A long way gone Essay Example for Free

A long way gone Essay Violence has a major impact on teenagers and children in today’s society. In the novel A Long Way Gone; memoir by a boy soldier Ishmael Beah, displays how teenagers are exposed†¦ Through the medias they are showed that the movie Rambo, which influences them to be violent and fight. Another way to seek violence is in real life when the boy soldiers are sent to fight the rebels. The violence that the young boys are exposed to caused them to think and act violently towards others, Firstly the boy soldiers in this novel are influenced by the movie Rambo , it encourages them to work harder and more violent. After the young boy soldiers watch Rambo for the first time they were motivated to be just like him and while in battle. â€Å"We all wanted to be like Rambo ; we couldn’t want to implement his techniques† (beah 121). This movies showed the boys how to fight , they wanted to use the same techniques to fight against the rebel villages. Some of the boy soldiers have been so influenced by this that they already implemented goals that will allow them to act like Rambo; â€Å"sometime I am going to take on a whole village by myself, just like Rambo† Alhaji told me smiling at the new goal he had set for himself† (122). This young boy has been trained to fight and destroy, watching Rambo has influenced him so much that he wants to take a whole village on by himself. Watching violent movies influences the boy soldiers how ever this is not how they gain courage and experience. Secondly the boy soldiers are able to gain courage and experience by being sent to fight against the rebels. The boy soldiers are brought to fight after being trained, they are told; â€Å"if you see anyone without a head tie of this colour or a helmet like mine, shoot them†(115). The boys didn’t know that they are actually going to battle however they do know what they have to do when they are in the field. When they are in the battle, the boys watch their friends get killed, this empowers them to fight back and kill; â€Å"I raised my gun and pulled the trigger , and I killed a man†¦ I shot everything that moved†(119). After watching his friends get killed Ishmael starts to fight back, he is saddened by what has happened to his friends and wants to have revenge on the people that caused their death . when the boys are in combat they gain the courage to fight back and kill people. The violence they are exposed to influenced them to act violently them selves. The boy soldiers are exposed to violence in their society which causes them to both think and act violently. The boy soldiers in the novel A Long Way Gone; memoirs of a boy soldier, are exposed to violent images in the media and in real life, which causes them to become addicted to violence. The boy soldiers in this novel are exposed to violence through movies and real life action. In conclusion violence can have a major impact on all teenagers and children no matter where they come from or how they are raised in their country.

A Sociological Perspective on the Drug War

A Sociological Perspective on the Drug War Kelli Piperata Introduction The War on Drugs has been going on for many years. Drugs were never the target of this war, but racism was. Today, in the modern era of the drug war, it is not just a war on race, but also a war on the lower-social class societies. This essay will briefly give examples of the history in which some of the first laws against drugs were enacted and show the conflicting racial and social class issues that are raised as well as a sociological functional perspective. Class Conflict and Racial Conflict The modern era of the War on Drugs seems to target not only minorities, but also white lower-class citizens as well. The gap between the rich and poor is not getting smaller, but rather becoming larger. Many lower-class individuals want to gain upward mobility within society, but have limited resources to accomplish these means. These individuals may suffer from what sociologists call relative deprivation, the social or economic inequality for individuals that cannot achieve legitimate ways of success. These individuals seek out a means to achieve this social mobility by selling drugs, or cultivating drugs to make financial gain. Others may be a product of their environment and may be shaped in a certain fashion that leads them to crime. These lower-class societies are oppressed by capitalism. Most individuals seek out a better life and have the American Dream, but that dream is only a reality for very few within poorer communities. From a historical view, looking at the War on Drugs, it has always been a racial divide. The War on Drugs has almost always been a war on race, not drugs. From the beginning of written drug laws that have been enforced, they have always targeted a race. For example, first the target was towards the Chinese immigrants in California with the opium ban in San Francisco in 1875. Moreover, after that the Hispanics from Mexico were targeted and blamed, hence came the Marijuana Tax Act in 1937. When the opium ban was enacted, white middle-class and upper-class men felt that white women belonging in these classes were being seduced by the opium dens. However, these opium dens were used by a small percentage of Oriental immigrants and white women of the upper-class did not frequent these establishments. White men created an outrage in the public eye and the first anti-opium legislation was passed. The opium legislation that was passed in 1937 can be directly attributed to racism, white conser vative men were scared and felt threatened by the Chinese cultures and ways so they moved to alienate them as well as have them moved out of the United States territories. Racism is still a key contributor to the War on Drugs, individuals such as Donald Trump made racism the backbone of his campaign. Trump focused on Mexico, claiming that they are rapists and drug dealers, calling them bad hombres. Additionally, the political platform was used to divide the United States and create a myth that minority immigrants, mostly consist of drug dealers and law breaking offenders. Statistical data shows differently, according to Philip Bump from the Washington Post: [D]ata from the census and a wide range of other empirical studies show that for every ethnic group without exception, incarceration rates among young men are lowest for immigrants, even those who are the least educated. This holds true especially for the Mexicans, Salvadorans and Guatemalans, who make up the bulk of the undocumented population. (Ruben Rumbaut, University of California, 2008. Published by the Police Foundation.) Donald Trumps campaign directly targeted, discriminated, alienated, and generalized a whole group of individuals. A Functional Perspective The question needs to be asked, why does the United States continue the War on Drugs? Drugs contribute to the economy in numerous ways. Prisoners within the correction departments help the private institutions with financial gain by producing products for around twenty-five cents an hour. These prisoners are capitalist slaves; they do rigorous work at minimum costs for companies that make immense profits off of these products. In addition, another contributing factor of the drug war is the jobs it creates: police officers, judges, correctional officers, drug testing companies, etc. Robert Mertons theory of structural function is seen within these institutions, the institutions serve a purpose of keeping offenders out of the public and in return the offenders do labor for business and are paid a subsistent wage. The institutional workers (the quasi group) all fulfill their roles in society by performing the tasks and maintenance required within these institutions. The main purpose for the continuance of the drug war is the economic gain within society. Conclusion The War on Drugs has been going on for years, it may have started out racially directed but in the modern era it has shifted to target both racial minorities and the lower-class in society. This war has created social class conflict as well as racial conflict and these conflicts will continue well into the future, unless institutions are stopped from making a financial gain. References Bump, Philip. Surprise! Donald Trump is Wrong about Immigrants and Crime. 2 July 2015. The Washington Post. Print. 2 February 2017. George Ritzer, Jeffery Stepnisky. Classical Theories, Emile Durkheim: From Mechanical to Organic Solidarity. George Ritzer, Jeffery Stepnisky. Contemporary Sociolgical Theory and Its Classical Roots. New York, Ny: McGraw-Hill, 2013. 15-19. Print. George Ritzer, Jeffery Stepnisky. Classical Theories: Karl Marx, From Capitalsim to Communism. George Ritzer, Jeffery Stepnisky. Contemporary Sociolgical Theories and Its Classical Roots. New York, NY: McGraw-Hill, 2013. 21-30. Print. George Ritzer, Jeffery Stepnisky. Contemporary Grand Theories, Structural Functionalism. George Ritzer, Jeffery Stepnisky. Contemporary Sociolgical Theories and Its Classical Roots. New York, NY: McGraw-Hill, 2013. 72-88. Print. Goode, Erich. A History of Drug Control. Goode, Erich. Drugs In American Society. New York, Ny: McGraw-Hill, 2015. 40-47. Print.

ICE Construction Contract

ICE Construction Contract The ICE Conditions of Contract 7th edition Measurement Version 1. Introduction The ICE contract has been around since 1945 and is intended for use on civil engineering work. Civil engineering work is fundamentally different from building work it involves fewer trades, but can be much bigger in scale; there is greater uncertainty in civil engineering work, particularly in ground works. When a site investigation takes place for building work, bore holes and trial pits usually give a good indication of the extent of ground water, rock and the like; in the case of a large reservoir, for example, it is impossible to be as certain. This in turn can mean that structural work needs to be varied. For these reasons the work has to be remeasured and valued as it progresses, the bill of quantities being approximate a point of confusion is when should work be measured and valued under the contracts variation provisions, and when should the remeasurement provisions be used. The bill of quantities therefore has two main functions; firstly, as a tendering document; and secon dly, as a basis for valuation. The contract does not recognise the existence of a quantity surveyor. All payment and valuation is by the engineer, although a Q.S. may actually do some of this work. This note does not cover everything in the conditions, but highlights some of the more contentious areas. 2. Discussion of Clauses Generally The clauses contain no punctuation. Only a court can decide where punctuation can go. Clause 1 definitions and interpretations Sub-clause (1)(c ) defines the Engineer. The Engineer is a person or Firm..This should be read in conjunction with clause 2(2)(a) the contractor must know who will be giving it instructions. Sub-clause (1)(v) defines the site. This can include other places and not just the land where work is taking place. Sub-clause (2) defines cost .all expenditure properly incurred or to be incurred whether on or off site including overhead finance and other charges properly allocatable thereto but does not include any allowance for profit. Clause 2 The Engineer and the Engineers Representative The Engineer Carries out duties specified in or implied by the contract Has the authority specified in or implied in the contract A named Chartered Engineer must act as the engineer if a firm is stated in the contract, a named individual must be nominated within 7 days of the award of the contract, and before the works commencement date The Engineer can be replaced the contractor must be informed The Engineers Representative Has more power than the clerk of works under JCT Engineers duties may be delegated, apart from decisions and certificates under 12(6), 44, 48, 60(4), 61, 65 or 66. Delegation shall be in writing with a copy to the contractor Assistants The Engineer or the ER may appoint assistants to assist the ER. Names shall be notified to the contractor. Assistants are purely concerned to secure the acceptance of materials and workmanship as being in accordance with the contract. They can issue instructions only in relation to these matters. Instructions Shall be in writing However, the contractor shall comply with oral instructions different from JCT. Oral instructions can be confirmed in writing by the contractor or Engineer no time limit, but as soon as is possible under the circumstances The Engineer or ER can be asked to specify under which of the Engineers duties or authorities the instruction was issued. It does not refer to an empowering provision, another clause in the contract, unlike JCT Clause 5 (documents mutually explanatory) This clause is very brief but highly contentious. On the face of it, it says that the various documents forming the contract shall be taken as mutually explanatory and any ambiguities shall explained and adjusted by the engineer who shall thereupon issue instructions in writing to the contractor. These instructions shall be regarded as instructions issued under clause 13. (More will be said about clause 13 later on!). Does this clause mean that only ambiguities and discrepancies included in the tender documents can be adjusted? If an error in the tender documents was so obvious when looking at the documents as a whole, should an engineer refuse to issue an instruction? Unlike JCT, the contractor does not have to notify the engineer about any matters requiring clarification. On the other hand the word shall imposes a duty on the engineer to issue instructions and does not confer any discretion on the engineer. It is curious that clause 13(3) refers back to clause 5 and allows for payment to be made to the contractor, but clause 5 itself makes no mention of payment. See also the comments on clause 8 below. Clause 7 (further drawings specifications and instructions) There are two classes of further drawings specifications and instructions: i). Those which amplify and explain what is already in the contract. ii). Those which require any variation to any part of the Works.. In this case the work is deemed to be a variation under clause 51 i.e. no formal instruction in writing is needed. The express link between clause 7 and clause 51 implies that the valuation rules under clause 52 should apply. It should also be noted that the contractor could be paid under clause 13, although clause 7 does not state this. Under sub-clause (1) the information shall be supplied from time to time. This means that the engineer can take into account the contractors actual progress on the job. Sub-clause (3) States that the contractor shall give adequate notice in writing. and sub-clause (4) allows for the contractor to be given an extension of time and extra costs if it is delayed by failure or inability of the Engineer to issue at a time reasonable in all the circumstances Drawings, Specifications or instructions requested by the contractor.. The words requested by the contractor are rather ambiguous is formal written notice under sub-clause (3) a condition precedent to the operation of sub-clause (4)? Clause 8(1) (contractors general responsibilities) Under this provision the contractor shall (a) construct and complete the works (the meaning of such phrases has already been covered) (b) provide all labour materialsand everything.required .for such construction and completion so far as the necessity for providing the same is specified in or reasonably to be inferred from the Contract. The highlighted words suggest that if ambiguities and discrepancies could be corrected by inference from other contract documents, then the contractor could not expect the engineer to act under clauses 5 and 13. Clause 10 (performance security) This very important clause will be discussed in the lecture on insurances and bonds. Clauses 11 and 12 (the basis on which the tender was based/ claims arising from adverse physical conditions and artificial obstructions) Clause 11 Sub-clause (1) under ICE 6 the employer was deemed to have made available to the Contractor, before submission of tenders, all information on ground works obtained by or on behalf of the Employer from investigations undertaken relevant to the Works. This meant that the employer should have given the contractor every piece of information about the site that was in the employers possession, and if he did not do so the contractor could have grounds for a claim under clause 12 irrespective of the contractors obligation to inspect the site under sub-clause (2). The wording has now been changed to reflect the fairer position that the contractor should have priced that job on the basis of the information actually passed to it (subject to its obligation to inspect the site under sub-clause (2). A new section (1)(b) has been added covering pipes and cables in on or over the ground. Second part of 11(1) the contractor is responsible for the interpretation of all such information for the purposes of constructing the Works. does this refer to the tender preparation or the work on site? Sub-clause (2) inspection of site the contractor is deemed to have (a) inspected the site (b) to have satisfied himself so far as is practicable and reasonable on (i) the form and nature of the ground (ii) the extent and nature of the work (iii) means of communication and access etc. to the site (iv) obtaining information as to risks contingencies and all other circumstances Sub-clause (3) basis and sufficiency of tender the contractor shall be deemed to have (a) based his tender on his own inspection and the information made available by the Employer or obtained by the contractor (b) satisfied himself as to the correctness and sufficiency of the rates and prices stated by him in the bill of quantities. Clause 12 Sub-clause (1) Has the Contractor encountered physical conditions (other than weather conditions or conditions due to weather conditions) or artificial obstructions which could not reasonably have been foreseen by an experienced Contractor? Clearly, foreseeability would need to be examined in the light of what information the employer passed to the contractor under 11(1) and the information that should have been gathered by the contractor under 11(2). If so written notice should be given Under sub-clause (2) the Contractor shall at the same time or as soon thereafter as may be reasonable inform the Engineer in writing pursuant to Clause 53 and/or Clause 44(1) that he intends to claim costs and/or time NB clause 53 has a 28 day limit! Sub-clause (3) requires the Contractor to give details of any anticipated effects of the physical conditions or artificial obstructions; measures he has taken or is taking; and anticipated effects, costs and delays in or interference with the carrying out of the Works (whether or not the contractor intends to submit a claim). Sub-clause (4) action by the engineer he may require the Contractor to investigate and report on alternative measures; he can give written consent to the measures taken by the Contractor; give written instructions as to how the physical condition or artificial obstruction should be dealt with; and he can order suspension under clause 40 or a variation under clause 51 Up to this point there is no admission of liability on behalf of the employer unless a variation has been ordered Sub-clause (5) if the Engineer decides that the physical condition or artificial obstruction could have been reasonably foreseen by an experienced Contractor then the Engineer shall inform the Contractor in writing however, any variation ordered under sub-clause (4)(d) shall be paid under Clause 52. Sub-clause (6) the engineer determines the delay and costs incurred with a reasonable addition for profit, and any extension of time provided that the conditions or obstructions could not reasonably have been foreseen by an experienced contractor. There is no need for the contractor to submit a separate claim for an extension of time under clause 44. Clause 13 Sub-clause (1) (work to be to satisfaction of engineer) Save insofar as it is legally or physically impossible the Contractor shall construct and complete the Works in strict accordance with the Contract.and shall comply with and adhere strictly to the Engineers instructions on any matter connected therewith (whether mentioned in the Contract or not). These words have barely changed over the years, and have been considered by the courts in several prominent cases. Consider the following scenario: A contractor is asked to forward a method statement with his tender. When the work starts it soon becomes apparent that the contractors method statement is impossible to work to, and he has to do the work in a more expensive manner. Can the contractor claim the extra costs involved? Sub-clause (2) states that the mode and manner of construction shall be to the engineers satisfaction. Sub-clause (3) gives the procedure for dealing with delay and extra costs. A final point to consider; should variations be issued under clause 51 or 13?! Clause 14 The Programme The programme under ICE has much more significance than under ICE, but not as much as under the NEC. It is, however, not a contract document. The programme should be submitted by the contractor within 21 days of the award of the contract. There are procedures for the Engineer to accept or reject the programme with reasons. In that case the contractor must amend and resubmit the programme. These procedures are all carried out in 21 day time frames. Together with the programme the engineer may request a general description of the arrangements and methods of construction. The accepted programme should be revised if the Engineer considers that the actual progress of work does not confirm to the programme. Clause 40 The Engineer may instruct the contractor to suspend the progress of the works or any part thereof. Subject to the exceptions listed, the contractor can be given an extension of time and costs. Clause 41 The contractor shall start the works as soon as is reasonably practicable after the works commencement date. The contractor should proceed with due expedition and without delay. Clause 44 The contractor should give notice within 28 days if the matters listed entitle him to an extension of time. Note sub-clause (1)(f) other special circumstances of any kind whatsoever This would be interpreted contra proferentem by a court. The Engineer shall make an assessment of the delay and notify the contractor in writing. The Engineer shall also make an assessment in the absence of a written notice from the contractor. The Engineer can make an interim extension award. This cannot later be reduced. The Engineer makes a further assessment at the due date for completion. Again, this cannot later be reduced. The Engineer makes a final determination within 28 days of substantial completion. Clause 46 If the Engineer considers that the contractors rate of progress is too slow, he may issue a notice to the contractor. The contractor shall then take steps to expedite the progress of the works. This is not acceleration. Acceleration is covered by sub-clause (3). Clause 47 liquidated damages Unlike JCT, the Engineer does not issue a notice of non-completion/ Note that under ICE, the deduction of LADs is suspended for the period of an intervening variation, then resumes. JCT does not specifically state this, but legally the position is the same. Clause 48 This covers substantial completion, which is different from practical completion under JCT. under ICE the contractor starts the procedure by notifying the Engineer; there is no such notice under JCT. The Engineer decides within 21 days. The work so certified shall have passed any final test. Outstanding work can be completed after substantial completion; there are no criteria defining when such work can so be permitted. Clause 49 Covers outstanding work. The contractor must continue insuring this work until it is accepted. Clauses 51 and 52 variations and their valuation These are similar to JCT. Note that if the contractor informs the Engineer that a rate for work not the subject of the variation is rendered inapplicable by the variation, the Engineer shall fix the rate. Clause 53 additional payments Claims are submitted under this clause, apart from any dealt with by clauses 12 or 13. Note that the basis of payment is cost, not loss and/or expense. Clauses 55-57 Measurement ICE is a measure and value contract, so procedures for remeasurement need to be included. The quantities in the BQ are estimates The Engineer ascertains by admeasurement Rates can be adjusted if the quantity of an item increases or decreases this is determined by the engineer after consulting the contractor The contractor is to be given an opportunity to attend for measurement if he does not, the Engineers measurements are taken to be correct. Remeasured work may be valued on daywork The method of measurement is CESMM unless otherwise provided in the contract Clause 60 Certificates and Payments The contractor prepares interim payment applications unless the contractor decides one is not needed Payments are made monthly A minimum amount stated in the appendix must be reached before a payment is made Interest is payable on overdue payments. This is in addition to the right of suspension under the Construction Act. Within 3 months of the defects correction certificate, the contractor shall forward to the Engineer a statement of final account. Within a further 3 months the Engineer issues the certificate. This is only a payment certificate and signifies nothing else. Clause 61 Defects Correction Certificate This is issued At the end of the DC period If more than one DC period applies, it is issued at the end of the last period Outstanding work under 48 must be completed Making good under 49 and 50 must be completed The certificate states the date when the contractor shall have completed his obligations to construct and complete the Works to the Engineers satisfaction. This is the most important certificate under ICE. Compare this certificate with the final certificate under JCT.

Autoparasitoid Wasps Essay -- Biology Encarsia Pergandiella Parasite

A parasite lives in a close relationship with another organism, its host, and causes it harm. The parasite is dependent on its host for its life functions. For example, viruses are common parasites. The parasite has to be in its host to live, grow, and multiply. Parasites rarely kill their hosts. A common, well-known type of a parasite is a hookworm. It is possible for humans or their pets to get them. Hookworms attach themselves in the lining of the small intestine, and cause diseases, and malnutrition as well, as they eat the nutrients and keep them from going to the host. Here, we'll be talking about a different type of parasite, called a parasitoid. The parasitoid Encarsia pergandiella is a tiny wasp that lays its eggs in developing whiteflies. The wasp larva eventually kills the whitefly, and then emerges as free-living adults. This is why it is said that the wasps are parasitic. If you have ever seen Aliens, the developing aliens are parasitoids. Parasitods are different from normal parasites because they kill their hosts when they develop. Encarsia pergandiella develops in a strange way. Unlike most parasitoid species, they are autoparasitoids. This means females develop on whitefly immatures and males develop on immature parasitoids. This means males are parasitoids of other parasitoids, including females of their own species! The fertilization process is a female decision. The female stores the male sperm for later fertilization of eggs. All bees and wasps, including parasitoid wasps are haplodiploid. This means not all eggs have to be fertilized to develop. Unfertilized eggs become males, which are haploid. Fertilized eggs become female, and are diploid. In autopara... ...romosome carried by the males was killing the whole male set of chromosomes, leaving only one set of female chromosomes along with this extra chromosome, which becomes a male haploid wasp. This PSR chromosome is also called a supernumerary chromosome in the nuclei. In the study of Encarsia pergandiella, male wasps were also found to come from fertilized eggs that had been placed on the whitefly host and it was found that, similar to N. vitripennis, the entire paternal set of chromosomes was being lost. It was thought that perhaps an extra chromosome, such as the PSR chromosome, was also being carried in them. However, after further study a supernumerary chromosome was not found. The casue of genome loss in E. pergandiella is still a mystery. Perhaps the male set of chromosomes were being killed by another source, such as a virus or transposable element.

Crop Circles :: essays research papers fc

Crop Circles have been found throughout the whole country. They are one of the most intriguing things that I have read and researched. There have also been many shows that I have watched that have been very interesting.   Ã‚  Ã‚  Ã‚  Ã‚  The first recent evidence of a crop circle was in 1966 in Tully England. The circles themselves ranged from a few inches in diameter to a few feet. There is also evidence of a crop circle in Hertfordshire, England in 1678.   Ã‚  Ã‚  Ã‚  Ã‚  There have been many theories as to why these peculiar circular shapes have appeared in peoples crops. These theories include UFO’s, energy fields, and also plasma vortexes(sine 1). There is no evidence as to how these patterns are formed. There is evidence that there is an electric field aroound some of these circles.   Ã‚  Ã‚  Ã‚  Ã‚   One theory is that electrified air forms mini-tornadoes and causes the circles. This is called the â€Å"Plasma Vortex Theory†(Sine 1). Another theory that is very prominent is that all of these circles are hoaxes and were made by people to recieve publicity. Hoaxes are blamed for many of the circles especially the ones that are more complex. There have been people to admit to man making some of these circles. Two people who have admitted to this are Doug Bower and David Chorley(Sine 1). They admitted to faking around two hundred fifty cirle formations. Many of the circles that were admitted hoaxes were under suspicion because of there ragged look. Also some of the more complex and intricat ones are thought to be fakes. The amount of these circles is proof in itself and the fact that they are spread throughout the world is also proof that it is not all a hoax.   Ã‚  Ã‚  Ã‚  Ã‚  The most interesting theory is that UFO’s made the circles(sine 2). there have been sightings of UFO’s and circles have been at the sight the next morning. There also has been sightingds of balls of light over the fields at night that have left these circles on the ground. When some of these circles have appeared a â€Å"sceaming†(Sine 1) noise was heard in the night along with strange nocturnal lights.   Ã‚  Ã‚  Ã‚  Ã‚  Sometime in the 1970’s circles appeared on the farm of a guy anmed Billy Meier’s farm. This person also had claimed to have been abducted by aliens in the past. The grass was flat but not broken just bent over.

Home School vs. Public School Essay

Schooling is an important decision in educating children. In today’s world more and more families are choosing to home school their children. While there are advantages and disadvantages to both options. The major factors in deciding which option is best are the learning environment, the curriculum, and meeting the needs of the child or children. Advantages: Home School Learning environment. Children within the home school environment are more likely to be calm and comfortable in his or her home. The children will not have the peer pressure of the public school, but the children will have peer pressure from his or her siblings. The children may also show competiveness to one another. A child will feel safer in his or her home surrounding which will give them a better success rate in his or her learning and testing scores (Public School vs. Home School). In a recent study children that are home schooled, test in reading, language, and math are in the 88th percentile, whereas public school children are in the 50th percentile (Home School Domination). Children are more comfortable with his or her family which let the child have less fear and allow them to focus and study more. The beneficial factor of home school is the child or children can create a bond with his or her family, and a closeness that lets the child or children learn at his or her own pa ce, and feel comfortable with his or her learning style, for there is no right or wrong way to learn. Curriculum. There are many types of home school curriculums a parent can choose to teach their child or children. In order to choose the right option the parent addresses the child or children and makes a choice based on his or her needs. Some of the curriculum options are the traditional approach, the unit study approach, the Charlotte Mason approach, and the un-schooling approach (Educational Philosophies Defined). Curriculum can be taught as long as a child needs, when it is best suited to learn for the family and the child or children, and how the child learns best (Public School vs. Home School). Home schooling allows for a shorter day, where learning can be taught in a few hours vs. a few days or weeks. The schedule can be modified to the needs of the child or children, field trips can happen more frequently, visits to museums and art galleries can be offered, and daily activities  outside the home can create hands on learning of the child or children’s environment. Meeting the needs of the child. Home school offers a great advantage of the child or children’s needs being meet on a daily basis. Parents can take the time to sit one to one with the child and allow adequate time to teach them and make sure the child is understanding what is being taught. Some children may not need one to one and excel at a rapid pace and at home the parent can make sure the child has adequate amounts of learning so the child does not get bored. The parent can also offer a wider variety of activities, creativity, and unique ways to teach their child or children (Home Schooling vs. Public Schooling: The Pros and Cons of Home Schooling). Some children may learn to read in certain positions or places where they feel comfortable and safe, some children may learn counting with toy cars vs. counting cubes, and some children may learn science with experiments. These are all things okay to allow a child to do while being taught at home. These are all options to offer the best possible learning, for a child and meeting his or her needs. Advantage: Public School Learning Environment. Public schools offer children the ability to interact and work with others (Advantages of Public Schools). It provides academics and skills to use and apply for interactions with peers (Advantages of Public Schools). Children in a public school setting have more exposure to a variety of teachers and curriculum, such as foreign language, art, home economics, shop, welding, physical education, drama, music etc. (Advantages of Public Schools). The higher number in students gives opportunities to work in groups, do projects, and team sports. The learning environment gives an understanding of diverse backgrounds and the ability to build dynamic skills for the real world (Advantages of Public Schools). Curriculum. Most states are adopting the common core curriculum for the public school system. â€Å"The Common Core State Standards provide clear and consistent learning goals to help prepare students for college, career, and life† (Common Core State Standards). The curriculum of language arts, literacy, and math offered in public schools offer basic classes to advance classes. A general focus on the curriculum is giving the students the ability to learn with a strong foundation in basic skills for life and work success (Wyoming Public Schools). Not only is the public school system  focusing on language arts, literacy, and math they also offer a wider variety of extra-curricular classes that help children learn. This gives the children more experiences of what to expect in higher education. Meeting the needs of the child. Public schools have the No Child Left behind Act. This has allowed the public school system to treat each child as an individual and as a whole child (National Education Association). It requires the teaching staff to address each child’s physical, emotional health, and well-being. It requires assurance that students are actively engaged in varying experiences and settings inside and outside the classroom (National Education Association). â€Å"The public education system is critical to democracy and its purpose, as reflected in this Act, is to maximize the achievement, skills, opportunities, and potential of all students by building upon their strengths and addressing their needs, and to ensure t hat all students are prepared to thrive in a democratic society and diverse, changing world as knowledgeable, creative, and engaged citizens and lifelong learners.† (National Education Association). When a parent is deciding on the education of their child or children there are many factors to take into consideration. While there are many more factors to consider than what you have just read, the decision is ultimately the parents and what fits for their child or children. Home schooling seems to give the more flexible approach and the benefits of that in its self are endless. Public school gives many opportunities that home school may not offer as the child or children get older. In general the facts are what matter most and that is the learning environment, curriculum, and meeting the needs of the child and each one of those are met either in home school or public school. Works Cited National Education Association. Meeting the needs of a Whole Child. Web. 15 Oct. 2009. â€Å"Public School vs. Home School.† Education Bug. Web. 16 Oct. 2014. â€Å"Public School vs. Home School.† Public Schools. Web. 16 Oct. 2014 â€Å"Preparing America’s Students for Success.† Home. Web. 20 Oct. 2014. â€Å"Wyoming Public Schools.† Wyoming Public Schools. Web. 20 Oct. 2014. Martin, Jaime. â€Å"Educational Philosophies Defined, Part I – Simple Homeschool.† Simple Homeschool. 21 Feb. 2011. Web. 20 Oct. 2014. â€Å"Some Fascinating Facts about Home School vs. Public School† Home School World. Web. 19 Oct. 2014.

Glass Castle

ESL 400Koffi Dibi 02/26/2013 Learning how to value life. The glass castle is a memoir of Jeannette Walls (author and narrator). In this memoir, she is relating the neglectful way that her and siblings (Maureen, Brian and Lori) have been raised by their parents Rex and Rose Mary Walls. For this reason, the CPS (Child Protective Service) decided to make an investigation to know rather or not they should remove the custody of the Walls children to their parent. For me good parenting is being able to lead your children toward the real difficulty of life and I hink Rex and Mary Rose are doing it. In my opinion this will be a hard decision to take. The Walls family shouldn’t be separated because, even though they are neglected by their parent They are learning about life values which are living fearlessly and being responsible. Also we have admit the fact that the parents are educating them. So, although the parents are irresponsible they are not bad as some people think. The walls children are constantly exposed to a dangerous situation where they are always capable of Handling it.On their house on North Third Street (in Phoenix), Jeannette was about to get sexually abused during the night by one the guy of their neighborhood because Mary Rose and Rex decided to let the doors and the windows open. Instead of being afraid, they run after the pervert to give him a correction while their parents were sleeping (103). Well common children with a lot of affection wouldn’t react that way. Because of the neglect hatitude of their parent they learned how to defend themselve. Years old Jeannette burned herself when she was cooking hot dogs. She spent weeks at the hopistal. Back home, she started to cook again because she was hungry and no one would do it for her(10- 15). Her carefree mother told her â€Å"You’ve got to get right back in the saddle. You can’t live in fear of something as basic as fire† It is probably an horrible thing to say to your child that just got a burning accident, but it true that you cannot be afraid of fire since it’s used to do a lot of things as it happens to cook.Some other kids would be traumatized for life but Jeannette faced it. As you can see the Walls parent are pushing their kids to get over their fear which is a good thing to do. When the Walls were in Welch, the elders of the children (Brian, Jeannette and Lori) knew that they should take responsibility by contribute money for the household. So they are bringing extra money to help (196). I guess when you have irresponsible parent like they do have, you just have to learn how to be in charge.This kids have the ability to think that â€Å"mom and dad won’t do it so let’s do it†. The parent are teaching the children not to wait for someone to do thing for them. That point shouldn’t be ignored. While they were moving around, Rose Mary and Rex took the time to educate their children, teaching them math ematic, physics, geology and how to read. The Walls children are smart at the point where they could help their mother with her work as a teacher.In Welch, when Lori and Jeannette decided to save money to go to in New York, Jeannette could do others kids of her school homework and asignments in math, science and book report and get paid for it(224). Even though she is neglect, she get enough skill from her parents that made her good at school. The Glass Castle is a memoir of Jeannette Walls relating her childhood story with her dysfunctional parents. She is talking about the neglectful way that her and her siblings (Maureen, Brian and Lori) are raised.Through examples we were able to see that even though Rose Mary and Rex are irresponsible, they aren’t as faulty as some people think. Because they learned to their children how to be fearless, responsible and they also educated them. So I suggest the CPS to let the walls family together because separating them can cause an emot ional trauma which can negatively affect their personality . The society need strong people like them. The CPS should oblige Rose Mary and Rex to accept welfare to the government and make sure that the children live in a decent environment.