â€Å"The effect of visual obstructions on the sexual behavior of guppies: the importance of privacy†. The research team examined the effect of habitat structure on the sexual behavior of male and female guppies, Poecilia reticulata. The team tested whether the ability of males to observe the courtship activities of other males affects the frequency of courtship interference by male guppies, and whether this in turn affects the sexual behavior of virgin females interacting with these males. They tested these predictions by manipulating the structure of guppy habitats in the laboratory using opaque barriers and observing the effect of such visual obstructions on male courtship and interference behavior, as well as on female sexual responsiveness to male displays in experimental groups of guppies. The results of the experiments were scored and the interference behaviors as either ‘fend-offs’ or ‘chases’. Data for male groups that were tested with both virgin and non-virgin females were analyzed using ANOVA to determine the effect of both treatment and reproductive status (virgin versus non-virgin) on male display and interference behaviors with male group as a blocking factor. For trials involving non-virgin females, ANOVAs containing an order effect were also carried out for chases, fend-offs and displays. The results of this study support the original predictions made by the study group that visual obstructions reduce male interference behavior and increase female responsiveness

Refute an Argument regarding Immigration Essay Example | Topics and Well Written Essays - 500 words

Refute an Argument regarding Immigration - Essay Example The scales of justice tip away from the illegal immigrant. It tips away from human and civil rights as well. In the United States, overt discriminatory practices during all phases of the criminal justice system concerning ethnic minorities, especially those of African-American or Hispanic descent have been well-documented throughout the history of the country (Sampson & Lauritsen, 1997). In more recent years, various U.S. criminal agencies have increased their efforts to control a new type of minority group, namely illegal immigrants from Mexico and Central America. The U.S. passed the Violent Crime Control and Law Enforcement Act of 1994 which contains provisions that specifically target these groups by deterring employment opportunities for illegal immigrants and has provided a great deal of funding to the Immigration and Naturalization Service so it could increase efforts to diminish illegal immigration by stiffening border control tactics (McDonald, 1997). The recent increased implementation of law enforcement measures which are exclusively aimed at minorities and immigrants has occurred not only in the U.S. but in European nations as well. A study that conducted research in both the U.S. and Europe showed that interactions between police agencies and interactions with immigrants are becoming increasingly tense as evidenced by a proliferation of physical and verbal abuse, a growing mutual distrust and an escalating threat of violence. In the U.S., â€Å"Discrimination against minorities occurs indirectly as a result of poor legal representation, language problems, high incidences of specific offenses (such as drug-related and immigration violations) and low level of employment status† (Marshall, 1997) As compared to constituents of the socially dominant faction, illegal immigrants are much more liable to be detained, questioned, and searched by law enforcement officials. Once they have been arrested, minority members are also more

Investigation of red bull Research Paper Example | Topics and Well Written Essays - 1500 words

Investigation of red bull - Research Paper Example In contrast, the consumption of coca-cola and hot chocolate per day was found to be much lower, with an average consumption of –cups of coca-cola and –cups of hot chocolate per day. From the experiments conducted, the mean arterial pressure (MAP) for all participants at baseline (i.e. time=0 min) was found to be 92.09 Â ± 0.45 mmHg after consuming water, while the average heart rate was found to be 74.72 Â ± 1.75. Similarly, the readings for MAP and heart rate at baseline after the consumption of glucose drink were comparable, i.e. 92.09 Â ± 1.25 mmHg and 73.71 Â ± 2.65. However, as the time progressed, it was observed that while the readings for MAP and heart rate after consumption of water did not vary much, there was an observed increase in the MAP and heart rate after consumption of the glucose drink, peaking at 90 minutes post-consumption i.e. HR=79.01 and MAP= 94.75 mmHg and then declining to 73.76 and 92.73 mmHg, respectively, at 120 minutes. These findings a re depicted in the graph (Figure 1) below. Figure 1: Variation of MAP and Pulse Pressure with time: A comparison of Glucose vs. Control A similar trend, i.e. an initial increase in the heart rate and MAP followed by a decline, was observed in the after the consumption of the energy drink, i.e. Red Bull, but with certain differences. Although, as observed in the case of glucose drink, the heart rate and MAP increased after the consumption of Red Bull too, but the observed increase was much greater than that observed in the case of the glucose drink (i.e. Heart Rate: 81.71 post Red Bull consumption vs. 79.01 post-glucose consumption and MAP 100.1 mmHg post Red Bull consumption vs. 94.75 mmHg post glucose consumption respectively). Moreover, another important difference that was seen was that in the case of Red Bull consumption, the peak MAP and heart rate were achieved earlier, i.e. at 60 minutes post-consumption after which they started declining. Figure 2 below is a graphical repres entation of these findings. Figure 2: Variation of MAP and Pulse Pressure with time: A comparison of Red Bull vs. Control Another aspect of this experiment was to compare the differences, if any, in the variation of MAP and pulse between Red Bull and Red Bull without sugar. When the students were asked to consume Red Bull without sugar, an interesting observation was noted. It was seen that the results for the consumption of Red Bull without sugar were comparable to those obtained after the consumption of Glucose drink. After the consumption of Red Bull without sugar, the MAP and heart rate were observed to rise, reaching a peak at 90 minutes, when the MAP rose to 97.74 mmHg from a baseline MAP of 92.98 Â ± 1.70 mmHg and the heart rate rose to 80.83 from a baseline heart rate of 72.71Â ± 2.99. After 90 min, both the heart rate and the MAP were observed to decline. This is illustrated in the figure 3 below. Figure 3: Variation of MAP and Pulse Pressure with time: A comparison of Re d Bull without sugar vs. Control It is also important to note that the magnitude of the effect of Red Bull with no sugar on the heart rate and MAP was higher as compared to glucose drink while it was lower than the magnitude of effect of conventional Red Bull, i.e. with the sugar component. This study also aimed at elucidating the impact of the different beverages, i.e. water (control), glucose drink, Red Bull and Red Bull without sugar on the reaction times of the subjects. When the reaction tim

Immanuel Kants Idea of Knowledge

Immanuel Kants Idea of Knowledge Immanuel Kant is responsible for introducing the term â€Å"transcendental† to the philosophical discussion. By doing this it was his goal to reject everything that Hume had to say. His argument proved that subjects like mathematics and philosophy truly existed. One of his main arguments was the idea that gaining knowledge was possible. Without this idea of knowledge there would be no reason for a discussion. Since we know that knowledge is possible we must ask how it got this way. According to Kant, one of the conditions of knowledge is the Transcendental Aesthetic, which is the mind placing sense experience into a space and time sequence. From this we understand that the transcendental argument is an abundance of substances situated in space and time, with a relationship to one another. We cannot gain this knowledge from sense-experience (Hume) or from rational deduction alone (Leibniz), but showing how knowledge exist and how it is possible. Kant makes the claim in the Transcendental Aesthetics that space and time are ‘pure a priori intuitions. To fully understand what this means we must define what an intuition is. According to Kant an intuition is raw data of sensory experience. So basically intuitions are produced in the mind. Kant is saying that space and time are things that are produced in the mind and given before experience. Space is a necessary a priori representation, which underlies all outer intuitions. It does not represent something in itself or any other relationship. Space is only a form of appearance represented outside of the mind. Time, on the other hand, is a necessary representation that underlies all intuitions and therefore is a priori. Since time is only one dimensional there is no way that we could access it quickly. We know that space and time are both a priori because of all of our experiences. Kant also claims that space and time are ‘empirically real but transcendentally ideal. When Kant says that space is ‘empirically real he is not presupposing external objects. There is no way for space to be an empirical concept. We cannot just come up with the idea of space; a representation of space must be presupposed. When we experiences things outside ourselves it is only possible through representation. For space and time to be ‘transcendentally ideal Kant is basically saying that â€Å"they are not to be identified with anything beyond or anything that transcends the bounds of possible experience or the a priori subjective conditions that make such experience possible in the first place.† Before Kant begins to explain the transcendental aesthetic he claims in the introduction that mathematical knowledge is synthetic a priori. This statement is based on Kants Copernican Revelation. According to Kant, time and space taken together are the pure forms of all sensible intuitions. This is our way of creating a priori synthetic propositions. These propositions are limited in how they appear to us but not present within themselves. We have a priori knowledge of synthetic judgements. According to Kant our judgements/statements can either be analytic or synthetic. An analytic judgement would be where the concept of the predicate is part of the concept of the subject. If it is denied then there would be a contradiction. A synthetic judgement, on the other hand, is where the concept of the predicate is not contained in the concept of the subject. So, if we denied it then there would be no contradiction involved. An analytical judgement would be â€Å"all bachelors are unmarried†. The concept of bachelor is defined as being unmarried. In analyzing this word we would say that it is an unmarried male adult. When we analyze concepts the parts come out. Therefore, when broken down our predicate concept of â€Å"unmarried† is shown. The mind is capable of finding this concept without going outside and experiencing it. If we tried to deny this statement there would have to be a contradiction, therefore making it false. An example of a synthetic judgement would be â€Å"the sun will rise tomorrow†. When we say this it is our way of taking two separate and distinct ideas and putting them together. There could be no contradiction in this statement because we can image that something like this could occur. In Section I of the Transcendental Aesthetic, Kant gives four arguments for the conclusion that space is empirically real but transcendentally ideal. As we know space is not an empirical concept. We cannot physically derive the idea of space. The only way that we can receive these outer experiences is through our representation. When it comes to space we cannot represent the absence of space but we can imagine space as being empty. In order to be given any content in our experience we must presuppose space. Knowing that space is not a general concept we can only discuss one space at a time and if we speak of diverse spaces we only mean parts of the same space. The parts cannot decipher the bigger space but only what is contained in it. Since space is seen as only one, the concept of spaces depends on a limit. Concepts containing an unlimited amount of representations cannot be contained within itself. All parts of space are given to us at once. Therefore it is an a priori intuition not a concept. All of the previous information is Kants way of showing that the synthetic a priori knowledge of mathematics is possible. As we know mathematics is a product of reason but is still synthetic. But how can this knowledge be a priori? The concepts of math are seen a priori in pure intuitions. This just means that the intuition is not empirical. If you do not have intuitions then mathematics would not even be a concept. Philosophy, on the other hand, progresses only through concepts. Philosophy uses intuitions to show necessary truths but those truths cannot be a consequence of intuitions. The possibility of math only occurs because it is based on pure intuitions which only occur when concepts are constructed. Like pure intuition, empirical intuition, allows us to broaden our concept of an object by providing us with new predicates. With pure intuitions we get necessary a priori truths. Synthetic a priori knowledge in mathematics is possible only if it refers to objects of the senses. The form of appearances comes from time and space which is assumed by pure intuitions. Doubting that space and time do not belong to the object in themselves would cause us to not have an explanation about a priori intuitions of objects. We have to come to the conclusion that in space and time objects are only appearances entailing that it is the form of appearances that we can represent a priori. Concluding that a synthetic a priori knowledge of mathematics would be possible. What is the Transcendental Deduction? This is the way concepts can relate a priori to objects. Kant says, â€Å"If each representation were completely foreign to every other, standing apart in isolation, no such thing as knowledge would ever arise. For knowledge is [essentially] a whole in which representations stand compared and connected.† Kant lays out a threefold synthesis about experience: a synthesis of apprehension in intuition, a synthesis of reproduction in imagination, and a synthesis of recognition in a concept. We should not divide these steps into one but they should all be intertwined as one. So what we see must occur consecutively. Therefore our idea of the Synthetic Unity of Apperception comes into play. This is where every possible content of experience must be accompanied by â€Å"I think†. Everything in your mental state should be able to be accompanied by â€Å"I think† if not then it will not matter at all. â€Å"I think† is not something that consists in sensibility. It is an act of spontaneity. It precedes all possible experience. The unity of this particular manifold is not given in experience but prior to it. Thinking substances can only perceive what is going on inside as perception goes on at all times. This is where our awareness of a manifold comes into play. We are aware of one thing after another. Each impression is different from one other. We must say that these impressions are mine. Basically accompanying them with the phrase â€Å"I think†. As for the Transcendental Unity of Apperception we are never aware of ourselves as the thinker but just the intuitions. All of our experiences must be subjective to this combination of things. I must actively pull them all together as them being a part of my experience. The only way that I can be aware of this â€Å"I† is if I am able to pull together all of these representations. In this we can see the idea of objective unification. There is a connection between transcendental unity of apperception and objective unification. When we speak of objective unification we believe that there is a right way to put things together. This concept basically comes from our categorical synthesis which involves a priori concepts. With the categorical synthesis it is our way of putting together intuitions in a category. We must be able to make a judgement. For example we must be able to say this is how things seem to me because of pass experiences. By saying this it would be a near judgement. Whereas a judgement would be us just saying this is how things are. To make a judgement is to say this is how things are out there; how they objectively are rather than how they appear subjectively. For a manifold to be complete the sensible intuitions have to be subject to the category. This is how we can have a categorical synthesis. We cannot have sense impression unless I can bring them together under a unified manifold by knowing they are objective rather than subjective. Any intuition that we have must be subject to the category. We could not have an awareness of one event coming before the other unless there is a manifold of â€Å"my†. Appearances are not objects in themselves. They are not just representations; they are separate intuitions therefore having no connection between them. Imagination is what connects the manifold of sensible intuitions. Nature is just appearance. Anything that appears to us must conform to law. We have to complete this synthesis in order to have experiences. It is presupposed that there is an objective to all of my experiences. Without it there would be no way to put them together and I would not be aware of them as experiences. Both the threefold synthesis and a transcendental unity of apperception are necessary to have ordered experience for any sort of theory of experience. 3. Kant defines Idealism as â€Å"the theory which declares the existence of objects in space outside us either to be merely doubtful and indemonstrable or to be false and impossible.† Since I am conscious of my own existence, objects in space must also exist. Having knowledge, the only thing that we are aware of is our representations. These representations are only achievable through an object outside of me not by the representation of that object. Therefore I exist in time because I am capable of perceiving actual things outside of me. I am conscious of my existence in the same frame of time as I am conscious of those objects existing outside of me. When referring to idealism it is believed that our immediate experience is inner experience and from this particular experience we only receive outer objects. It is quite possible that these representations come from within. When considering the representation â€Å"I am† a subject is included. We do not know what that subject is though. So according to circumstances we do not have any experience of that subject. To fully understand the knowledge of the subject we must have intuition. But the only way to receive this inner experience is through our outer experience. To have the existence of outer objects we must be conscious of ourselves. This does not mean that our representation of them involve true existence because they could also be produced by our imagination. The representations of our outer objects come from our perceptions. According to Kant â€Å"all that we have here sought to prove is that inner experience in general is possible only through outer experience in general. Whether this is or that supposed experience be not purely imaginary, must be ascertained from its special determinations, and through it congruence with the criteria of all real experience.† According to Descartes, we really know only what is in our own consciousness. We are instantly and honestly aware of only our own states of mind. What we believe of the whole external world is merely an idea or picture in our minds. Therefore, it is possible to doubt the actuality of the external world as being composed of real objects. â€Å"I think, therefore I am† is the only idea that cannot be doubted. This is because self-consciousness and thinking are the only objects that can be experienced in the real sense. Descartes presented the main problem of philosophical idealism which was an awareness of the difference between the world as a mental picture and that of a system of external objects. Lockes theory, on the other hand, encompasses the mind as the origin for modern conceptions of identity and the self. Locke was the first philosopher to define the self through a continuation of â€Å"consciousness.† He also speculated that the mind was a â€Å"blank slate† or â€Å"tabula rasa†. These two strategies are very different from the above strategies of Kant. At the beginning of early modern philosophy, in Descartes, we seem to see our familiar world slipping away. At the culmination of early modern philosophy, in Kant, however, we get our familiar world back through at a price. In the following essay I will discuss this process, beginning with Descartes, ending with Kant, and discussing two of the four philosophers we have examined this semester. In Meditation One Descartes gives three separate arguments. From these particular arguments one can conclude that we cannot claim to know with certainty anything about the world around us. Everything might seem probable but in reality that does not mean that it lacks doubt. If we can never be certain how can we know anything. This is the main reason for Descartes bring this issue up. Basically his entire argument is based on Scepticism. Scepticism is very important and is seen as an attempt for our knowledge and understanding of the world. It is really hard to doubt that someone really exists but there is no way that one could get rid of the idea of scepticism The one thing that we know is that Descartes does not just randomly doubt everything. He provides very concrete reasons for the things that he doubts. As he sets up this doubt he has to be very rational about it. If he does not then his argument is not going to work. The KK thesis that Descartes uses is to show how these arguments work. The KK thesis follows: if a knows that p, then a knows that a knows that p. basically this means that if I know that there is snow outside then I know that I know that there is snow outside. The problem with this argument is that if we are not sure about our senses then there is no way that we can be sure about the knowledge that we possess. In making this thesis work one must have a strong understanding of what â€Å"knowing† really means. But there is no way that one can actually have this understanding. One must have self-knowledge or basically one must really know himself/herself. Therefore if you do not have that notion of self then you do not possess any knowledge. As we can see the KK thesis works in favour with what Descartes is saying in all of his arguments. The only problem is that he does not believe that his argument about God is that strong. He feels that if there is an Omnipotent God then there is no way that he could ever deceive us. There is no way that he could be all knowing and make us doubt the things that we do. On the other hand there is no way that there could be no God because our senses had to be created by someone. Therefore there must have been an evil demon that has deceived us. But since he doubts everything then he is not mislead into the false believing of a demon. So, in a later meditation he proves that there is a God and that he is not a deceiver. We turn to Liebniz and we continue to see the world slipping away as he discusses the monad. In looking at the things that Liebniz said it is believed that monads (Entelechy) are not physical or mental but biological. Therefore, the ultimate cogs of the world are biological elements or Entelechies. In doing this there is no distinction made between inanimate and animate objects, which would make everything, animate. If these monads are really just biological there is no way that they can make changes in each other. The only way for this to happen is if God caused these changes to happen. The reason that monads cannot bring changes in bodies is because that is not what they were programmed to do. They were created so that compound substances could be made. The biological nature of Monads makes their essential qualities to be apperception and appetition and even motion itself. Their relation is more of a final cause than an efficient cause. This is why he considers final causes as the principle of efficient causes and gives priority to final causes. Therefore, this made it hard for a monad to bring change in a body. As we can see, God is the unifier of the monads but he also brings harmony. Leibniz came to the conclusion, by using metaphysics and the nature of monads, that God was the ultimate monad and the Creator of this world. We are now at a point where nothing is the same. We believed in one thing but now it is completely different. The first problem that Berkeley would have with this objection is the fact that ideas cannot exist if they are not perceived. If we cannot perceive of the idea then there is no way that we can truly conceive of the thing. For example if I do not have the idea of the sky being blue then there is no way that I am going to walk outside, look up, and say the sky is blue. I do not have the concept of blue in the first place. He says that we cannot say what reality is like without using language. You cannot use a word well if you do not know the meaning of that word. When we are describing an idea it is based on what we feel. There is no way that I can say what I mean if I have no conception of the word. According to Berkeley, ideas do not do anything so it cannot cause anything to happen. The mind is active; it is able to perceive of new ideas by imaging. The one thing that the mind cannot do is actually form ideas. It can perceive the ideas but cannot come up with ideas that will resemble the mind when it does this. So, therefore there is no way that we can perceive of any sensible things without knowing what the words mean in the first place. If you do not know what the words mean then you cannot come up with ideas and without the ideas you cannot perceive anything. As we continue we start to see some changes. Berkeley is bring us closer to what Kant has to say. We finally come to Kant and we get our world back through pieces. The way that we do this is through the Kantian price. The Kantian price is how we get our world back through space and time. We have to realize that we would not exist without a world of space and time. Space is not empirical; the idea of space cannot be conceived of. Space is of only one thing. It cannot be talked about in parts because parts are only contained in the overall bigger picture. All space is, is a form of all appearances of the outer sense. As for time it is a little different. Time is not something, which exist of itself. An intuition taking place within is what time is. Time cannot be removed from appearance even though it does not have to actually possess appearances. These appearances can come and go but time cannot be taken away. It is only suitable in conjunction to appearance not for objects preoccupied or taken in general. Time and space are the pure forms of all sensible intuition and so are what make a priori synthetic propositions possible. Therefore, bring back our world through a price. We get a chance to see how Kant breaks down what everyone is saying and shows us how the world is not really slipping away but it is just seen in a different way.

Possible Effects Of Global Warming Essay

If the global temperature swells by another 7 degrees, then it may result in melting of polar ice which may result in about a 3 to 4 foot increase in sea levels. If such thing happens, then many low lying areas in the world especially Bangladesh, Netherlands, Guam, Indonesia, Maldives and Sri Lanka could be engulfed by sea waters. Increase in global temperature may trigger the spread of dreadful diseases like Malaria, Virus fever, dengue fever and other sub-tropical diseases. Ever increasing temperature may upset weather patterns all over the world , causing starvation due to drought in prime food –producing regions namely South Asia , sub-Saharan Africa and tropical Latin America. Due to unprecedented increase in temperature, the whole gamut of species of animals and plants could be wiped out. 7. MAJOR PLAYERS OF GLOBAL WARMING: U. S. A is not only a foremost economy of the world but also the largest consumer of fossil fuels and naturally, it is the biggest producer of greenhouse gasses, comprising of more than 20% of the world’s carbon dioxide emission which is about 5 billion metric tons. Being the most industrialized economy, U. S. A is heavily depending on coal, oil and natural gas for its energy needs and hence U. S. A government is rather reluctant to initiate any appropriate steps to limit the greenhouse gas emissions and charges that Arrhenius theory is only a myth. U. S. A is averse to initiate any immediate action restraining the use of fossil fuels or to limit such use as they fear it would have long term effect on its economy. According to Global Climate Change Coalition, an industry group which is vehemently opposing prescribing mandatory limits on greenhouse gas emissions as it would result in the ruining of economy. Further , a study pursued by the coalition group forecasts that if U. S. A pursues some measures on restricting its greenhouse gas emission , then it would result about a 3% decline in U. S gross domestic product by 2010, resulting in a fall of 25% in the growth rate of American’s standard of living. Fig 1: Source: Pew Centre on Global Climate Change, December 2004. 8. PREVENTIVE MEASURES: An international treaty namely ‘The Kyoto Protocol ‘was adopted in Kyoto, in Japan in 1997 mainly to curb the emissions of greenhouse gasses. The Kyoto Protocol has prescribed mandating limits on carbon emissions which took effect in 2005 nearly after eight years of it was introduced. Regrettably, U. S. A, the world’s top carbon emitter has yet to ratify the Kyoto Protocol. Some Energy companies and economists have proposed to introduce taxing carbon as an enticement to tempt both the industries and consumers to use low carbon emitting fuels. Gases like Chlorofluorocarbons [CFC] are man made ones and this gas was used as propellants in aerosol containers, as refrigerants and also being used as a solvent in the manufacture of computer chip. It has been discovered that CFC were mutilating the stratospheric ozone layer thereby permitting majority of the sun’s destructive ultraviolet radiation to reach the Earth. The World CFC manufacturers have agreed to phase out their production of CFC by signing 1987 Montreal Protocol on Substances that deplete the Ozone layer. It is to be observed that the man made gasses like CFC is damaging the Ozone layer only very little and the major culprit is the carbon dioxide. Further felling the trees also contribute the level of CO2 high in the atmosphere as green trees helps to remove the gasses from the atmosphere or to maintain equilibrium. During the May 2005, New Zealand had introduced â€Å"carbon taxes’ mainly to dissuade excessive use of carbon oriented fuels. Thus, New Zealand had imposed about 6% to home electricity consumption and 9% for business energy cost. By 2012, all signatories to Kyoto Protocol should reduce their GHG emissions to less than 5% which is below 1990 levels. Likewise, The European Union had introduced a regional cap –and-trade policy to make it convenient for high emitting EU countries to oblige. 9. ADVANTAGES OF LIMITING THE EMISSION: Some U. S industries, though initially opposed to prescribe caps on emission, later considered that the stricter policy as not only environmentally essential but also potentially advantageous to economy since it will push for the invention of new technologies. Further, Title IV of the 1992 Clean Air Act demanded industries and utilities to minimize their sulfur dioxide emissions which are released by burning coal. Many companies who have exceeded their target sold their excess allowances to some companies that fall short of complying the above provision. Thus, a market in sulfur dioxide allowances materialized. The trading of these excess allowances is being conducted on the Chicago Board of Trading along with the markets for agricultural products and pork belly futures. 10. THE METHODOLOGY OF GREENHOUSE WARMING EARTH’S SURFACE: The greenhouse phenomenon is nothing about carbon dioxide and other greenhouse gases discharged into the Earth’s atmosphere will trap solar heat and such trapping will warm the earth’s surface and earth’s lower atmosphere. The greenhouse gas emission effect has been explained in the following diagram: FIG 2: EFFECT OF GREEN HOUSE GAS EMISSION: Source: National Aeronautics and Space Administration. 11. CRITICS ARGUMENT AGAINST FINDINGS: Some critics like Sallie Baliunas who is Harvard University’s astrophysics argue that in the past century alone, there was an increase of just 0. 5 degree Celsius and not more than a 10 to 20 % of a degree could have been caused by human-made greenhouse gases. According to Baliunas, the 0. 5 to 1. 5 degree Celsius warming foretold by the computer simulations overstates the greenhouse effect created by the equivalent 50% buildup of carbon dioxide. Some critics argue that IPCC disclosure that there is a perceptible human influence on global climate† tosses the finding itself into air. Some critics vehemently lament that sea-level surge predictions are embellished as the temperature in polar region would still remain below freezing. Some points out those supporters have projected an illusion that global warming would result in the spread of malaria and mosquito oriented diseases. Supporters of global warming have forgotten to take into account the advanced technology available as on date like air-conditioning, mosquito repellents and mosquito coils and modern medicines have completely eradicated Malaria from the soil of U. S. A and substantially in other countries. Likewise, critics assailed a report forecasting that algal blooms amplified by warming waters would cause cholera was disparaged as unfounded one by the evidence. 12. IPCC’s FINDINGS ON GLOBAL WARMING: United Nations’ Intergovernmental Panel on Climate Change [IPCC] has made the following revelations about global warming; ? There will be an increase of 15 to 90 centimeters in sea levels or by 6 inches to 3 feet by the year 2100. This mainly due to raising global warming which will melt polar ice sheets and the glaziers and there will be an expansion of water due to its getting warmed. ? Global warming will result in increase of extremely hotter days and there will be shrinking of cold days in general. ? There will be drastic change in weather pattern causing havoc floods like Katrina and some provinces will be engulfed by famine or droughts. ? There will be an intensity of rainfall as scientists would not predict whether severe storms and tropical cyclones would transform the intensity and location. If the sea level increases from half –foot to three feet level , then that would extensively flood the areas like parts of south Florida and southern Louisiana and would create an wide-ranging infrastructure changes in cities like Texas , Dallas , S. C , Charleston and some extent New York City. Further, regional warming trend over the past five decades has made ice shelves along the coast of Antarctica to crumple. Some supporters of the global warming argue that people would be benefit from climate change. According to World Climate Report, warmer climate will pave the way for opening up Siberia and northern Canada suitable for agriculture production, increase the rainfall globally and minimize the perils of winter driving. According to World Climate Report magazine that global warming would usher more advantages and these advantage will overtake its disadvantages. Imagine a warmer climate in poles, Siberia and in Netherlands. It would drastically reduce the energy consumption on heating, reduced clothing expenses, transportation will be less problematic and overall death rates would be at a lower level. Plants absorb the carbon dioxide through their leaves, employ it in the process of photosynthesis and then emit oxygen. Thus, the oxygen released by plant is taken up by the animals for their existence. Thus, carbon dioxide released by animals is returned to atmosphere and once again taken up by the plants as well as by oceans that envelop the Earth’s surface. 13. FUTURE ACTIONS TO BE PURSUED: United States, China and India are the three countries which have to be involved for the long-term reduction and these countries are not part of Kyoto’s Protocol first round. Since United States is not a signatory to the Kyoto’s Protocol, cutting emissions below 1990 level would be impossible to achieve. 14. ALTERNATE ENERGY: Wind energy is being employed in a large capacity in Germany and in a substantial way in countries like India, Denmark U. S, and Spain. As of today, wind energy is growing in a fast space due to technological advancement. It is to be observed that wind energy does not harm the environment and does not generate any greenhouse gases or atmospheric emission. Wind energy is named as renewable energy as it is replenishable and depends upon the sun as it is a form of solar energy. Hence, as long as sun is there, wind energy can be harnessed without any limit. Tidal energy is being harnessed to manufacture electricity also. A tidal power plant is in operation on the Rance River, an estuary of the English Channel in northwestern France since summer 1966. Tidal power plants will be most effective if the difference between high and low tides is enormous, as in Rance estuary, it is estimated that the difference is around 8. 5m or about 28 feet. Nuclear energy is a clean, competent and cost effective energy of the future. Some argue that though the nuclear energy is costly but it can be tolerated as it is a very efficient form of energy. For example, when set of uranium fuel rods is fitted in a nuclear reactor, it needs not to be replaced for many years. Further, uranium is available in plenty and its supplies are assured for many centuries ahead. As compared to fossil fuel based power plants , nuclear power plants does not emit toxic gasses in the atmosphere which ultimately responsible for global warming. It is to be remembered that a nuclear power plant does not pollute either the atmosphere or the water as compared to a coal-fired power plant.

Danielle Steel’s novel “Fine Things” Essay

Novel Title: Fine ThingsAuthor: Danielle SteelSummaryBernard Fine is a successful bachelor managing of the biggest stores in California. Bernie (nickname) runs into a little girl who is very lost and decides to help her out while. Her mother Liz comes to pick up her seven year old daughter Jane Calloway. The two newly met became friends (Bernie and Liz) and eventually fell in love and got married (much to the liking of Jane). Everything goes well and shortly after their marriage Liz gives birth to a son but the doctors decided that Liz has to stay in the hospital for a while and when Bernie asks why, they said that she must be tested for something but they never mentioned anything else to the overly concerned husband. A week later Liz is out of the hospital and with Bernie she finds out that shes a victim of the deadly disease cancer. Liz soon grows so weak that she looses her life and the long and painful journey for the young step-father Bernie has finally hit the saddest dead end. He tried to put up with his lost of his wife with the help of his parents. Bernie has no trouble at all raising Alexander and Jane all by himself then one day he met Jane’s biological father, Carter, and Bernie believes that custody should be his because Carter abandoned his wife and daughter long before. Carter defends himself while Bernie doesn’t believe him but somehow the man gains custody of his daughter then all of a sudden Bernie hears from his agent that Jane is the middle of a drug smuggling havoc in Mexico. He begs to the police that he should go with them to rescue Jane. Bernie drives down to the motel waited for a while until the agent finally has Jane out of the motel and back in her father’s arms. Bernie begins to move on emotionally, and becomes involved with a beautiful doctor, but Jane is still loyal to her mother and can’t accept this new woman but later on realized that his step father deserves to be happy and knew that her late mother would let him to be happy with someone new. Reaction:The story of the novel is not far from happening in real life. To keep a happy and complete family is always a challenge. In this novel, Bernie Fine struggles with the lost of his wife from the early stage of their marriage, leaving him the responsibility of raising their children and the longing of having someone special again. It showed the vulnerability of a man when it comes to losing a very important person forever. Reference: â€Å"Fine Things† by Danielle Steel

Collateral Victims of Cultural Conflicts The WritePass Journal

Collateral Victims of Cultural Conflicts Abstract Collateral Victims of Cultural Conflicts AbstractChap 1: Introduction.Chap 2: Literature ReviewChap 3: Research MethodologyChap 4: Social PolicyChap 5: Research Findings and Analysis.Chap 6: Comparative element (secondary materials)Chap 7: The Role of the Youth and Community Worker.Chap 8: Conclusions and recommendations.Related Abstract The main aim of this piece of work is to explore the views and opinions of young people of African origins (especially those from the DR Congo) who have come to settle in the United Kingdom, on how they would cope with being raised in a country with a different culture. Though the study emphasized more the reactions and attitudes of young people on being raised by their parents in an African manner, the views of parents on trying to educate their children in an African manner in a country with a different approach, understanding and different principles, are also taken into consideration. The introductory chapters give a brief overview of the reasons why this topic was chosen, the study aims and objectives and also the research methodology. The following chapters focus more on the complexities of multiculturalism and of the different styles of educating children both in the DR Congo and in the UK. Despite the work finally closing with a summary conclusion and key recommendations for ways forwards, further research may still be necessary to determine if the opinions and views of the participants may be representative of the majority. Chap 1: Introduction. This paper will be an attempt to critically look at the lives of children of asylum seekers/refugees/migrants living in the UK, especially those coming from Central Africa and more particularly from the Democratic Republic of Congo (DRC). While parents of Congolese origin will tend to think that the Western society has brain ‘spoilt’ and/or ‘damaged’ their children, turning them into ‘little rebels’, the western world will instead have the perspective that these parents are simply abusing their children with their way of educating them or dealing with their issues.   Victoria Climbià © is one such example that many living in the United Kingdom will still have in mind. The main reason for these different perspectives will be the respective cultures of the two parts. The innocent children would therefore find themselves in the middle as ‘collateral victims’ of a cultural conflict. Do these parents have the right to be harsh on thei r children because of their beliefs/culture? Do they really understand how things work in the UK, with the evident problem of language being the first barrier for their integration? What is the right balance between the two extremes? Is a certain type of media which is stereotyping parents of African origin as ‘child abusers’ helping? And finally, what should be the contribution of a youth and community worker to both the lives of young people and parents finding themselves in these situations. These are some of the questions that this piece of work will attempt to answer in an impartial way. Coming from the same background (the African one), reasons for prioritising this topic is the fact that both as a youth and community worker and as an African of origins, personal hope is that some change and challenge will be made to, if not necessarily the way children are being treated by some African parents, but to the way they believe is the best way of dealing with children, on the one hand. In fact, from personal experience, being born in Africa and having being raised there until the age of 30 when I then permanently moved to the United Kingdom, personal understanding and perspective is effectively that parents of African origins will generally tend to give their children very little ‘voice’ and/or ‘space’ or simply no voice at all in the all process of their education. They will, more than their European counterparts, appear to use ‘reasonable chastisement’ to ‘discipline’ their offspring, a practice still permitted by the law in most African countries. Considerations of matters such as children/young people’s rights will generally have very little importance or even in some extreme cases no importance at all in the sights of some/many parents of African origins. Many parents of DR Congo origins will only effectively hear about children/young people’s rights when arriving in the UK as these are not ‘popular’ topics in African contexts and countries, where issues of power, equality, respect and social justice are highly placed at the rear plan due to political, economic and cultural factors. Conversely, on the other hand personal hope is also that, some serious reflexion on the negative sides of giving ‘too much voice and/or space’ to children/young people will also be honestly and critically examined. In fact, so many times emphasis will be put on parents (of African origins) being ‘rude’ with their children. But little or even nothing at all would be done in cases where so many parents (of African descents) will go through depression, rejection, abjectness, misery and even physical assaults, all due to the fact that their children/young people would be ‘excessively using their rights of being children/young people’. Finally, another expectation of this work is to try and get the British/Western society to understand better where these parents of African origins are coming from in terms of their culture and consequently stops stereotyping/stigmatising them. There would tend to be more assumptions than real insights/knowledge when it comes to African cultures amongst the British/western public opinion. From personal experience of living in the UK for more than ten years now, it would appear that native form the UK would know very little about African cultures and would generally show very little interest in knowing what’s going on beyond the UK’s boundaries, particularly in Africa. Overview of following chapters The following are some of the issues that will be addressed in this dissertation: Chapter 2:   Literature review This part will propose a comprehensive and extensive review of relevant literature on the topic area, including reliable internet sources, academic texts and journals articles. It will be an attempt to relate the chosen topic to existing knowledge, finding the gaps in them and eventually necessary future research/works to be done. Chapter 3:  Ã‚   Research methodology In this chapter, principles and rules employed for the study will be analysed. The main issues to be discussed will include: The research design Procedures for data collection Why some specific procedures would have been preferred to others Participants observations Ethical considerations The process of interviews, its advantages and difficulties. Chapter 4:  Ã‚   Social policy This piece of work will move on trying to link the issue to current and/or contemporary social policies. A particular focus will be on the ‘Every Child Matters’ (ECM) policy though others social policies such as ‘Aiming high for children’ may also be taken into consideration. Chapter 5:  Ã‚   Research findings and analysis This is obviously the most important part of the work where all live conducted interviews will critically, carefully and impartially be analysed. Their results will then be related to the main topic of this piece of work to try and learn something from them. Chap 6: Comparative element (secondary materials) This is where issues of power and/or differences in relation with raising children of DR Congolese origins and children of Indian origins/culture will be analysed and compared. Results from primary research will also be compared to secondary materials where possible. Chap 7: The Role of the Youth and Community Worker. This chapter will look at the crucial role the youth and community worker can particularly play with young person finding themselves in such complex situations, but also what support can they bring to the parents involved in the same process. Chapter 8:  Ã‚   Conclusion and recommendations After some considerations on the limitations of the study and some useful recommendations in relation to the exploited topic, a general conclusion will finally be drawn. Chap 2: Literature Review This chapter’s main aim will be to critically review the points of current knowledge on the study’s topic, generally looking at relevant literature/materials in connection with the study. From outset, it might be important to signal here that not much has been previously written in the specific area of the DR Congo’s children being raised in the UK. Especially in Greater Manchester where the study has been conducted, same studies or research work to do with children/young people from the DR Congo being raised by parents of African origins are very difficult to find. But from an initial internet search, the few relevant materials in connection with this dissertation’s topic have been some articles on children from the DR Congo been maltreated by their parents mainly due to religion which is sometimes infused with elements of the traditional in many African countries. One particular case was a story on many newspaper front pages, of a young boy branded by a hot iron because his father thought he was a witch (BBC website, 2007). Looking at most of the newspapers and websites in relation to this story, what came out was that there was a general feeling of in crimination rightly based on the horrible act committed by this DR Congolese father without looking any further at ways to try and help the parents involved if not to recommend their community leaders to some kind of child protection courses. One may rightly confirm that there was no sympathy at all from the general public. Some materials in relation with children/young persons of other African countries such as Ivory Coast which is a country close to the DR Congo in terms of cultures have been considered. One really notable case resulting is the one of the Victoria Climbià ©Ã¢â‚¬â„¢s Inquiry Report from the House of Commons Health Committee (2002-2003). Victoria Climbià © was a young girl who died on 25th February 2000 as I just arrived in the UK on the 2nd February 2000. The case, which is still fresh in my memory as it really shocked me at the time, will be another key point of this literature review. The reporting committee found that this young girl from Ivory Coast who came to live in London with her great-aunt, Marie-Thà ©rà ¨se Kouao and with her grant- aunt’s partner, died because of multiple injuries arising from months of ill-treatment and abuse by her great-aunt and her partner who were both convicted and sentenced later on. Without going back into the details of this traumatic an d shocking story, something to be noticed in the report is the Inquiry’s findings of staff making assumptions that because people originated from a particular culture, that behaviour could be described as being culturally determined when in fact they knew nothing about that culture and had never visited the country. The report clearly suggested that Victoria’s African culture (and religion) were the reasons why the all regrettable tragedy happened, while acknowledging that this culture misled some of those who came to deal with the case directly. On this one, African culture (and religion) was clearly be put on the bench of accused as having a very bad influence and bad consequences on the education, safety and protection of children. Moving from there and looking at books/materials on multiculturalism, a theme closely linked to the main title of this study, one point of focus was the excellent study of Taylor et al (1994) on multiculturalism in which they made the point that cultures deserve admiration and respect, even if it is accompanied by much that we have to abhor and reject.   Similar point of view could also be found and read in others books and authors writing on the same theme. Many writers while agreeing on the necessity of multiculturalism in today’s society would however always make sure that those coming from outside should to some extents be ‘assimilated’ into the new culture they were joining. A very recent study on multiculturalism from the Journal of Intercultural Studies (2011) rightly pointed out that Contemporary popular debates around multiculture – or even worse multiculturalism – have tended to take a sceptical stance, to the extent it is understood as a ‘failure’. This will join in agreement with Thomas (2011) who argued that Since the 2001 ‘race riots’ in the North of England and the 7/7/2005 horrific events in London bombings, the botched attacks two years later on a Glasgow airport and a number of very serious foiled plots, Britain appeared to reject multiculturalism. One critic called it ‘the death of multiculturalism’. One thinking moving a bit in the opposite direction was the work of Paul Gilroy (1993) ‘The Black Atlantic’ who made a strong liberating call to the forces of cultural nationalism trapped in their respective camps. He made the interesting point that being both European and black requires some specific forms of double consciousness. McCalla (2003) seemed to argue in the same sense, going even a bit further in her book ‘Black Success in the UK’, suggesting that one of the strategy utilised by mothers of Caribbean/African origin in their childrearing to challenge racism is to provide their children with a sense of cultural belonging and a collective racialised identity that they can draw strength from in times of difficulties. She seems to make the point that the original culture of the child of African/Caribbean origin can be ‘positively’ used for their success in the British society, giving them some kind of strong identity. Despite all the above considerations, it might however be reasonable enough to say that most of these books/writings/materials have one major weakness: they don’t really understand African cultures and in some cases don’t even want to understand them. For the few who have attempted to get some deep insight on them, it is mainly about acknowledging and recognizing their existence without real will of practical understanding/knowledge of them. Personal concern when doing this literature review was also that no matter long could have a study conducted or a book written by a non African taken, it would still be very difficult for such a writer or researcher, despite all their willingness, to deeply grasp and understand some complex elements of African culture. Moreover, for some books/materials, by trying to protect the (African) child (only), it seems like the parents’ point of view (and culture) is simply ignored in many material relating to the subject. Assumption has instead always been made as to the conclusion that these children are being held ‘captives’ without their own consent. Very little has been done to try and find if the child themselves prefer the parent original culture. There is like a ‘taxation’ of the western culture and an obligation to renounce at one’s original culture. By trying to protect the British/European culture, the African culture is generally ignored. Not much help and effort to understand where the parents come from and try to help them as others in similar situations would benefit and get some compassion from the general public. In fact, Looking at an article from the Guardian (2009) ‘Tracey Connelly: the story of a woman defined by abuse’- on a simila r horrible similar story to the Victoria Climbià ©Ã¢â‚¬â„¢s one, committed by the parents of baby Peter Connolly can reinforce this stand point. The Guardian effectively tried to look at the reasons why Tracey Connelly, the mother of this lovely innocent baby, would commit such an atrocity on her own child and came to the conclusion that the fact that she had had a similar childhood (of abuse) which consequently led her into a drinking and pornographic life should be into consideration. Looking at a blog/debate linked to this article got to personal conclusion that many in fact became a bit sympathetic with Tracey, arguing that it would be important not only to look at what had happened but to try and find the reasons/roots and try and fight them from there to ensure that such events do not re happen in the future. Personal expectations are now that the following chapters of this work will give a better balanced view of the topic and hopefully suggest some positive recommendations related to the main theme of the study. Chap 3: Research Methodology This third chapter of the paper will explore the process of information gathering, including a rationale for any specific research methods chosen and relevant ethical issues. This study has drawn on a wide range of sources. However, for the purpose of information gathering, it has mainly used ‘qualitative’ methods. As Bedford and Wilson (2006) argued, while quantitative research collects facts and study the relationship between one set and another, gauging public opinion, qualitative research, almost the opposite of quantitative research, is more concerned with trying to gain an insight into human perception of the world and, as such, recognize that it is not wise to generalise about human reactions, opinions, attitudes and so on. In the qualitative research, the hypothesis or theory comes after the data collection. For the purpose of qualitative research, the strategy mainly consisted on organising face to face interviews with different members of the public who were susceptible to bring any kind of contribution to the study. Most interviews were live and were recorded. The original idea was to conduct interviews with some young people of African origin and others interviews with parents of the same backgrounds. But after the first interview with one young person, some serious difficulties due to disclosure and maturity problems led to a change of approach. As a matter of facts, after consultation with the university tutor, it was then agreed to only interview adults of African origin who came in the United Kingdom as children, who would then relate their experience of being raised by parents of African origins in the a British context/culture. This strategy was found as being more reasonable and protective for the interviewer, and was consequently used. Insistence was on asking them to try and be as honest as possible and give their feelings/thoughts/perspectives of those times when they first arrived so young. This was because in the due process of growing up and becoming parents, some of them slightly/completely shifted their position today on the subject of being raised by African of Congolese origins. This was so important not to allow the research to get wrong answers, consequently wrong data. All together, 6 interviews have been conducted, recorded and transcripted. Four interviews were conducted on the experience of being raised in the UK by parents of African origins and the other two were done with parents of African origins raising children in the UK. Two of the six interviewees are people with whom previous rapport was established in the past. Difficulty wise, as said a bit above, one key problem was the one of disclosure. In fact, the topic being a very sensitive one, it was not easy to find people ready and happy to talk about such difficult and private things. For some reasons, 2 of the interviewees consented to be interviewed at the condition that they would not be recorded live. The methodology with them was to take note straight as they were answering the interview’s questionnaire. African beliefs and culture in general and specifically DR Congolese’s one was also a serious problem. In fact, coming from the same ground, personal strong knowledge and experience have usually shown that people from the DR Congo are very sceptical whenever it comes to anything like interview or similar things. It took a lot to convince interviewees about the well founded of the all thing and its benefits for the general society. Personal privilege of being able to speak many DR Congolese main languages really helped in the all process. In fact, in the absence of financial support/vouchers to encourage those taking part into the research, the technique used to convince people was to speak to them in their respective dialect. This put them into confidence and made them more relaxed. The interview questions were agreed in consultation with the university tutor. One vital element in conceiving them was to avoid using ‘leading’ and/or ‘misleading’ questions. General questions were to be used instead of questions which were susceptible of leading into private areas of the interviewees lives. An example of an interview questionnaire can be found in the index at the end of the work. In terms of ethical issues, it is important to note here that ‘respect’ of both human being and opinions of people either interviewed or simply approached to get an interview was vital and capital, constituting the basis of all research process. When for example there was a strict refusal for the interview to be recorded as the interviewee as said above, the interviewee not wanting their voice and/or answers to stay somewhere, it was important to show total respect of their opinion and not to insist on recording the interview. The specific context of African mentality being difficult and also because of the sensibility of the topic which may lead to some legal persecution, consent forms were used before all interviews. Permanent consultation took place with the dissertation tutor about the right decision to take in case of incertitude or in complex situations. Again as said a bit above, because two of the interviewees were of people with whom previous contacts were estab lished in the past and because of personal social position in the DR Congolese community in Greater Manchester doing that many people know me, the aspect of confidentiality was essential in the all study. Despite the use of consent forms at the beginning of all interviews, it was really necessary to make strong assurances to each interview that none of the collected information would be used without their consent. Finally, from recent work undertaken during a university placement in a local non for profit organisation in Greater Manchester mainly working asylum seekers/refugees/migrants from the DR Congo, some information were also gathered from that experience. The placement took place in an organisation called African Francophone Integration Project Ltd (AFIP). This organisation located in Beswick, has as main objective to help asylum seekers/refugees/migrants newly arriving in the UK in their integration process. Most service users of the organisation are form the DR Congo, some form different countries of Africa. Some personal non recorded informal talking with the first Director of the organisation on the subject also gave some interesting elements which this work will at some point draw on. The first Director related some of his personal experience in dealing with some personal cases in relationship with this study theme, notably one case of a parent and their child who were referred to them by the Central Manchester social services. Summarizing this important topic on the methodology used for this research, one key point may be that despite all difficulties encountered when conducting this research, the certitude is that the information harvested during this entire project have provided a strong base for analysing the main topic. Another important point in closing this section is that all research was really conducted in a professional and ethical way. Chap 4: Social Policy This chapter will outline the key reference to historical and contemporary developments in social policy, legislation and welfare interventions relative to this paper’s topic. It will also briefly explore wider policies that take into consideration the well being and/or protection of young people (of diverse backgrounds). The main piece of legislation which this piece of work is concerned with is the ‘Every Child Matters’ (ECM) policy. The Government Department for Education Website (2011) explains that the Every Child Matters policy is a set of reforms supported by the Children Act 2004. Its aim is for every child, to have the support they need to: Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic well-being Still from the department of Education Website on the origins of this policy, it can be understood that the ECM policy came into power after the horrendous death of a young girl called Victoria Climbià ©. This case was briefly evoked in the literature review. At the hands of those entrusted with her cares, Victoria suffered appallingly and eventually died. Her case was a shocking example from a list of children terribly abused and mistreated. Every inquiry related to this specific case has brought forwards proposals for change and improvement to the child protection system. There have been reforms. The Green Paper, Every Child Matters, which sets outs the government’s proposals for reforming the delivery of services for children, young people and families, builds on existing measures to ensure that children at risk of harm and neglect are protected from negative outcomes and support all children to develop their full potential. Beyond this, this Green paper also address the p roblem of children falling through the cracks between different services, emphasizing that child protection can not be separated from policies to improve children’s lives as a whole. The document looks at the progress towards a framework of services which will support every child, using this as a context in which to consider the specific need of children at risk. It stresses the importance of information sharing between different government agencies and of a higher level of accountability. One may rightly agree that since the implementation of this social policy, there have been so many positive improvements in the protection and well being of children, though much still need to be done. Trying to link this wonderful social policy which has certainly brought more protection and safety for children and young people to the DR Congo culture of raising children, one certain fact is that they unfortunately don’t always walk along. In fact, most parents really close to the culture of ‘discipline’ will tend to think that this policy has given children/young people to much space for ‘rebellion’ against their parents, despite the fact that most of them would acknowledged that cases such as the Victoria Climbià ©Ã¢â‚¬â„¢s one are not to be encouraged at all or to be repeated, ever. The reasoning beyond this from the perspective of African parents is that policies such as the ECM have unfortunately treated all parents as being Victoria’s parents, not recognizing that all parents are not as evil as Victoria’s tutors were. The ECM would however acknowledge that all parents are not to maltreat and suffer their children as Victoria Cl imbià ©Ã¢â‚¬â„¢s tutors did, but would instead prefer ‘safety than being sorry’. Another really inescapable social policy that is certainly linked to the study’s topic is the ‘Aiming High for Children’ Policy. The Department for Education website (2011) summarizes this policy in these terms: The government’s aim is to ensure that, every child irrespective of race, gender, backgrounds or circumstances, gets the best start in life and the ongoing support that they and their families need to allow them to fulfil their potential. It wants to do this in a partnership with active, responsible parents and empowered communities, supported by public services that delivered packages of support tailored to families’ needs. To support parents to meet their responsibilities in raising their children and to help strengthen the role of communities in supporting parents, the government has made tackling child’s poverty a priority since 1997, has created a network of Sure Starts Children’s Centres to support children and their families in the vital early years. The government wants to ensure that the primary role of public services is to support families and communities to improve children’s outcomes. This great policy which has effectively ensured that many children, especially those from low income families, a group where many asylum seekers/refugees from the DR Congo would find themselves, have a real good start in life. However, there would appear again to have some conflicts in terms of what children of Africans origins receive as early education which some parents believe sets them on a wrong path from start. As this will be soon explored in the next chapter on the results and analysis of interviews one parent complained that their children are taught from very early ‘how to dial 999 for anything they might think their parents do to them which they would not approve’. The debate may go on for so long. Closing this chapter, it might be of help to recall that the UK government social policies in relationship with the education and protection of children/young people have made such a great difference in so many lives, though they don’t always go along with some parents of African origins opinions, and also though much still need to be done to improve them. Chap 5: Research Findings and Analysis. This chapter, obviously the most important part of the dissertation, will focus on all live (recorded) interviews conducted for the purpose of this study. The chapter will be composed of two main parts: in the first part, all conducted interviews will be reported and explained. The second part will mainly focus on critically analysing their results. All together, a total of 6 interviews were conducted. All of the six persons interviewed live in Greater Manchester, UK. There were 4 females and two males. As said a bit above in the third chapter on the methodology of research, because of some complications to do with disclosure and age, it was decided after consultation with my university tutor to only interview adults, but who had come to the UK as children/young persons. The study being interested not only with the experience of young people of African descent being raised in the UK by their parents/tutors but also with the parents themselves, four interviews were related to the experience of young people and the other two were of the parents talking about their experience of raising up children/young people in the UK. All of the six persons interviewed were aged between the age of 25 and 35 at the moment of the interviews taking place. Most of the participants relating their experience of young people came to the UK when they w ere aged between 8 and 14. Three of them were living with their direct biological parents and one with an uncle. All of their parents/uncle was originally from the DR Congo. One particular point which may be important to signal here is that one of the interviewee, who gave their experience of young person of African origins living in the UK, first came to live in the UK themselves as a young person and has now become parent themselves at a very early age when still living with her parents. She’s now living alone and has consequently the double experience of have been in both positions the study was interested with. Carefully looking at all answers given by all the persons interviewed, one key thing to be noted first was that the answers of ‘young people’ were diverse/different from one to another while in the answers given by parents, many similarities could be found. Young people. Answering the key interview question of briefly relating their personal experience of being rose in the UK by parents of African origins, two amongst the four ‘young persons’ interviewed thought the experience was negative and difficult. One striking point was that all two mentioned the fact that at the very beginning when they first came to live in the UK with their parents, there was no problem at all. But it is only after a few months (for one of them) or a few years (for the other one) that difficulties started arising. They all raised the point that when they got used to the way their peers were living and started imitating/copying them, that’s when they got into disagreement with their parents who were for all of the two persons interviewed very ‘traditional’ (according to the term used by one of them) or very ‘old fashion’ (according to the second interviewee). The two ‘young people’ found really painful and difficult the fact that they, at the same time loved their parents and loved their ‘new world’, as they put it. They reported that they found it difficult to try and choose between the British way of life and what their parents were asking them to follow as strict rules. They all unanimously thought that they were misunderstood by their ‘old fashion’ parents and would sometimes not know what to do as they had originally been raised (in Africa) in a way of total submission to their parents with no rights to argue with their decisions at all. The third ‘young person’ answering the interview questions came to live in the UK at the age of 9 with her parents of African origin. Her parents were strict on the fact that the way to ‘live her life’ was the African manner but were more understanding’ when she had different opinions. The parents were well educated persons since back in Africa where the dad had a BA from a DR Congolese university. They would however clearly state to her that the British way of life was ‘dangerous and wrong’ has it could leads her into a lot of trouble in the future. She reported that she eventually got into a ‘bad group’ of friends from school/college and ended up with becoming pregnant at nearly 16 years old. Her words were that the all experience of been raised by parents of African descent was not too bad because of the fact that her parents were more ‘open minded’ than most African parents who would give very little time to listen to their children and discuss with them. She nevertheless tried and made the point that, reflecting on her life after the pregnancy, she thought that despite the fact she thought at some point that her parents were too much like ‘village people’, had she followed their ‘way of life’ tough she didn’t like it much, she might have had a (positive) different life today. Answering the same crucial interview question on the personal experience of being raised by parents of African culture in a British environment and culture, the fourth ‘young person’ however went a bit in the opposite direction. In fact, he related that the all experience was a very good one without any ‘difficulty’ as he completely stayed in the line of what his parents told him to do. He continued saying that because his personal understanding of the all thing was that the British way of life was ‘deceptive’ and could potentially lead into a lot of troubles, he decided to stick with his parents way of education and didn’t find any problem with being raised in Europe/the UK by parents educating her in ‘an African manner’. Parents. As said a bit above, both parents who were females for the two them, have many similarities. As a matter of facts, they both made the common point in their answers that raising children in Europe/the UK is not easy at all, according to them. The reason why was about exactly the same. According to them, when they would like to raise their children in a disciplinary way as they had themselves been raised since back in Africa, they would encountered ‘the resistance’ of their child (as they put it) who would in many cases not listen to them anymore because they would have ‘known their rights’. One of them insisted on the fact that giving a sense of discipline to children doesn’t necessarily mean using physical punishment. She gave an example of the way of being dressed which she tried to inculcate to her daughter since they moved to the UK 11 years ago. In a DR Congolese context, she said that it would be such an embarrassing thing for a young girl to be dressed with ‘revealing clothes’. According to the point she made, a woman in the Congo with a trouser/skirt revealing her underpants or with a too short skirt would be ‘badly looked at. These types of things are completely normal in Europe she said. She made the point that the way of life in UK has encouraged her daughter to dress ‘freely’, forgetting her origins and/or culture. Her daughter would sometimes embarrassed her in front of her husband as she wouldn’t listen to anybody, copying her peers at school, on TV, on the streets etc. The second parent though a bit more ‘flexible ‘on such issues, however still made the point that she sincerely thought that the Congolese’ way of educating children would teach them to have more respect towards society in general and towards grown up/adults specifically. One clear point she made on the difficulty of raising her daughter in the UK was effectively emphasized on the fact she noti ced a complete change in the sense of lack of respect towards them when they moved to the UK and that their daughter started ‘being assimilated’ (according to her words by her friends styles of life. She reported how her daughter would simply threaten them to dial 999 and ring the police for any ‘little’ thing she would disagree with. Her most serious concerns was raised in these terms: if seems as they (meaning the police, the social services, the government, those in powers, those making law etc) only care about protecting children, which is right. But what about us parents the children are also giving us a terrible time. You’ve nothing to say and nothing to do as for any little thing not only she may call the police but also you may easily end   up as listed on a child abusers list somewhere. Linking with the above question, both parents were asked about their knowledge of children/young people rights. Both parents acknowledged that they had nev er heard about children/young people rights back in the DR Congo. As Bedford and Elizabeth (2006) pointed out, no matter how interested the researcher is interested in her/his topic (which was my case), she/he do have to keep an open mind about the subject and be careful not to pre-judge the answers. Impartially and critically analyzing the above findings from all interviews, and without trying to over generalize, many may join in agreement with the statement according to which the all process of passing from being educated in an African context with different legislation, beliefs, culture etc to being raised in a very democratic western country such as the United Kingdom must be a really confusing one for the child/young person. In fact, as the answers of most young people appear to suggest they would at some point, agreeing with the parents’ culture or not, have to make a difficult decision on the best way to follow. And unfortunately some of them have had to make such decisions being as young as 7 or 8. The parents, who for most of them w ere raised up in a specific way of seeing things for all their lives, would be of no help at all, giving their children, as one of the young lads said, no space at all for dialogue. This ‘waterproof’ and ‘no openness’   attitude of parents combined with the hidden desire to enjoy the British way of life will eventually make of these innocent young people without any kind of voice ‘collateral victims’ of a cultural conflict which they have never asked for. They have just unfortunately found themselves at the wrong place and at the wrong time, one may say. However, trying to read carefully between the lines, from interviews done with the ‘young people’, one important factor is that all young people do not necessarily think that the African way of raising children is ‘old fashion’ and wrong. Even though amongst the ‘young people’ interviewed, only one of them went in that direction, it is still a very important fact to be considered. This is really important because the general impression of the general audience/public may generally be that these poor children are being held captive despite their own will to do things which they think is detrimental to their good causes. Turning sights towards the parents, one who might have read their answers reported above will certainly conclude that they also feel like being misunderstood by the general society and being treated unfairly. As said at some point at the opening of this chapter, contrary to the young people’s answers which were sometimes completely different form one youngest to another, the parents however, despite some minor differences in opinions, seem to be of the point of view that the western culture and/or way of life is causing ‘more damages than good’ to children education. Reading their answers will understand that they, of course, are coming form an African point of view on the education of children. Even tough, they were no clear allusion to the use of physical chastisement as the best way of education children, the certainty was that they are formal on the fact that the British way of raising up children, tough with so many positive aspects, seem instead to lack â₠¬Ëœsome discipline taste and/or flavour’ in it. They both thought that combining the actual wonderful way of educating children with some ‘authority’ would make a better job. Chap 6: Comparative element (secondary materials) This chapter, as one may deduct by its title, will essentially be about a comparison between the DR Congolese culture/way of life, way of educating children in the UK the Indian’s ones. This comparison will be placed into the context of this paper main topic to try and get some lessons. While many or most of children and young people will generally tend to behave the same way and/or have same attitudes/reactions/feelings because of the simple common fact that they are all just ‘children’, it may however be right to confirm that each child/young person’s original backgrounds, culture, beliefs, religion etc., will have a strong influence in the way they perceive society. This may lead to say that children of African origins will to some extent be different to those from Asia, in their understanding of how they are being educated by their parents of DR Congolese/Indian descents. Both parents (of DR Congolese and Indian origins) will in the same way, tend to educate their respective offspring accordingly to their respective cultures. From an initial comparative study on DR Congolese culture and the Indian’s one, it was noticed a lot of similarities between the two. From a study on the Indian child website (2011), here are some of the most important characteristics in Indian culture (family culture, values, clothing etc) which will also be found in DR Congolese culture: Indians are highly flexible in the sense that they would like to imbibe the changes dictated by western influence and yet clearly affirms their beliefs in tradition. Indian dress etiquette discourages exposure of skin and wearing transparent or tight clothes. Family culture in Indian is about joy and sharing. Generally India is patriarchal Indian culture is diverse and rich Ancient Indian culture believes in a lot of dogmas and rituals that can be termed as false beliefs. It is customary to respect elders and seek their blessings. Hindu rituals are all about dance and songs. Indians are known for their hospitality and level of tolerance. Observing the belief that there is one God prevailing despite so many religions is a value in India. Family and religion are so closely linked. Trying to compare the rights of children in both countries (DR Congo and India), the following results from the UNICEF’s website on the rights of children in India: In India, children’s vulnerabilities and exposure to violations of their protection rights remain spread and multiple in nature. Parents’ attitudes and perceptions about child’s labour and the value of education is one of the cause underlying child’s labour, though poverty may be one the main reason. The government of India ratified the UN Convention on the rights of the child in 1e November 1992. Most of the rights detailed in the Convention are guaranteed in the Constitution of India. Ensuring that child rights are met for every child is a daunting challenge for India. Reflecting on the above reports on the culture and the rights of children/young people in India, one clear conclusion when comparing them with the same in the Democratic Republic of Congo is that there many similarities not to say that they are totally identical, despite some minors’ differences. Linking this with this study’s main topic/ideas, understanding that both DR Congolese and African culture having strong indications of the child’s being an element with very little voice in the family setting from early and being raised in that context, it will be logical that many parents when coming to the UK would tend to try and keep educating their child in the same way. This will certainly put the innocent children in the same position of being collateral victims of a cultural conflict. Chap 7: The Role of the Youth and Community Worker. What should be the role of the community worker involved with young people of DR Congolese origins founding themselves in a position of ‘collateral victims’? Does the youth worker have to take part for the young persons because that’s their work? Do youth workers have to ignore the parents? What should be their positions in the cultural conflictual situation? These are a few questions this chapter will attempt to address. The first part of the chapter will try and explain what’s youth work is while its second part will critically examine the role of the worker in this situation. As a personal experience undertaken during a very recent university placement (January to April 2011) done in an independent organisation in Beswick once again revealed, the general public doesn’t seem to know much about the entire discipline of youth and community work, not to talk about its invaluable contribution. In fact, at a first meeting with colleagues and volunteers working within the association which usually work more with all parts of the local community and not specifically with young people, I was introduced as a youth and community worker. This visibly raised some unexpressed questions as to not only how I would fit in their work, but further as to ‘what I really was’ (as a youth and community worker), as some of my colleagues confessed to me later on when we got very close. After explaining to them what youth and community work really was, they again confessed that all they knew was that it was about keeping young people happy with Nintendo, footba ll table-tennis etc. Introducing me as a youth and community worker to the 6 interviewees who kindly gave their time to answer a few questions for the purpose of this study seemed also to raise the same questions. Two of the parents told me at the end that they thought that it was ‘social workers’ who were supposed to be dealing with such issues. This introduction may easily take one to confirm that many still don’t know or wrongly assume to know what youth and community work is. Batsleer (2008) rightly pointed that youth and community work is about dialogue, about conversation. She keeps on saying that it is about enabling young people to ‘come to voice’.  Ã‚   This aspect of coming to voice is effectively a very crucial one when talking about youth work. As a matter of facts, may be because of what was seen and/or passed through generation after generation, until nowadays, people would wrongly tend to think of youth workers as people whose sole role is to ‘animate’ young people with different games, to keep them out of the streets. While youth work can indeed involve some recreational activities in the course of accomplishing its mission, that’s definitely not the primordial role of this noble profession. Because society will hardly listen to young people, youth work has as one key mission to give them a voice by creating safe space in safe place where they would be able to have a voice. Youth work is there underpinned by a set of strong values and ethics. These allow our work to be guided by anti discriminatory practice, equality, social justice, a commitment to harnessing participation. The National youth Agency (NYA) website (2011) gives a more complete definition of youth work is the following terms: The main purpose of youth work is the personal and social development of young people and their social inclusion. Youth work helps young people learn about themselves, others and society through non-formal educational activities that combine enjoyment, challenge, learning and achievement. We believe youth work methods can be applied in a range of settings by a wide range of professionals, support staff and volunteers, and we are committed to helping people understand and use these approaches. Youth workers will always aim to make their spaces safe for all young people, regardless of backgrounds, race, class, sex, ability, religion etc. in creating safe space in safe places for young people, we acknowledge that young people will feel better equipped to learn, share and influence society. What can then be the role of the above defined youth and community worker involved with persons/parents in a cultural conflict. To both the young person and the parents, it is first of all important to underline that, as seen in the definition of youth work, emphasis should always be put on ‘fairness’ in dealing with all matters. Despite the fact youth workers will have a sense of ‘alliance’ with the young persons for which they are advocating even for which they ‘are alive’, it may however be very important not to become ‘too emotionally involved’. Clear boundaries must always be traced between personal beliefs, values, opinions and professional ones. Youth and community work should remain as ‘neutral’ as possible, professional, ‘identifying’ the community first. This should apply to parties involved in the ‘conflict. In fact, as Belton (2009) argued, if we are to educate a community we must first identify it. He rightly insisted on the fact that youth workers should not label it or prejudice it as this would badly affect the ir work. Having critically and impartially examined the all situation, the youth and community worker will then have to take a decision on either refer the case to the appropriate services when necessary or either continuing to work between the two parties to get to some kind of resolution of the dispute. In everything, the youth and community worker will ‘peacefully’ challenge any form of discrimination, inequality, lack of respect etc. without being ‘pre judgemental, the role of the youth and community worker will basically be the one of encouraging debate et open/mature discussion between all parties. They will therefore encourage inclusion and promote social justice in doing so. Chap 8: Conclusions and recommendations. After going through a series of considerations on the very complex issues of children/young people of African origins, especially those from the DR Congo, the following can be said in conclusion: Many parents of African origins moving to the UK with their children will usually know very little about the way of life in Britain. They would generally tend to assume that they should keep giving their children the same education they were giving them when at home. The problem of language would evidently be the first barrier for them as for anyone moving to a country with a different language. This would unfortunately put the innocent children in a position where they are between the wraths of their inflexible, traditional and ‘old fashion’ parents and the hidden love of enjoying the British way of life. Some have precedent tried to look at the subject of the complexity of multiculturalism. Though this is generally considered as a good thing for society in principles, it is however taken with a lot of precautions. Recent activities of terrorism in the past few years have unfortunately increased the sense of rejection of multiculturalism. This study did use qualitative methods to try and get a better insight into the subject. For this, six interviews were conducted with members of the general public, originally from the DR Congo on living in the UK on their experience of being raised by parents of DR Congolese origins and on raising children in a DR Congolese manner, in the United Kingdom. Some UK social policies relative to the subject were briefly looked at and put into the context avec the main topic. From this exercise, the conclusion is that parents of African origin will struggle to adapt to these specific social policies, despite agreeing on their numerous positive sides. The reason again is found in those original ‘flames’ of fire profoundly imbedded within them since so many years, since their childhood, since hundreds and hundreds of generation. Analysing the results of all conducted interviews has provided the sense that most of the children being raised by parents on DR Congolese origins will struggle with the situation of being in between two cultures and will consequently especially suffer from a lack of understanding and/or support of a ‘too old fashion’ parent, who would give them very little support and voice/space for discussion, though they would not necessarily think that the African/Congolese way of raising children is a bad one. Comparing the way parents of DR Congolese origins deal with their children to the way those from India do the same has been a fruitful point as well. In fact, from that comparison, it emerged that both cultures have many similarities. This led to the understandable point that both parents raising their children in the UK will tend more to hang on to their original culture, not giving much ‘space’ for a shift into cultures to their children. Looking at all the above, it may be right to conclude by saying that though the debate on the complex issue of multiculturalism will certainly keep going on for as long as no one knows, it is a very good thing as it helps society in becoming a more diverse one. However, if the newcomers don’t necessarily need to completely be assimilated by the new culture they embrace, it may however be correct to give some thoughtful and honest considerations to their new homeland’s way of doing thing. This applies to the new homeland’s way of educating children. Conversely, on the other side, the new homeland or its inhabitants may or would definitely also benefit form, not rejecting the new comers’ culture straight away, but by trying to be open to them and try and learn from them, on what they may consider as being positive points. Those being in position of communication may help more by passing around this type of message than one focused more on the negative sides of the culture/actions/deeds of people from abroad. Finally, the children/young who have the privilege of finding themselves in a western country where their rights are properly protected and where they have got a bigger voice and more space for dialogue, should in no case find there an opportunity to willingly become a cause of pain for their parents, despite their Africa beliefs. While it is perfectly true that children have the right to be children on the one hand, it is also perfectly correct that parents have got the rights to be parents, on the other hands. Things can work properly if there are clear boundaries. Recommendations Once again, stressing the fact that though the above interview and the entire study is not to be necessarily as the reflection of the general public, the findings here my certainly informed many on what should be done. Amongst the most recommendations:    Putting more emphasis on educating the British general public on others’ cultures may have a significant impact on the acceptance of multiculturalism    More efforts may be needed in educating parents coming from abroad (especially from the Democratic republic of Congo) on the way of life/the culture in the UK will certainly help a lot.   Ã‚   Educating children living in the UK on the difference between using the right to use their rights/freedom and the respect they are expected to show respect to society is of the key recommendations this study would strongly suggest. 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