Rabbit-Proof Fence Essay Example for Free

Rabbit-Proof Fence Essay * How do the filmmakers begin the film and engage us in the story and at the beginning of the film what do you think you are seeing at first? The Australian film based on the true story about â€Å"The Stolen Generation† titled â€Å"Rabbit-Proof Fence† begins with a brief written summary about the Australian Aborigines Act of 1931. This historical information is just enough to really grasp the viewer’s curiosity before moving on to what is initially, the unidentifiable aerial footage of the endless desert plains of Australia. This is footage is only further complicated by the voice of an unknown women speaking in an unfamiliar language and the native sounding instruments fading in slowly from the background. At first, I was unsure of the geographical location, thinking it was possibly that of a sandy or muddy beach. It then crossed my mind that perhaps I had mistakenly selected a non-English version of the film which would explain the foreign language, but not the English text at the beginning. It wasn’t until the view included the unmistakably blue sky along the horizon of the desert that the location became completely recognizable and my previous thoughts were extinguished. * What impressions do you gain of life in the desert Aboriginal community?   Living among nothing more than the dry and dusty Australian plains scattered with sagebrush and a few desert trees, the film showed how desolate of a landscape the Aborigines called home. With nothing more than simple huts constructed from small sticks and branches, their homes didn’t appear to provide adequate shelter much less protection from the elements such as the unrelenting heat and sun. It was clear that their lives had been disrupted by â€Å"white† European settlers whom had depleted their lands of natural resources needed for survival, as the community was forced to rely upon government rations for food, water, clothing, etc. As seen in the film, the community rations were distributed to the native people by a â€Å"white† government worker at the Jigalong depot which gave the state every opportunity to evoke complete control over their lives. * Very early in the film, we see the eagle, Molly’s totem, her spirit bird. Her mother tells her the eagle will look after her. When does the bird appear again in the film and why? The eagle first appears in the very beginning of film as Molly stares up to the blue sky watching intently as an eagle circles overhead. Soon joined by her mother, together they both gaze up as her mother speaks to her in native tongue; she explains the meaning of the totem to Molly and its promise for protection and guidance. Then after Molly and her sisters are taken to the settlement, the eagle appears again circling overhead in her dream signaling that the time had come for the girls to make their escape. Finally, after walking over a thousand miles the two remaining sisters collapse from pure exhaustion in the endless desert when again the eagle appears in Molly’s dreams. Awakening her from near death, the eagle seemingly provides the strength and encouragement needed for Molly to contin ue on, with promise of home. Out of curiosity, I did some further research about the totem and the Aboriginal people. In the Aborigine culture each individual family has a totem with different animal symbols on it which represent their descended mythical â€Å"Being of Dreamtime†: the belief in a spiritual connection between land, animal, and man in a time before time. For indigenous aborigines the religious significance of the totem is conceptually similar to the religious significance of the cross for Christians; both carry symbolic meaning representing a spiritual life. * Why do you think that some children just accepted their fate, whereas others were desperate to escape? After being kidnapped from their family and taken to the Moore River Native Settlement, the Aboriginal children were forced to conform to the strict authority of the sisters and Mr. Neville’s staff, including the tracker. The children were warned from the beginning that if they were to attempt an escape they would be tracked and surely brought back to receive the punishments they had deserved. Those who dare attempt were immediately tracked and returned to the settlement where they would be brutally punished in front of their peers by the Mr. Neville or his staff; after which they were then locked up in the isolation room for hours or even days. For the majority of the children the fear of punishment was enough for them to accept their fate and obey the endless rules. Additionally, it seemed that for many of the children the settlement had become their home and they didn’t want to leave. Clearly this was not the case for Molly, and the other girl seen punished in the movie for sneaking out to visit her boyfriend. * What kind of activities were the children involved in to â€Å"civilize and Christianize† them? Once the children arrived at the Moore River Native Settlement they were expected to dress, speak, and behave as instructed by Mr. Neville’s staff. The children were each scrubbed by one of the sister’s before being dressed all alike in plain smocks and shoes. At the start of each meal they were required to stand and all say a uniform prayer before eating. They were required to address their elders by â€Å"Ms. or Mr.† only, able to speak only when spoken to, allowed only to speak in English instead of their native tongue which was commonly referred to as â€Å"jabber†. All the children were forced to attend classes, and church as instructed, as well as daily chores like sweeping, mopping, and sewing. * After their escape, when ever Mollly is asked where she is going, the answer is always the one word: â€Å"home†, what does this mean to Molly? For Molly, the word â€Å"home† is where she belongs, the place where her mom is, the only place she knows, the place she must return to at all costs. Unlike some of the other children who had been made to believe that the settlement was their home, and that they no longer had a mother; Molly knew better, she knew that they still had a mother. For fourteen years, wherever her family was at was â€Å"home† and she dearly longed to be reunited with the family that she loved and she knew loved her. * The girls stumble across a remote farm where they meet Mavis, another Stolen Generations Aboriginal girl who is working as a domestic helper. What evidence is there to suggest that life is very difficult for Mavis? Why was she so keen for the girls to shelter with her for the night? One of the few people that the sisters encountered on their incredibly long journey across the desolate Australian plains was a young woman by the name of Mavis. They came across a homestead where they found Mavis hanging laundry, deciding to stop and take the chance by asking for food. As the girls soon would learn, she too had been kidnapped from her family and brought to the compound where she lived until she was old enough to go to work as a domestic worker for the white family with whom she lived. Immediately upon seeing the girls, Mavis r ecognized the trio as having escaped from Moore River. She instructed the girls to wait in the brush until later that evening when she would bring them food and insist upon them staying with her for the night. That night as the girls lay fast asleep in Mavis’ bed they were woke by the white boss man attempts to crawl into bed with whom he clearly had thought to be only Mavis. After the discovery, Mavis briefly spoke with boss man before pleading with the girls to stay with her for the remainder of night out. Clearly she was fearful that if they left her bed he would return to finish what he had started. Unfortunately, despite her promise, Mavis boss did in fact call the authorities and again the girls were woke, only luckily this time narrowly escaping capture by outwitting the trackers. * Imagine you are Molly aged about thirty and the mother of two children. Tell your children what you learned from your experiences in 1931. First of all, I want to acknowledge that it is impossible for me to comprehend what Molly, or any Aboriginal child endured at the hands of the Western Australian government; I can only do my best to imagine what I would be like after such an experience. As forty four year old Molly with two children, I anticipate that I would be open and honest with my children about the events in my life while doing my absolute best to teach my chil dren about the necessity of forgiveness. I would try to explain that the actions of the Australian government were the result of ignorance and fear. It is our job as parents to prepare our children for the future and to hopefully avoid repeating the mistakes of our past; as such I feel that it would do no good to teach them to be angry or hateful towards the â€Å"white† people, but feel sorry for their ignorance. * Many Aboriginal Australians today are still suffering from the effects of loss of identity and family brought about by the practice of removing Aboriginal children. What do you understand by the word â€Å"reconciliation†? To me personally, the word reconciliation means the act of making something right that has been wronged and I don’t know if the past in instances like this can be made right. After the movie, I went on to view several other pieces about the Stolen Generations and some of the stories were heart breaking to say the least. It is very true that many Aboriginal families are still suffering today; many who have lost every bit of their real heritage as a result. It’s hard to imagine not having any idea where you came from, but it’s even harder to imagine those whose last memory of their mother was her heartbroken face as they were ripped from her arms. To have no idea what became of your people is something I can only begin to imagine. Therefore, I don’t think that there ever will be any reconciliation possible between the government and the Aboriginal people, an apology sure but the wrong will never be able to be right. What I do believe can take place, is for the Australian government to accept responsibility for the mistakes of their predecessor’s against the Aboriginal people and to provide any and all resources that may help this culture heal.

Ancient Egypt :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ancient Egypt was a very important time in our time period. They had their own way of life. Egyptians had their own writing, burials, government, religion, cooking, and games. They were educated people with many talents. They were good with their hands and brains. Ancient Egyptians were a magnificent race of people.   Ã‚  Ã‚  Ã‚  Ã‚  The Ancient Egyptians called their country Kemet, which means â€Å"Black Land.† The dark soil from the Nile River was very fertile. The Nile overflowed at the same time every year, leaving farmers with very fertile soil. The Nile provided much needed water for their crops during the dry season by using their irrigation system. The Nile River also provided the Egyptians with drinking water, and a way for them to travel, allowing them to explore and trade. In addition, the desert around the river was called â€Å"Red Land† by the Egyptians. This is where they lived, grew and prospered. The desert provided much gold for the Egyptians to trade with other countries or to keep for themselves. They brought back silver from Syria, cedar wood, oils, and horses from Lebanon, copper from Cyprus, gems from Afghanistan, ebony, wood, and ivory from Africa, and incense from Punt.   Ã‚  Ã‚  Ã‚  Ã‚  Egyptians cherished family life the way we cherish food or money. Children were considered a blessing. They prayed for them and used magic to have children, but if a couple could not conceive they adopted. Men were the head of the household and the oldest son inherited everything of the father’s.  Ã‚  Ã‚  Ã‚  Ã‚  Egyptian women were to obey their fathers and husbands, but were equal in many other ways. For example, women could have jobs, some rights in court cases, and they were able to own land. Women were also allowed to own businesses. Only noble women, however, could be priestesses. The women raised the children and took care of the house. Wealthy families would hire maids and nannies to do such things. Divorce was not common in Ancient Egypt, though it was an option. Problems were talked about between families, and if they could not be settled a divorce would take place. Some women became rulers but only in secret. The only woman who ruled as a phara oh in the open was Queen Hatsheput. Ordinary men normally had one wife, while pharaohs and kings had several. Most marriages were arranged by parents. Most girls married at age twelve while boys were usually a little older.

American Correctional Policies

The main focus of the juvenile justice systems has always been rehabilitation of the offender. However, this principle has been criticized by some sociologists prompting research activities on the most appropriate method of dealing with juvenile delinquency. Steiner and Wright (2006) carried out a research to determine the effectiveness of tougher penalties on certain cases of juvenile delinquency. According to their study, Steiner and Wright the more strict penalties introduced in the late 20th century had no impacts on the rate of juvenile delinquency and recidivism.A similar study by the Morbidity and Mortality Weekly Report (2004) indicated that there is no evidence of the effectiveness of the therapeutic foster care intervention programs in dealing with juvenile delinquency. This program was introduced to assists delinquent youths who are unable to live with their parent. However, the program recommended that young people with chronic deviant behaviors should be put under a fost er parent who is trained to handle such individuals.Although the findings of the two studies are essential in formulation of correctional policies, it is important to note that both studies do not consider the factors that forced the juvenile to commit the crime before looking at the effectiveness of the programs. There is no doubt that every case of juvenile delinquency should be addressed separately if intervention programs have to be effective. Reference Cocozza, J. & Skowyra, K. (2002). â€Å"Youth with mental health disorders: issues and emerging responses. † Office of Juvenile Justice and Delinquency Prevention Journal, 7(1), pp 3-13.MMWR (2004) Therapeutic foster care for the prevention of violence: A report on recommendations of the task force on community preventive services, CDC Morbidity and Mortality Weekly Report, 53 (RR-10). Steiner, B. , Wright, E. (2006). â€Å"Assessing the relative effects of state direct file waiver laws on violent juvenile crime: Deterren ce or irrelevance? † The Journal of Criminal Law and Criminology. 96(4), pp 1451-1477. Part two: Abstract Policies that are geared towards restoration of justice have been common in the criminal justice systems in the United States.These policies have progressively found their way into the juvenile justice systems in many states. These policies are aimed at balancing the interests of the juvenile offenders and the victims of the offences. There are several studies that have been carried out to ascertain the effectiveness of these programs in the juvenile justice systems. This paper is aimed at examining the restorative justice policies in the juvenile justice systems which has concluded that this approach has been adopted by almost all states in the country in the recent past.Reference Pavelka, S. (2008). â€Å"Restorative Juvenile Justice Legislation And Policy: A National Assessment,† International Journal of Restorative Justice, 4(2) pp 100-118 http://www. restorativ ejustice. org/legislative-assembly/15statutes-cases-regulations-and-recommendations-from-national-regional-and-intergovernmental-bodies/restorative-justice-and-the-law/statutes/restorative-juvenile-justice-legislation-and-policy-a-national-assessement.

Differences Btwn Lpn and Rn

THE DIFFERENCES AND SIMILARITIES BETWEEN A LPNS AND RNS RAHAB KAIRU TRANSITION TO THE RN 03/28/2013 THE DIFFERENCES AND SIMILARITIES BETWEEN LPNS AND RNS In today’s society its maybe difficult to differentiate between LPNs and RNs, this is usually because of the socialeconomic values and more availabilities of LPNs than RNs and also because there some similarities between LPNs and RNs. The differences start right from school. While most LPNs programs are a one year programs and LPNs get a diploma, most RN programs are at least 2 year program they get an associate degree.RNs and LPNs take two different exams, the RN exam is more comprehensive and more indepth as compared to LPNs exams. RNs take NCLEX-RN while LPN take NCLEX-RN. In some states there are maybe different board of nursing that deal with either LPNs and RNs, example in California ther is California board of RN and Californa board of vocational nursing and phychiatrist Technicians. RNs study is more in depth, have al ot more prerequisites as compared to LPNs.RNs have more knowledge in psychology , clinical, assessment and management skills. LPNs work under direct supervison of an RN or a Doctor while RNs work independently under doctors orders. LPNs may not be allowed to do somefuctions such as initial assessment during patient admission or some procedures such as IV therapy, they may monitor IV therapy and report to an RN,while RNs have no restrictions. LPNs are usually in the nursing pool while RN do most of the management.There is also a difference in pay. RNs make more money compared to LPNs. RNs have more career opportunities, while LPNs are more restricted on their choices. Most hospitals do not hire LPNs. Its also easier for an RN to advance in educations as compared to LPNs; there are more online schools and different specialization that an RN can choose. Some of the similarity between lpn and RNs are that they are closely regulated by the board of nursing and always have to be in compli ance.Both have to take countinuing education to maintain their licences. In most states the LPN and RNs salary falls in the same tax bracket. Lisa M Shaffer BSN,RN and Kathy Johnson,BSN,RN and Carolyn Guinn,Msn,RN. (March 2010) Remedifying role confusion; Diffrentiating between RN and LPN roles. Vol. 5 No. 3 Retrived from http://www. americannursetoday. com/article. aspx? id=6382 Beth Greenwood. (2002) RN vs LPN Responsibilities. Demand media. Retrived from: http://work. chron. com/lpn-vs-rn-responsibilities-5379. html

The War Between The Classes Essays - Armbands, Free Essays

The War Between The Classes Essays - Armbands, Free Essays The War Between The Classes The War Between the Classes By (Your Name Here) The War Between the Classes is an excellent book written by Gloria D. Miklowitz. It is about a high-school class that plays the Color Game. In the game, there are four social classes which are represented by armbands: Blues highest, richest; Dark Greens upper-middle class, semi-rich; Light Greens lower-middle class, semi-poor; Oranges lowest class, very poor. To further split up the classes, there are the superior sex, Teks(females), and the inferior sex, No-Teks(males). There are also groups of Color Game policemen, which are older students who played the game in previous years. They record the students activities, and record any good or bad behavior, which can result in demotions or promotions. The Color Game runs like this: Lower classes, or No-Teks, must bow when they meet eyes with a higher class, or Tek. Higher classes can give orders to lower classes. Lower classes may not speak to a higher class unless spoken to, and can only reply in a short answer. You must have your armband and journal with you at all times. The main character in this book is Emiko Amy Sumoto. She comes from a Japanese family, and her parents believe she should keep the family going by marrying a Japanese boy. Instead, she is interested in a rich, white boy names Adam, which is the opposite of her. In the Color Game, all the Latinos in the class turn out to be high colors, and rich whites end up as lower colors, which are all planned out by their teacher. Although she is used to being treated as a lower person in real life, along with the rest of the Latinos, she doesnt feel right with the power she has, being one of the most powerful people in the class. She decides to try and unite all the colors to an equal rank. After being demoted from Blue to Orange with Adam, she plans to post Unite All Colors posters all over the school, and make quad-colro armbands for all students to wear. Finally she succeeds in doing this, and unites the whole school as one. My favorite part of this book is when Amy and her friend Juan sneak into the school at night and post the posters all over the school. I like this part because it sounds very fun to do, and its the only actual action part or the book. I would definitely recommend this book to a friend, although most of my friends are reading it right now. I would recommend it because it acts as a very good teacher about stereotypes, prejudice, and discrimination. Plus, it is shown through the eyes of a person who is almost at the bottom of the social classes, and is the same age as we will be in a few years. It shows what life when youre older can really be like. Bibliography The War Between the Classes, Gloria D. Miklowitz

Intelligence Testing for Special Education

Intelligence Testing for Special Education Individualized intelligence tests are usually part of the battery of tests a school psychologist will use to evaluate students when referred for evaluation. Intelligence Testing The two most commonly used are the WISC (Wechsler Intelligence Scale for Children) and the Stanford-Binet. For many years the WISC has been considered the most valid measure of intelligence because it had both language and symbol based items and performance-based items. The WISC also provided diagnostic information, because the verbal part of the test could be compared to the performance items, to show a disparity between language and spatial intelligence. The Stanford Binet-Intelligence Scale, originally the Binet-Simon Test, was designed to identify students with cognitive disabilities. The scales focus on language narrowed the definition of intelligence, which has been to some extent broadened in the most recent form, the SB5. Both the Stanford-Binet and WISC are normed, comparing samples from each age group. In both cases, we have seen intelligence scores going up.  Research shows the mean increasing somewhere between 3 and 5 percent a decade.  Ã‚  It is believed the fact that the way instruction is mediated is directly related to how intelligence is measured.  We dont necessarily teach to the test so much as structure information that way the test scores.  It also means that children with severe apraxia or language difficulties because of autism may score very poorly on the Standford-Binet because of its focus on language.  They may have intellectually disabled or retarded in their diagnosis, whereas, in reality, they may really be Intellectually different, since their intelligence is not truly being evaluated. The Reynolds Intellectual Assessment Scales, or RAIS, takes 35 minutes to administer and covers 2 verbal intelligence indexes, 2 non-verbal indexes and a comprehensive intelligence index, which measures reasoning ability and the ability to learn, among other cognitive skills. Best Known Intelligence Test The best-known product of Intelligence testing is the IQ, or Intelligence Quotient. An IQ score of 100 is meant to reflect the average (mean) score for children the same age as the child being tested. A score over 100 implies better than average intelligence, and scores below 100 (actually, 90) implies some level of cognitive difference. Group Tests Group Tests prefer to bill themselves as ability rather than intelligence tests and are usually used to identify children for gifted programs.  These are generally used for screening to identify children with either high or low intelligence.  Children who are identified for gifted programs or IEPs are often re-tested with an individual test, either the WISC or Standford Binet intelligence tests, to have a clearer picture of a childs challenges or gifts.   The CogAT or Cognitive Abilities Test consists of several sessions, from 30 minutes (kindergarten) to 60 minutes (higher levels.) The MAB or Multidimensional Aptitude Battery consists of 10 subtests scores and can be grouped in verbal and performance areas. The MAB can be administered to individuals, groups, or on the computer. It yields standard scores, percentiles or IQs. With the emphasis on state assessments and achievement, few districts are regularly administering group tests. Psychologists usually prefer one of the individual tests of intelligence to identify children for special education services.

Regulation and Management in the Global Community Essay

Regulation and Management in the Global Community - Essay Example Since China will be a new market for the expanding UK restaurant, they have to acclimatize themselves with certain strategies relating to fast-food restaurant in China, these includes; the government policies on foreign investments, the location of the business, and the kind of competition involved. These factors are important for enabling a critical evaluation of the business possibility of succeeding in the foreign country. Unlike in the UK, the fast food that are experienced in the Chinese market are different, for the business to succeed in China then, they have to consider those factors that relates to the type of food that is common or favourite in the Chinese culture. The same taste and preference that is experienced in UK is not the same one that will be experienced in China, for instance when in the UK most restaurants deal in fish and chip, in China the list expands to include fried bread sticks, roast chicken, soybean porridge, porridge, fried stuff buns and so on. As such , the management of the company should be conversant with the factors listed in order to realize success in the foreign investments. Relating to the foreign investment again, the management should be cognizant of the political, economic, and social (cultural) challenges that they are likely to meet while operating the business in China, they are reported below. Political Risks that might face the Management in China Foreign countries are always faced with a number of political risks and the fast-food restaurant is not an exception, as such, it will have its fair share of the risks. One of the most common political risks that will be faced in this relation is the taxation policy; China is a country that boasts of their domestic consumption given their large population. They also give preference to their local businesses first particularly in areas that need no specialized expertise like running a restaurant. The Chinese business policies are designed to support the local business and this is through giving higher taxation to the foreign countries as a way of discouraging them from doing business in China. If the business opt to consider China as their next business zone, they will have to contend with the higher rate of foreign businesses taxation, in other words, the profit margin for the company will be tremendously be reduced owing to the taxation policy. In a bid to control the influx of foreign businesses in china, the government of China has instituted bodies that regulate the extent though which foreign businesses are invading the Chinese market. Most of the regulatory bodies are keen to block those businesses that are dominant in the country, fast-food restaurant is one of the businesses that have dominated the Chinese market for a long time and there are chances that the UK branch investment will not be allowed to operate in the country (Adekola and Bruno 2007, p.34). Before allowing foreign business to operate in their country, China is keen to look i nto the benefits that they will accrue from the business. They have to look for factors such as will it create employment opportunities to the citizens, will it pay taxes, or will it just give unhealthy competition? In this case, starting a fast-food restaurant will be considered to bring unhealthy competition to the local business and chance are that they will not permit it and if they do, it is highly probable that they will have to introduce measures and controls for the business. The Chinese government introduced a policy that