The festival that Ashland built Essay Example For Students

The festival that Ashland built Essay Business is booming at the Oregon Shakespeare Festival. Is everybody happy? Sort of. Ashland, Oregon sits at the foot of the Siskyou Mountains like a favorite pair of boots at the foot of a bed, 20 miles outside of Medford, a cow patties toss from Interstate 5. The nearest major metropolitan area is Portland, more than 300 miles away, and the nearest professional baseball team resides 400 miles to the south in San Francisco. Certainly there are more convenient places to produce Shakespeare, but none more popular. We will write a custom essay on The festival that Ashland built specifically for you for only $16.38 $13.9/page Order now Back in 1970, 172,334 people made the trip to see the Bard performed under the stars on Oregon Shakespeare Festivals outdoor stage, most of them coming from more than 150 miles away. Then, the town of Ashland was little more than a gas stop buffeted by a couple of restaurantsand modest ones at that. Outside under a gibbous moon in Ashland, seeing Shakespeare was a matter of sweating (if the 100-plus daytime temperature lingered too long) or shivering (when the cold night wind whistled down the mountains and cut through your skin like a lance). City Shakespeare it was not. Nineteen-seventy was also the year the 600-seat Angus Bowmer theatre was christened, paving the way for an entirely new era of theatre in Ashland. Indoors, air-conditioned, versatile and modern, the Angus Bowmer opened with a production of Tom Stoppards Rosencrantz and Guildenstern Are Dead, thus whetting the OSF audiences appetite for new and more challenging non-Shakespearean work. OSF has been growing like a well-tended weed ever since. More than 400,000 people attended the festival last year, bringing close to $68 million in revenue to the tiny town of Ashland. The much-anticipated $7.6-million Allen Pavilion of the outdoor Elizabethan stage was also unveiled last summer, and new artistic director Henry Woronicz took the creative reins from the companys long-time overseer Jerry Turner, who held the position for 21 years. To be sure, the Oregon Shakespeare Festival is poised at the end of one era and the beginning of another, as it was in 1970, and has been many other times in its venerable history. Business is booming, and the popularity of the festival is at an all-time high. But success has come at a price. The economic growth that was so vital and welcome during the 1980s has arguably reached a point of diminishing returns. Because their fates are so symbiotically linked, both OSF and the city of Ashland are discovering that too much of a good thing can be a strain. As OSF has grown, so has the city of Ashland. Once upon a time the venerable Mark Antony Hotel was virtually the only place in Ashland where you could get a room and a meal. Ashland has since swelled to the point where it now has more than 100 restaurants and, according to the most boastful of Chamber of Commerce brochures, the highest number of bed and breakfasts per capita in the nation. So many upscale clothing stores, restaurants, wine shops, boutiques and espresso bars have opened in the last five years that locals euphemistically refer to the phenomenon as the Carmelization of Ashland. Indeed, while many of the 14,000 people who live in Ashland year-round still drive overhauled Volkswagen Beetles, one now finds a conspicuous overrepresentation of Lexuss, Jaguars, BMWs and Mercedes Benzs parked along the main drag during the summer. Predictably enough, real estate in Ashland has also skyrocketed. Land in and around Ashland is now the most expensive in Oregon. Though the relationship between the city and the festival is reportedly very amicable, longtime residents still occasionally wake up bewildered that the festival and its hundreds of thousands of patrons have virtually taken over their town. A sign posted by Citizens for a Poodle-free Ashland in one of Ashlands more renegade countercultural hangouts hints at the tongue-in-cheek tolerance of the locals for the yuppification of their city, but the perception of who actually owns Ashland depends entirely on who you ask. PATRONS OF THE OREGON SHAKESPEARE FESTIVAL tend to think fondly of Ashland as their town, but most of them visit only for four or five days per year, so the feeling isnt necessarily mutual. To the Deadheads and politically correct hippie wannabes who play frisbee in the park and busque for quarters on the streetcorner, the festival itself is viewed as a kind of cultural Disneyland where upper-middle class white people come to have their sense of Western cultural superiority reaffirmed. To the people who descend on Ashland for the ski season after the festival closes on Nov. 1, Ashland is a ski town, period. Festival crowds are something they are happy to avoid. Students of Southern Oregon State College, located a mile outside of Ashland, can hardly wait for festivalgoers to leave so that they can reclaim what they see as their turf. To be sure, Halloween partygoers during the late 1980s bid the festival such an enthusiastic farewell that the police had to intervene. And to the businesspeople who live and work in Ashland, of course, those same festivalgoers are the backbone of their existence, earning them an average of $53,000 per year of the $68 million per anum the audiences unload on the local economy. Indeed, one of the great and mysterious charms of Ashland is how it can possibly be so many things to so many different people. Visitors tend to see in Ashland exactly what they want to see, and the contradictions are staggering. Like so many small American towns that have been discovered by urban professionals looking for a bucolic getaway, the great challenge of the future is whether Ashland can continue to grow and embrace the contradictory forces that sustain it without destroying the very character that makes it such a wonderful place to visit. .ubed583199675af4ae9cd9b7d247f26e1 , .ubed583199675af4ae9cd9b7d247f26e1 .postImageUrl , .ubed583199675af4ae9cd9b7d247f26e1 .centered-text-area { min-height: 80px; position: relative; } .ubed583199675af4ae9cd9b7d247f26e1 , .ubed583199675af4ae9cd9b7d247f26e1:hover , .ubed583199675af4ae9cd9b7d247f26e1:visited , .ubed583199675af4ae9cd9b7d247f26e1:active { border:0!important; } .ubed583199675af4ae9cd9b7d247f26e1 .clearfix:after { content: ""; display: table; clear: both; } .ubed583199675af4ae9cd9b7d247f26e1 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ubed583199675af4ae9cd9b7d247f26e1:active , .ubed583199675af4ae9cd9b7d247f26e1:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ubed583199675af4ae9cd9b7d247f26e1 .centered-text-area { width: 100%; position: relative ; } .ubed583199675af4ae9cd9b7d247f26e1 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ubed583199675af4ae9cd9b7d247f26e1 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ubed583199675af4ae9cd9b7d247f26e1 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ubed583199675af4ae9cd9b7d247f26e1:hover .ctaButton { background-color: #34495E!important; } .ubed583199675af4ae9cd9b7d247f26e1 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ubed583199675af4ae9cd9b7d247f26e1 .ubed583199675af4ae9cd9b7d247f26e1-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ubed583199675af4ae9cd9b7d247f26e1:after { content: ""; display: block; clear: both; } READ: First Act of 'The Crucible' EssayTHE FESTIVAL IS CAUGHT SMACK DAB IN THE MIDDLE of that challenge, and the theatres administration is all too aware of the pitfalls. The new Allen Pavilion was built as much to keep increasing traffic and party noise out as to keep the actors voices in, and the street adjacent to the pavilion is still blocked off during showtime to keep the noise level down. For many years, OSF enticed people to become dues-paying members of the festival by offering preferential treatment on ticket reservations. Now it is impossible for OSF to promise good seats to everybody exactly when they want them because membership has become so popular. Tickets for sh ows in the tiny 140-seat Black Swan theatre are particularly difficult to reserve, with a limit of two per customer, creating what OSF management calls the Black Swan problem, their biggest public relations bugaboo to date. Though staff people say there is still room for the festival to market its shoulder seasons in spring and fall, the festival already plays to 95 percent of capacity and is rapidly reaching the audience saturation point. Those who have been around the festival for a while say that growth has always been a mixed blessing in the festivals 57-year history. And now that the Allen Pavilion has been built and the companys new Portland branch is in full swingPortland Center Stage was launched in 1988 with a five-play October-to-March season and a separate administrative and production staffexecutive director William W. Patton is inclined to think that enough is enough. In fact, he says, Nobody wants to grow any larger than we are now. Our primary concern at the moment is to deepen the artistic integrity of the work. Patton was the festivals first paid employee back in 1953, when fewer than 16,000 people per year made the pilgrimage to Ashland. For him, change has been a constant, and the new multimillion dollar Allen Pavilion is a perfect metaphor for the direction in which he wants the festival to move. The pavilion was built largely to solve problems that had grown along with the city of Ashland itself. Noise from traffic and the park behind the former Elizabethan Theatre had gotten so bad that people sitting in the back third of the theatre could only decipher about half of the words. Actors were forced to shout their lines in order to be heard, straining their voices even in the most intimate scenes, to the point where people up front began complaining that the productions were looking more and more ridiculous. Actors were becoming reluctant to accept parts on the outdoor stage, and many people were beginning to feel that the viability of outdoor Shakespeare in Ashland was being threatened. The idea was to create a sound barrier to the encroaching world outside while simultaneously improving the acoustics and intimacy inside. The futuristic stadiumlike structure wraps around the seating area, and the back third of the seats have been raised into a secondtier balcony, creating an acoustic shell that reflects sound back into the theatre. An entirely new lighting system housed in the perimeter of the shell has quintupled the technical capabilities of the theatre, the stage itself was extended by three-and-a-half feet, and two new vomitorium entrances have doubled the number of entrances and exitsall of which have turned the formerly beleaguered space into a directors playground. Its like a microwave oven, actor Mark Booher tells people on his backstage tours. Now that we have it, we cant remember how we got along without it. In keeping with the festivals current growth-control thinking, no new seats were added when the pavilion was constructed, though it would have been a perfect opportunity to do so. We built this to improve the quality of our productions, not the quantity, reminds Patton, and the pavilion has done just what he and other advocates of the project promised it would. In fact, the acoustics are so good inside the Allen Pavilion that not only can the actors be heard, but so can every cough, sniffle, rustle, slurp, sneeze, whisper and crackle of a cellophane candy wrapper. In the past, nobody cared if people talked to their neighbors or popped cans of soda in the middle of a scene, but veteran Ashland theatregoers now find themselves having to be on their best behavior in these sensitive new surroundings. The problem was so noticeable last year that management is considering banning soft drinks and food in the future to minimize distractions. Except for a few people reluctant to give up their view of mountains silhouetted by stars, reactions to the pavilion during its first year were mostly positive, especially from people who remember how bad the noise problems were getting. Mention the new pavilion in the OSF members lounge and faces beam with enthusiasm. Its wonderful, says Audrey Bernstein, a member from San Diego who has been coming to Ashland for more than 12 years. When you walk in, it just feels more like I imagine things must have felt in Shakespeares day. Its very exciting. The wind doesnt come down the mountain and smack you in the cheek like it used to, either, adds Carol Tomas, another longtime OSF member. But the flipside to added wind protection is that the pavilion traps more heat on sweltering midsummer days, taking longer to cool down at night. THE OVERWHELMINGLY POSITIVE RESPONSE TO THE Allen Pavilion is also good news to fledgling artistic director Henry Woronicz, not only because he was the one who advised the board of directors six years ago to build the structure, but because now that most of the problems associated with the outdoor stage have been solved, Woronicz can turn his attention to other more pressing issues facing him as artistic directornamely the fresh artistic vision he wants to implement. .u5eabfd87a20bd3945ffd6bc8b20958cd , .u5eabfd87a20bd3945ffd6bc8b20958cd .postImageUrl , .u5eabfd87a20bd3945ffd6bc8b20958cd .centered-text-area { min-height: 80px; position: relative; } .u5eabfd87a20bd3945ffd6bc8b20958cd , .u5eabfd87a20bd3945ffd6bc8b20958cd:hover , .u5eabfd87a20bd3945ffd6bc8b20958cd:visited , .u5eabfd87a20bd3945ffd6bc8b20958cd:active { border:0!important; } .u5eabfd87a20bd3945ffd6bc8b20958cd .clearfix:after { content: ""; display: table; clear: both; } .u5eabfd87a20bd3945ffd6bc8b20958cd { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u5eabfd87a20bd3945ffd6bc8b20958cd:active , .u5eabfd87a20bd3945ffd6bc8b20958cd:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u5eabfd87a20bd3945ffd6bc8b20958cd .centered-text-area { width: 100%; position: relative ; } .u5eabfd87a20bd3945ffd6bc8b20958cd .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u5eabfd87a20bd3945ffd6bc8b20958cd .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u5eabfd87a20bd3945ffd6bc8b20958cd .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u5eabfd87a20bd3945ffd6bc8b20958cd:hover .ctaButton { background-color: #34495E!important; } .u5eabfd87a20bd3945ffd6bc8b20958cd .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u5eabfd87a20bd3945ffd6bc8b20958cd .u5eabfd87a20bd3945ffd6bc8b20958cd-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u5eabfd87a20bd3945ffd6bc8b20958cd:after { content: ""; display: block; clear: both; } READ: Henry V Play Review EssayHiring Woronicz to pick up where Jerry Turner left off is considered by many OSF observers to be an extremely conservative move, if only because Woronicz has spent most of his adult life performing Shakespeare. Woronicz has been a beloved member of the acting company in Ashland for years, but some worry that, if he doesnt know anything else, he cant do much more than maintain the status quo. Woronicz himself gets a mischievous twinkle in his eye when the charge of conservativism comes up, because he knows why people say it and isnt very comfortable with the reasons. Woronicz agrees that relatively traditional productions will continue to be staged outdoors under his reign, though he will try to entice more diverse and prestigious directors to Ashland (a record four women directed plays in Ashland last year, and more than 10 percent of the acting company were people of color, a distinct change in the companys cultural diversity over past years). But where Woroniczs artistic touch will be felt most is in the Angus Bowmer and tiny Black Swan theatres. Speculation runs rampant about what exactly Woroniczs vision might look like, but at least a few clues about where he intends to guide OSF can be gleaned from last years program of plays, which he co-produced with Turner, particularly La Bete, the first non-Shakespearean play he chose to direct in his new role as artistic director. La Bete bombed on Broadway in 1991, but Woronicz was attracted to the language of the playwit-laced rhyming couplets mimicking Moliereand thought it would perfectly complement the festivals Shakespeare. He also thought that 32-year-old playwright David Hirson deserved a second chance, and liked the fact that the play took not-so-subtle satirical jabs at the staid arts-patron establishment, including the National Endowment for the Arts and OSFs own loyal but conservative supporters. I was looking for something that would jump out at peoplesomething with a little more bite to it, says Woronicz. On opening night, with Ray Porter playing the lead role of Valere, a bombastic pseudo-genius hired to add some zest to a lackluster 17th-century acting troupe, La Bete received one standing ovation at the end of Valeres monumentally self-absorbed 22-minute opening soliloquy in the middle of the first act, and another at the final curtain. Critics didnt embrace the play as warmly, but critics dont go unscathed in La Bete either. THOUGH DEVELOPMENT OF NEW PLAYS WILL NEVER be a main focus of the festival, Woronicz intends to keep challenging OSF audiences with increasingly adventurous work by up-and-coming playwrights. During the Turner era, OSF audiences were often treated to Turners own translations of his favorite playwrights, Ibsen and Strindberg. Eager to put his own stamp on OSF, Woronicz rattles off names such as Caryl Churchill, Steve Tesich, Steven Dietz and John Guare as examples of the kind of work he wants to produce. Woronicz is all too aware of OSFs lingering national reputation as a place that does safe plays for vacationing, relatively unsophisticated, middle-class audiences, and has made it his personal mission to see that theatre in Ashland gets the respect he thinks it deserves. Its easy for us to get lulled into complacency here, says Woronicz. People will come to whatever we put up, and thats both a blessing and a curse. As artists, we want to take this opportunity to breathe some life into some areas of the operation that may have gotten stale. For a theatre thats arguably the largest regional theatre in the country, with a $12-million budget, a company of 65 actors, four theatres in two cities producing 16 plays a year, we should be able to find some room to support new writers. Keeping his word, Woronicz has made sure that in addition to a full slate of Shakespeare next year, OSF audiences will also have the opportunity to see Caryl Churchills latest play, Mad Forest, written in response to the fall of Romanias Ceausescu regime, as well as Light in the Village by John Clifford, The Baltimore Waltz by Paula Vogel, Tony Kushners adaptation of Corneilles The Illusion, Georges Feydeaus A Flea In Her Ear, and in Portland Lips Together, Teeth Apart by Terrence McNally, and Spunk by George C. Wolfe. The largely white artistic staff will also take a multicultural microstep forward this year when Clinton Turner-Davis, only the second African-American can ever to direct an OSF production, directs August Wilsons Joe Turners Come and Gone. Privately, under his breath, Woronicz also whispers about the possibility of finding a small fourth theatre somewhere in Ashland where his more esoteric side can be indulged. For now, however, his pet solution to the Black Swan problem is to use it as a venue for more experimental, artistically adventurous work, since it will be packed to the gills no matter what goes up, making the popularity factor almost irrelevant. Somewhere between managing, directing, holding hands and sleeping, Woronicz also wants to get back onto Ashlands outdoor stage and have a go at Hamlet once more before he turns 40. Like the festival and the city of Ashland itself, Woronicz is in the midst of a middle-age transition. He has gotten where he is by stretching himself to the limit, as have OSF and Ashland. Ten years from now, neither the festival or Ashland will be same as they are today. Continuous growth has been relatively kind to them in the past, and one can only hope that future change will be managed intelligently to preserve the magic and character of both. As almost half a million people a year can attest, Shakespeare and sage-brush have never gone so well together. With any luck, the Bard will be able to kick his boots off and hang out in the hills of southern Oregon for a long time to come.

Free Essays on Internet Security

, images, sounds, and video. The Internet is continuing to grow at 40% a year, with about 20 million users, mainly in USA, Canada, and Australia, but still many all over the world. You can do many things on the Internet, such as shop for just about anything, bank and manage money, watch and listen to live cable televison and radio broadcasts, talk to other users with voice like a telephone, conduct international meetings, and access all kinds of information on any subject imaginable. As mentioned earlier, the WWW consists of pages and pages of text, images, sounds, and video. Unlike pages in a book, there is no maximum size for a page, and there is HyperText Links. If you click on any one of these links, the computer will automatically go to the page specified by the link. The WWW is programmed in a computer language called Hyper Text Markup Language, or HTML. Searching the Web can be a difficult thing to do, or if you use a search engine, it can be really easy. Since so many new web pages are added to the Web a day, a very good index is hard to keep, and an alphabetical listing of millions of web pages would be almost impossible to navigate through. To help this problem, people developed search engines that search the Web for you. Some search engines, like Yahoo, search in a big web directory they have made of hundreds of thousands of web ... Free Essays on Internet Security Free Essays on Internet Security He doesn't wear a stocking mask over his face, and he doesn't break a window to get into your house. He doesn't hold a gun to your head, nor does he ransack your personal possessions. Just the same he's a thief. Although this thief is one you'll not only never see,but you may not even realize right away that he's robbed you. The thief is a computer hacker and he "enters" your home via your computer, accessing personal information such as credit card numbers which he could then use without your knowledge at least until you get that next credit card statement. RichardBernes, supervisor of the FBI's Hi-Tech squad in San Jose, California, calls the Internet "the unlocked window in cyberspace through which thieves crawl" (Erickson 1). There seems to be an unlimited potential for theft of credit card numbers, bank statements and other financial and personal information transmitted over the Internet. It's hard to imagine that anyone in today's technologically oriented world could function without computers. Personal computers are linked to business computers and financial networks, and all are linked together via the Internet or other networks. More than a hundred million electronic messages travel through cyberspace every day, and every piece of information stored in a computer is vulnerable to attack (Icove-Seger-VonStorch 1). Yesterday's bank robbers have become today's computer hackers. They can walk away from a computer crime with millions of virtual dollars (in the form of information they can use or sell for an enormous profit). Walking away is precisely what they do. The National Computer Crimes Squad estimates that 85-97 % of the time, theft of information from computers is not even detected (Icove-Seger-VonStorch 1). Home computer users are vulnerable, not only for credit card information and login IDs, but also their files, disks, and other computer equipment and dat a, which are subject to attack. Even if this information i... Free Essays on Internet Security The Internet, or ?net, is a vast network of computers that connects many of the world's businesses, institutions, and individuals. The Internet is composed of many parts, including the World Wide Web, FTP, IRC, Newsgroups, Gopher, WAIS, Archie, and of course Electronic Mail (Email). The Internet is mainly used for communication. Email is the most heavily used resource of the Internet- over 40 million email messages are sent through the Internet a day. The second most used resource, called the World Wide Web, or WWW, consists of pages of words, images, sounds, and video. The Internet is continuing to grow at 40% a year, with about 20 million users, mainly in USA, Canada, and Australia, but still many all over the world. You can do many things on the Internet, such as shop for just about anything, bank and manage money, watch and listen to live cable televison and radio broadcasts, talk to other users with voice like a telephone, conduct international meetings, and access all kinds of information on any subject imaginable. As mentioned earlier, the WWW consists of pages and pages of text, images, sounds, and video. Unlike pages in a book, there is no maximum size for a page, and there is HyperText Links. If you click on any one of these links, the computer will automatically go to the page specified by the link. The WWW is programmed in a computer language called Hyper Text Markup Language, or HTML. Searching the Web can be a difficult thing to do, or if you use a search engine, it can be really easy. Since so many new web pages are added to the Web a day, a very good index is hard to keep, and an alphabetical listing of millions of web pages would be almost impossible to navigate through. To help this problem, people developed search engines that search the Web for you. Some search engines, like Yahoo, search in a big web directory they have made of hundreds of thousands of web ... Free Essays on Internet Security Internet security in one of the hottest topics in the e-commerce industry today. Industry experts predict security issues on the Internet are the primary reasons many companies and consumers are hesitant to do business online. The Internet is a large-scale network of systems that is highly unbounded. This means it has no system of administrative control and no security policies. If there are security policies or laws they constantly need to be altered because of the changing technology. You are always up for an attack or an intrusion of your own privacy. Survivability is the key. Just the simple task of checking email, browsing, chatrooms, or even shopping can be harmful. You can be safe in this environment but you must always be on the alert for problems. Three kinds of Internet security issues that are the topic of conversation; Unauthorized access, back doors and loopholes and, the potential threat of confidential information sent over the internet can be viewed (Scott, 1998). There are several ways you can become a victim of these issues. Email, browsing, shopping or banking and chat rooms are a potential threat for your security. Email can be a type of security issue. America Online, Inc. was forced to admit that hackers had accessed member accounts recently through an email virus. Sending and receiving email from unknown people can cause a hazard. You can make common mistakes by revealing your identity from digital signatures and sending personal pictures of yourself. Although, it is highly unlikely for someone to capture your mail while it is in route to its destination, you should always think about whom you are sending this mail to. Encrypting also is a valuable key is you are mailing confidential information. Mostly email comes from a person or a group listed in the email. Sometimes people deliberately provide the wrong information in the listing. A security conscious user last year noticed five new email me...

PROPOSAL Assignment Example | Topics and Well Written Essays - 2000 words

PROPOSAL - Assignment Example The chief question of the peer reviewer was about the measures that can help solving the problem of gender gap in education In response to the peer reviewer concerns, questions and assessment it has been understood that there is essential need of thinking about the solution of the problem rather emphasizing much upon the problem itself. Hence, there are some major changed made in the proposal and considerable portion of material has been added that speak about the strategies and suggestions that can help in reducing the gender gap in education. After making these changes, it is requested from the instructor to have look at the proposal and inform about its contents. 2. Organizing your argument into appropriate sections This assignment follows a report format for formal proposals. You must organize the content of your proposal into four major sections. Each section has a specific task or purpose. (See the assignment outline under the "Drafting your Proposal" heading above.) Using sect ions creates a reader-friendly report that allows readers to access the points of your argument quickly and easily. As you revise, you may need to rearrange some of the content of your proposal. Highlight your rearrangements and revisions so your instructor will see what you've done. Finally, if you are still unsure of what content belongs in which section, ask your instructor questions about the required organization. The proposal has been organized in these sections. Introductions, Problem definition, proposed solution, reasoning, conclusion 3. Completing your research and filling in the gaps By the end of this week, you must have completed all of your research. As you revise your draft, incorporate ALL the primary fieldwork and any secondary research that you plan to use to support your arguments in this proposal. Highlight your additions/revisions so your instructor will see what you've done. There are some adjustments made in the proposal as per the comments of the instructor. The new changes have been highlighted 4. Evaluating your evidence, supporting quotes/paraphrases. Supporting evidence can't speak for itself. Ask yourself: How well-connected is each piece of evidence in your draft—each example, observation, fact, or quote from an interviewee or survey—to your overall claim? You need to add explanation or commentary with each piece of evidence so that readers can see how and why your supporting evidence is significant. Don't leave readers guessing or assume those points of connection are obvious. In each body paragraph of your draft make specific revisions/additions to add explanation for how each piece of evidence you offer is significant to your overall proposal argument. Highlight your additions/revisions so your instructor will see what you've done. The evidenced are supported by the proper references and in-text citations 5. Acknowledging available alternatives and counterarguments In your first draft, you might not have worked ou t how you would address these issues. How much or how little you will need to address alternatives or counterarguments depends on the nature of your proposal topic and on how well received (or not) your solution will be by your intended audience. If you believe that you need to respond to alternatives or counterarguments, the place to do so is in Section 3 of your proposal. Now is the time to consider adding this discussion to your draft of Section 3. Highlight your

Property and its Economic Explanation Essay Example | Topics and Well Written Essays - 1250 words

Property and its Economic Explanation - Essay Example In the exercise of property rights, potential conflicts can be prevented as in striking a bargain (Muthoo 2000). Indeed, the common law is efficient, but the law generated by the institutions of private property can also be efficient, however with limitations (Friedman 1996). Creating a system of clear, workable property rights facilitates voluntary exchange and ensures that property rights will end up in the hands of those who value them most (Ayres and Talley 1995) Property is a "bundle of rights." The owner is free to exercise the rights over his or her property. Others, meaning private persons and the government, are forbidden to interfere with the owner's exercise of his or her rights. Traditionally, that bundle of rights includes: 1) control use of the property, 2) benefit from the property, for example rights and rent, 3) transfer or sell the property, and 4) exclude others from the property (Krauss 1999). The two major justifications of original property, or homesteading, are said to be effort and scarcity. John Locke emphasized effort, or "mixing your labour" with an object, while Benjamin Tucker preferred to look at the purpose of property in answer to solving the scarcity problem. Only when something is relatively scarce do they become property, he said. Economically scarce means necessarily having exclusivity property or that use by one person excludes others from using it (Ibid). III. Bargaining Theory Bargaining theory in property has to do with bargaining principles and their application to a significantly large variety of real-life situations, leading to efficiency and equitable distribution of gains (Muthoo 1999). In the former, the players may fail to reach an agreement, or they may do so but only after some costly delay. In the latter, gains from cooperation are divided between the players. A player's cost from bargaining is said to be derived from the time-consuming nature of bargaining and the importance of time to the player (Ibid). Some of the fundamental principles expounded in bargaining theory are the following (Muthoo 2000): Patience during the process of negotiations confers bargaining power, while risk aversion affects it adversely. Meanwhile, a player's outside option enhances her bargaining power if and only if it is attractive and therefore credible. Hence, bargaining power is higher the larger her inside option, provided that all negotiators' outside options are not attractive enough. If both negotiators' outside options are sufficiently attractive, then it is likely that gains from cooperation may not exist (Ibid). Further, when both the costs of negotiators' backing down from their initial demands are sufficiently large, then the negotiations may lead into a stalemate. A player's bargaining power is higher the larger her cost of backing down from her initial demand. In the absence of knowledge of relevant information on the ongoing negotiations which the other party does, there is risk of failure of negotiations or of costly delay until that uninformed party is communicated of the relevant information. Knowledge is veritable power in negotiations and enhances the bargaining strength of the better informed (Muthoo 1999). In bargaining, procedure and format of negotiations matter,

A Case Commentary: Chan Yoke Sim v Choong Teck Fook Ors

A Case Commentary: Chan Yoke Sim v Choong Teck Fook Ors The plaintiff a kindergarden teacher at Tadika Emmanuel (TE) seeks damages over several tort of defamation by several Emmanuel Baptist Church committee members. The plaintiff alleged the committee members have published defamatory statements which leads the other members of the church to believe she was a corrupt,untrustworthy and dishonest person and have repeatedly committing several accounts of frauds and criminal breach of trust during her service in TE. The 1st defamatory statement was that she had allegedly receive twice the payment from the TE board during the same month implying she was a dishonest person. Misusing fund from TE to buy bankdraft for her son that is studying in Australia therefore implying she has committed a criminal breach of trust. Alleged to have repeatedly committing fraud on the accounts of TE and is a corrupt,untrustworthy and a person without morale and principle. Alleged to have abused her position during her service in TE to gain profit for her own pe rsonal gains. The plaintiff have demanded TE board to take appropriate actions to clear her name and demanded an apology statement to be publish to the rest of the members but was ignored by TE board. Firstly to prove whether the statements were defamatory and is made with malice, lets look on the statement that the plaintiff cash in both checks issued to her by the TE board chairman. A replacement cheque is issued by the bank to replace the cheque the plaintiff had loss. This proves that the plaintiff had not cash in both cheques like claimed. The fact that the cheque was reimbursed by the TE board chairman was never questioned and yet allegation against the plaintiff was made ,even after the plaintiff had requested the TE board to carry out investigations to clear her name and demanded an apology no actions were taken by the board and the chairman of the TE board never came out and clarify the matters. I would quote one of the defamatory statement published by the TE board The plaintiff alleged these passages to be defamatory to her in the 2009 Minutes: iii. Purported usage of TE fees collection for the purchase of personal bank draft (Refer to item 6. 3 of the Fact Finding Report and Appendix F). Bro. BC said TE previous Treasurer, sis. Ang Hwee Loo (AHL)s allegation was a very strong and sensitive one as the teacher she referred to was bro. CYHs sister. The Fact Finding Team could not conclude that the purported bank draft was in fact related to the discrepancy being written off in Point 7 of Appendix C, or the purchase of personal bank draft actually happened. v. Salary for Sep-06 was alleged to have been paid twice to a teacher (Refer to 6. 5 of the Fact Finding Report and Appendix G H). Bro. BC in referring to item 3. 1 of the Audit Report (Appendix I) said the audit observation has given the impression of the salary cheques being issued twice to a teacher when actually the alleged replacement cheque was issued to bro. RL as a reimbursement for a different amount. Bro. BC said there were two aspects to this finding. firstly, sis. AHL admitted to the Fact Finding Team that she had omitted to cancel the first salary cheque that was reported lost. secondly, although the second reimbursement cheque to bro. RL included an amount of the teachers salary for Sep-06, there was no voucher to evidence the second salary payment purportedly to have been made in cash. Therefore, the Fact Finding Team could not confirm that the teacher in question has received the Sep-06 salary twice. Sis. LKK commented that when she joined the TE Board, she remembered being told that the TE accounts were very messy. Sis. LL also recalled that sis. AHL wanted collections to be banked in immediately and teachers were later not allowed to hold any money. Since sis. AHLs allegation of a teacher having used TE money to purchase personal bank draft was never tabled and discussed in the past TE Board meetings, the present TE Board accepted the recommendation of the Fact Finding Team and unanimously agreed that the unsubstantiated allegation be dismissed. (the alleged fourth defamatory statements) Is the statements by the TE board defamatory or not?I would quote the decision delivered by Gopal Sri Ram JCA (as he then was) in the Court of Appeal case ofChok Foo Choo @ Chok Kee Lian v The China Press Bhd[1999] 1 MLJ 371at pp 374 and 375 where it was held that: In my judgment, the test which is to be applied lies in the question: do the words published in their natural and ordinary meaning impute to the plaintiff any dishonourable or discreditable conduct or motives or a lack of integrity on his part? If the question invites an affirmative response, then the words complained of are defamatory. (SeeJB Jeyaretnam v Goh Chok Tong[1985] 1 MLJ 334. ) Richard 2 MLJ 117 at 128 Malanjum J, in an admirable judgment inTun Datuk Patinggi Haji Abdul-Rahman Yakub v Bre Sdn Bhd Ors [1996] 1 MLJ 393, collected and reviewed the relevant authorities upon this branch of the subject and I would, with respect, expressly approve the approach adopted by him. To further support the statements were defamatory i quoted the decision by Low Hop Bing J (as he then was) in the case ofAbu Samah bin Omar v Zainal bin Montel[2004] 5 MLJ 377at p 382 where it was held that: Whether the words are defamatory? In respect of this issue, it has been said that there is no precise test applied to determine whether or not any given words are defamatory or are capable of a defamatory imputation. Several general formulations have been accepted and may be stated as follows: (a) any imputation which may tend to lower the plaintiff in the estimation of right thinking members of society generally (seeSB Palmer v AS Rajah Ors[1949] MLJ 6); to cut him off from society or to expose him to hatred, contempt or ridicule (seeAbdul Rahman Talib v Seenivasagam Anor[1965] 1 MLJ 142); (b) a defamatory statement is one to a mans discredit, or which tends to lower him in the estimation of others, or to injure his reputation in his office, trade or profession, or to injure his financial credit or if the words cause him to be shunned or avoided:Yussoupoff v Metro-Goldwyn-Mayer Pictures Ltd[1934] 50 TLR 58; per Mohamed Azmi J (later FCJ) inSyed Husin Ali v Sharikat Penchetakan Utusan Melayu Bhd Anor[1973] 2 MLJ 56at p 58,Gatley on Libel and Slander(6th Ed) p 4, as followed by Ramly Ali J inKian Lup Construction, pp 41–42. It is also crucial to determine wether the statement is being defamatory or not, the words must be read in its context in which they were used, (seeLim Guan Eng v Utusan Melayu (M) Bhd[2012] 2 MLJ 394at pp 403–404 (HC)) The plaintiff therefore had no other options but to bring the case to the court to clear her name. The attitude and actions of the defendants towards the plaintiff up until the trial was indifferent with their imputations towards the plaintiff. There was no investigation carry out to clear her name and all allegation is based on assumption and therefore it is flawed. The defendants were indifferent to the truth and seems to have falsify all the allegation made towards the plaintiff,this is sufficient to prove there was malicious intention towards the plaintiff. The next course is to prove wether the alleged defamatory statements and records were being publish to third party. The documents which allegedly contain information about the plaintiff wrong doing was supose to be classify information as stated and will only be distribute during different occasions of meetings of the board or if the documents were requested by the members of the board yet unfortunately the person that have the responsibility to keep the documents confidential had made the documents known to the members of the TE board and the regular members of the church that has nothing to do with their administration. Even though the distribution of the records doesnt fall into the category of general public and even if the plaintif doesnt conduct a business for a living but the family of the plaintiff were devout members of the church and this action has severely made the other members of the church label her and probably her family as frauds and untrustworthy severely damaging her worth as a person and affecting the plaintiff family as well. This was proven that the defamatory statement were valid as the regular members of the church falls into the category as 3rd party. According to Defamation act the TE board committees had violate section 5 of slandering the plaintiff of her reputation as a teacher thus will bring problems to her employment in the future. They are also guilty of violating section 6 slandering of title since TE board has alleged published several defamatory statements that imply the plaintiff was a dishonest person and a fraud and has been proven the statements were made with malice. The TE board couldnt claim to be alleged to the defenses of unintentional defamation in section 7 since the plaintiff have requested a lot of times for investigations to be carry out to clear her name and unfortunately was ignored. This alone prove that this is far from being unintentional. The TE board couldnt claim section 8 Justification as defenses as well since there was never any official investigation being carry out to verify the allegations made towards the plaintiff therefore all allegations were without prove and was just slanderous. The TE board couldnt claim section 10 Migitation damages as well since there was no action taken even after the plaintiff have ask for clarification and apology from the TE board and their attitude has remain indifferent up until the trial. This shows that the TE board isnt sincere in their apology and has no intention of doing so until it is proven they had indeed committed defamation against the plaintiff. Based on the analysis above, It is unfair that the plaintiff receive such treatment when the defendants could care less about proving the authenticity of the alleged claim that the plaintiff have committed the alleged dishonest act. the plaintiff is egligible to receive payments for the damages that the defendants were responsible for the defamation.

Discuss About Failure Essay

Q: ‘The word failure should never be used in education.’ Discuss. â€Å"Failure is not the end of the journey.† was an impactful phrase that Steve Jobs once said in his most eulogised moment of wit. I would dare to say that ‘failure’ is not a foreign word to anyone in the world and to the large majority, it is never viewed as a pleasant word to hear. In dictionaries, the word failure is often defined as the lack of skill or knowledge to succeed in accomplishing a task, yet ironically, the word failure is very often used in schools, where students attend to acquire skills and knowledge. Therefore, I strongly feel that the word ‘failure’ should not be used in today’s education system most of the time. Firstly, one reason why I feel that the word ‘failure’ should not be largely used in education is simply because of its demoralising effect. With the advancements in science and technology, education systems around the world have increased its difficulty by leaps and bounds. Hence, examination papers have changed and the syllabus only gets tougher. Students therefore are constantly bombarded with difficult and mind-boggling questions and tests, thus it is only natural that there are bound to be failures within a class. However, for the students that had studied very hard for the test, failing would only crush their confidence and pride. A research carried out by a group of students in Tokyo University had found out that 2 out of 7 students in Japanese High Schools are demoralised after failing their first few semestral assessments and their grades continue to suffer all year round as they had already lost the will to persevere and strive for excellence. This study supports my view that ‘failure’ demoralises people as it extinguishes the fiery will within students and their drive to excel. More often than not, being called a failure in schools may develop in students a form of self-fulfilling prophecy as their constant failures may have convinced them that they may indeed be useless and will never succeed in the future. Hence, I strongly feel that the word failure is too harsh a term to judge students based on their academic and holistic achievements alone as this will in fact demoralise them. Another reason why I feel that the word ‘failure’ should only be used to a bare minimum is because it creates more demanding parents. All parents have high hopes for their child, and I would dare to say that every parent wishes for their child to be able to successfully climb the rungs of the social ladder and stand at its peak. However to do that, excellent academic and holistic grades must be attained. A survey conducted by a group of students studying psychology in the National University of Singapore (NUS) in 2011 observed that 75% of Singaporean families display prejudice against failure and envisage their own child enrolling into the top medical courses of the local universities in Singapore. This study displays the stress that students in Singapore face as now not only do they have to excel in their studies to achieve a decent grade, but they are also expected to live up to their parent’s extremely high expectations. Such a scenario is ubiquitous in almost every Asian country and community, take the Asian families in Japan and the Asian communities in the United States for example, many Asian children fear showing their report cards to their parents if they had failed any subject as they fear the tongue-lashing that they receive upon showing their grades. Moreover, Asian families have been stereotyped to be very demanding as they demand that their child score straight ‘A’s for his or her examinations. This scenario is evident from the book ‘Battle Hymn of the Tiger Mother’ by Amy Chua which describes the typical strict Chinese upbringing where even an A- grade is not acceptable much less a ‘failure’ grade. To fail is to bring shame and dishonour to the family. Thus, I believe that the root of all these expectations branch from the very use of the word ‘failure’ as it somehow segregates the students based on their abilities into two groups – the successful and the failures, and parents would therefore want to push their child even harder to be able to enter the ranks of the successful and falling into the pits of failure is not favoured by most parents. Hence, I feel that the word ‘failure’ should not be used most of the time so that children would not need to fear failing and the ridiculously high expectations of parents can be somewhat mellowed. Lastly, as clichà © as it may sounds, the word ‘failure’ promotes a segregated community in schools. Very often, it is a common sight to see the students that excel in their studies form their own small cluster while the ostracised students that have consistently failed their examinations would form their own cliques. Such scenarios are especially evident in schools in the Western countries, such as the United States and the United Kingdom. Very often, students that fail their tests continuously would rather invest their time in beautifying their aesthetic appearances or in honing their skills in  their extra-curricular activities. While the students that score terrific grades, on the other hand, are labelled ‘muggers’ and ‘nerds’, hence this gave rise to the much stereotyped ‘popular’ and ‘unpopular’ kids in many American schools. This, thus, unconsciously created a segregated community in schools and as a result of this segregation bullying is rampant in schools as the more popular but academically weaker students would threaten the smarter ‘nerds’ to accomplish their work for them. This is supported by a documentary carried out by Discovery Channel, titled Bully, on the reasons behind bullying, which found out that one of the main reason why children resort to bullying is to achieve the much desired grades they wanted. Thus, ‘failure’ had unknowingly created a hierarchy within many schools and therefore, I strongly feel that the word ‘failure’ should not be used to a large extent. However, critics of my argument may argue that the word ‘failure’ may instil in students the need to improve and work harder, and motivates them to stretch themselves to their fullest potential. However, I believe that this is an extremely idealistic view as, not every student can remain optimistic upon receiving such dreadful grades. Moreover, such a argument also fails to take into consideration the students that had failed multiple times. Failing a couple of times may motivate one to try and work harder but the constant failure that some students experience would crush their determination and willingness to work hard. Hence I believe that if nothing is done to at the point of receiving the failure grade, and teachers allow things to go by its on course, the student may be badly sh aken and demoralised and as a result instead of improving his grades, he may actually worsen and score far worse grades. Thus, this brings me back to my point that ‘failure’ should not be used in our education systems most of our time as every student have differing levels of motivation and not everyone can take ‘failure’ so easily, and instead of improving themselves they end up despondent and unwilling to work hard. Critics of my argument may also claim that the competition that arises due the usage of ‘failure’ is beneficial to the students. However, this argument is flawed and the argument is too naive. This is because they fail to realise that is because of such intense competition that students may resort to cheating and other underhanded measures to attain a passable grade or their desired grades. In a study published in the Los Angeles Times, it was found that students cheat to  attain higher grades to meet with their parents expectations or to enter into a high paying job from the top Ivy League Universities. Moreover, with globalisation, the presence of scholars in schools contribute to the competition that local students face, and this has actually created such a stressful environment as the scholars contribute to the top scores of many major examinations and as a result the bell curve system that determine ones grade would shift to the right and students would require to score higher grades to attain their desired grades. This additional stress from the increase in competition if not managed properly would prove to be detrimental to ones mental fitness, and students that are unable to take such intense competition now, may just crumble under the immense stress that all students have to shoulder. Therefore, I strongly believe that the competition that ‘failure’ brings about brings more disadvantages than benefits and hence, I feel that ‘failure’ should not be used in our education most of the time. Therefore, in conclusion, does ‘failure’ necessarily bring more harm than good? While ‘failure’ does indeed have its good points, like bringing about differential learning, beneficial competition to those that require it, it brings about much more adverse effects to our community. The word ‘failure’ can badly demoralise students, create more ‘Tiger Mothers’ – a term used to describe more demanding parents, and a segregated community in many schools. Thus, I strongly feel that schools being the place that students attend to further improve themselves and acquire new knowledge, should not use the word ‘failure’ most of the time as it simply does not bring about much benefits. Therefore, I would like to reiterate that I strongly feel that the word ‘failure’ should not be used in today’s education system most of the time.

Engage in Personal Development in Health, Social Care or Children’s and Young People’s Settings

1. Describe the duties and responsibilities of own work role: As a childminder I will be registered and inspected with Ofsted to ensure that I am able to demonstrate the quality and standards of care required by Ofsted and the Early Years Foundation Stage. My duty is to ensure that I provide high quality childcare, within a positive, safe, warm and happy environment where children feel welcome and comfortable. I am also to plan program’s and prepare play based activities for the children, to enable them to learn and develop at their own pace with supervision as appropriate. . My duties also entail completion of relevant paperwork.All of the above is to enable and ensure that parents are able to have peace of mind and to leave their children knowing that their well-being is paramount. Below is a list of my duties continued: †¢ Prepare and provide healthy balanced meals for children and be aware of their individual dietary requirements. †¢ Take the children that are in my full time care to childminding and playgroups. †¢ Provide breakfast and dinner for, take to school and collect from school all children that are in full-time education †¢ To maintain discipline of all children (whether in my care part-time or full-time), and encourage positive behavior Promote and maintain a high level of professionalism when carrying out my work †¢ To implement and update policies and procedures in line with ofsted guidance†¢ To ensure a safe environment for the children †¢ Carry out risk assessments on my home, and also of any places that we regularly visit. Review on a regular basis †¢ Be aware of the signs and symptoms of potential abuse and be aware of the current procedure in reporting it. †¢ Build and maintain good relations with people involved with the children’s learning/lives. School/nursery teachers, parents †¢ make sure all equipment is safe and fit for purpose, as well as age appropriate keep relevant records/paperwork in a confidential and safe place †¢ when communicating with parents and children, respect other’s confidentiality †¢ all accident’s are recorded and reported where necessary †¢ Ensure good hygiene standards are met †¢ Regularly replenish first aid box†¢ Regularly attend training and update qualifications, certificates at appropriate i. e First Aid †¢ Ensure all paperwork in completed in a timely manner as directed by Ofsted †¢ Provide regular feedback to parents and children and also allow them to do the same in the form of questionnaire’s, daily discussions, daily reports etc . Explain expectations about my own work role as expressed in relevant standards Expectations of me within my work role are to provide a warm, caring, fun and friendly environment for the children to come to, to provide them with the ability to learn and develop at their own pace and to guide them were appropriate. To be reliable and mak e sure that their safety is paramount not just within my setting but at all times when they are in my care, also in their everyday life’s, for example if I suspect any form of abuse to act upon my suspicions in the appropriate way by following my policies and procedures.As well as this I must be registered with Ofsted and meet the requirements set out by them which include having an enhanced CRB check, having a valid Pediatric First Aid certificate, to have attended and completed the Barnet Council Childminding Course. I am also expected to meet the standards of the EYFS (early years foundation stage) as part of this I am required to keep detailed records of the children and parents personal details including emergency contacts, any special needs or requirements, accidents, attendance, risk assessments, observation of the children to track their development and follow the framework set out by EYFS.Another expectation of me is to follow the Every Child Matters initiative and i ts 5 outcomes: †¢ Be healthy †¢ Be safe †¢ Enjoy and achieve †¢ Make a positive contribution †¢ Achieve economic wellbeing SC33: Promote equality and inclusion in health, social care or children and young people’s settings. 1. 1Explain what is meant by – diversity, equality and inclusion Diversity – Diversity means differences. Such as, â€Å"People from different cultures live in my community, making it a diverse place to live. † Diversity is the degree to which a GROUP (not a place) is non-uniform on a specified factor.An all-Black group has zero race diversity, but may have age diversity, or educational diversity. From wikiask Equality – The importance of recognising different individual needs and of ensuring equality in terms of access, participation and benefits for all children and their families. It is therefore not about treating people the ‘same’ Inclusion – Inclusion means that all children can attend the setting and benefit from the same experiences. For example children with disabilities are active participants, not just observers on the sidelines.Describe the potential effects of discrimination Discrimination may occur in a setting if people have stereotypical attitudes towards children who they believe may be capable of doing something or making assumptions about children because of who they are or the way they act. Discrimination against a child who may be disabled, may be seen as incapable of doing particular activities or participating within activities because of their disability. If a child has a disability be it physical or intellectual, it does not mean they are unable to achieve the same as another child.According to Tina Bruce 2001’ As early years workers, we are responsible for ensuring equal opportunities within the setting. There are many ways in which we can promote anti-discrimination practice. We can do this by: valuing diversity and respecting d ifference, including children with disabilities and avoiding stereotypes. This may effect children who are discriminated on as it could delay their development, the child may become less confident and show a lack of confidence within particular activities and they may be seen as labeled.Another cause of discrimination could be discrimination against gender. This type of discrimination may stereotype against children who play with particular activities that are commonly associated with their gender. For example, a boy maybe seen more prone to play a physical activity like football or basketball and girls maybe seen more prone to dressing up as princesses and role play. According to Tassoni 2007 ‘During their early years, children are developing sense of identity, self worth and self-asteem. They are learning how other’s see them and treat them.A boy that plays with dolls may be discriminated on because of his choice of interest, there may be assumptions as to why he is p laying with them and not the footballs. This may affect the child as it may interrupt his learning, ‘he may grow up with a view of himself as inferior’ (Tassoni 2007 pg154) and he may develop serious emotional and social problems later on in life e. g finding it hard to form relationships’ (Tassoni 2007pg154). The effects of discrimination against parents/carers and families could be discrimination against their religion, sexuality, race and appearance.This type of discrimination could affect the children if they see that their parent/carers are being discriminated on, even if it is not through verbal communication it can still be seen through facial expressions and body language, this may result in the child of the parents having behavioral problems within the setting, becoming distressed or even physical behavior. This sort of discrimination can affect practice within the setting . Other effects of discrimination are: isolation, possible exclusion, demoralizati on,Explain how inclusive practice promotes equality and supports diversity Inclusive practice is about the attitudes, approaches and strategies taken to ensure that people are not excluded or isolated. It means supporting diversity by accepting and welcoming people’s differences, and promoting equality by ensuring equal opportunities for all. In my role it is important to allow the children to have the same opportunities as any other child regardless of disabilities, race, religion etc. We do this buy having doll’s f different colour/race, disabled doll’s, aswell as fancy dress and books that are for both boys and girls that they are freely able to choice from and play with as and when they please. 2. 1Explain how legislation and codes of practice relating to equality, diversity and discrimination apply to your own role. Equality Act 2010 brings together all previous acts relating to equality and discrimination. ‘this act enforces equality legislation on a ge, disability and health, gender, race, religion or belief, sexual orientation or transgender status, and encourage compliance with the Human Rights Act 1998.It applies to all organizations that provide a service to the public. This Act along with the EYFS requires my setting to put in practice policies and procedures to ensure children are treated fairly and equally but according to their needs regardless of learning difficulties and disabilities, to have a positive attitude towards diversity and difference. I have an equal opportunities policy that I follow. The Disability Discrimination Act 1995 and 2005 ensures that all children as well as those with disabilities are provided with the same first hand experiences and or opportunities as those that are non-disabled.According to this Act, the arrangements for the admission of disabled children are: to prevent disabled children from being treated less favorably than other children in the setting, this means it would be illegal for a setting not to make reasonable adjustments to accommodate those with disability. Within my setting all children are provided with the same opportunities despite learning ability, disability etc but it may alter slightly to adapt to the child’s learning needs in an effective way so they are still included within the same activity.E. g at a counting activity some children may be asked to count to 20 and another child who is not as keen with numbers may still do the same activity but be asked to only count to 10, this depends on the child’s learning ability. Implementation of statutory duties can be put in place here also to ensure equal opportunities within working practice. These duties comply with the Race Relations Amended Act 2000, which requires workplaces to promote equality of opportunity, good relations between people f different racial groups and to eliminate unlawful racial discrimination both unto children and adults. Human Rights Act 2000:‘The act was not designed specially to protect children but they are accorded the same rights as adults. This means they have the right to dignity, respect and fairness in the way they are treated’ Tassoni et al (2007), This act ensures that settings influence working practices by following the legislation to promote fair and just practice towards children, respecting wishes and promoting practices in accordance to the child’s rights. E. ‘a setting is not able to use corporal punishment even if a parent consents to it, because it is seen as degrading and a violation of a child’s rights’, it also makes sure that I as a childminder provide the children with food, clean water as well as a comfortable and clean setting, that I spot the signs of abuse and report them as well as involving the parents and children in decision making where possible. United Nations Convention on the rights of a child (UNCORO – 1989 recognised in the UK in 1991) These are the righ ts of a child under the age of 18 years.The children’s rights apply to boy or girls, their religion, if they are disabled or the family’s diversities. There are children living in exceptionally difficult situations and that such children need special consideration. Governments have a responsibility to take all available measures to make sure that all children’s rights are respected, protected and fulfilled. They also agree to review their laws relating to children. This involves assessing Social Services, legal health and Educational systems, as well as levels of funding for these services.Governments are then obliged to take all necessary steps to ensure that the minimum standards set by the Convention in these areas are being met. They must help families protect children’s rights and create an environment where they can grow and reach their potential. There are over 40 specific rights below are some of them: †¢ The right to play. †¢ The right to survival and development. †¢ What is best for the child? †¢ The right to be safe. The right to live in a loving and caring family environment or alternative care and to heev contact with both parents wherever possible. †¢ The right to speak up and have your opinions listened to and their views respected. †¢ Every child needs to be registered after birth. The right to a name, nationality, freedom of expression and access to information concerning them.†¢ The right to education, leisure, culture. †¢ Children have the right to know and live their own culture. †¢ Respect the rights and respect others. The right to privacy. †¢ If you have a disability you have rights for special help for you to participate, the right to health and health care and social security. †¢ To be healthy. †¢ Children have the right to access special education. †¢ The right to be educated. †¢ Children have the right to live life free from discriminati on. EYFS 2008 has brought together all early years providers under one set of statutory guidelines, the aim was to improve the quality of care and education for children birth to end.It is statutory and that means that ALL registered early years providers MUST follow it, the purpose of making it statutory was to ensure all children were given the same opportunities for high quality care and education. If ever a parent wasn’t happy with the way in which I worked or felt that I wasn’t successfully providing a equal opportunity, diverse setting or there was discrimination taking place they could report it to OFSTED who are the regulatory body for childminders, they also make sure that a good level of work is always maintained, the enforce and inspect.