ZOO (menagerie) Essays

ZOO (menagerie) Essays ZOO (menagerie) Essay ZOO (menagerie) Essay and the Bronx in New York, which opened in 1891 and 1899 respectively. Relatively new terms for zoos coined in the late 20th century are conservation park or biopark. Adopting a new name is a strategy used by some zoo professionals to distance their institutions from the stereotypical and nowadays criticized zoo concept of the 19th century. The term biopark was first coined and developed by the National Zoo in Washington D. C. in the late 1980s. In 1993, theNew York Zoological Society changed its name to the Wildlife Conservation Society and rebranded the zoos under its Jurisdiction as wildlife conservation parks. HistoryFurther information: Menagerie Ancient world The predecessor of the zoological garden is the menagerie, which has a long history from the ancient world to modern times. The oldest known zoological collection was revealed during excavations at Hierakonpolis, Egypt in 2009, of a ca. 3500 B. C. menagerie. The exotic animals included hippos, hartebeest, elephants, baboons and wildcats. King Ashur-bel-kala of the Middle Assyrian Empire created Zoological and Botanical Gardens in the 1 lth Century BC. In the 2nd century BCE, the Chinese Empress Tanki had a house of deer built, and King Wen of Zhou kept a 1,500-acre (6. 1 km2) zoo called Ling-Yu, or the Garden of Intelligence. Other well-known collectors of animals included King Solomon of the Kingdom of Israel and Judah, queen Semiramis and king Ashurbanipal of Assyria, and KingNebuchadnezzar of Babylonia. By the 4th century BCE, zoos existed in most of the Greek city states; Alexander the Great is known to have sent animals that he found on his military expeditions back to Greece. The Roman emperors kept private collections of animals for study or for use in the arena, the latter faring notoriously in 366 BCE: At one time, a bear and a bull, chained together, rolled in fierce combat across the sand Four hundred bears were killed in a single day under Caligula Under Nero, four hundred tigers fought with bulls and elephants. In a single day, at the dedication of the Colosseum by Titus, five thousand animals perished. Under Trajan lions, tigers, elephants, rhinoceroses, hippopotami, giraffes, bulls, stags, even crocodiles and serpents were employed to give novelty to the spectacle Medieval England Henry I of England kept a collection of animals at his palace in Woodstock, which reportedly included lions, leopards, and camels. The most prominent collection in medieval England was in the Tower of London, created as early as 1204 by King John l. Henry Illreceived a wedding gift in 1235 of three leopards from Frederick II, Holy Roman Emperor, and in 1264, the animals were moved to the Bulwark, renamed the Lion Tower, near the main western entrance of the Tower. It was opened to the public during the reign ofElizabeth I in the 16th century. During the 18th century, the price of admission was three half-pence, or the supply of a cat or dog for feeding to the lions. The animals were moved to the London Zoo when it opened. 16th century onwards[ The oldest zoo in the world still in existence is the Tiergarten Sch? ¶nbrunn in Vienna, Austria. It was constructed by Adrian van Stekhoven in 1752 at the order of the Holy Roman Emperor Francis l, husband of Maria Theresa of Austria, to serve as an imperial menagerie as part of Sch? ¶nbrunn Palace. The menagerie was initially reserved for the viewing pleasure of the imperial family and the court, but was made accessible to the public in 1765. In 1775, a zoo was founded in Madrid, and in 1795, the zoo inside the Jardin des Plantes in Paris was founded by Jacques-Henri Bernardin, with animals from the royal menagerie at Versailles, primarily for scientific research and education. The Kazan Zoo, the first zoo in Russia was founded in 1806 by the Professor of Kazan State University Karl Fuchs. The Zoological Society of London, founded in 1826 by Stamford Raffles, adopted the idea of the Paris zoo when they established the London Zoo in Regents Park in 1828, which opened to paying visitors in 1847. Dublin Zoo was opened in 1831 by members of the medical profession interested in studying animals while they were alive and more particularly getting hold of them when they were dead. Germanys first zoo opened in 1844 the Berlin Zoological Garden. The first zoological garden in Australia was Melbourne Zoo in 1860. In the same year, Central Park Zoo, the first public zoo in the United States, opened in New York, although in 1859, the Philadelphia Zoological Society had made an effort to establish a zoo, but delayed opening it until 1874 because of the American Civil War. The zoo in Thiruvananthapuram, Kerala, India is one of the oldest in the country, and was established as an adjunct to the Museum in 1857 by the erstwhile Maharaja of Travancore in order to attract more visitors. Lahore Zoo in Lahore, Pakistan was established in 1872 by a local philanthropist Lal Mahundra Ram and Lahore Municipal Corporation. In 1907, the German entrepreneur Carl Hagenbeck founded the Tierpark Hagenbeck in Stellingen, now a quarter of Hamburg. It is known for being the first zoo to use open enclosures surrounded by moats, rather than barred cages, to better approximate animals natural few zoos began to consider making conservation their central role, with Gerald Durrell of the Jersey Zoo, George Rabb of Brookfield Zoo, and William Conway of the Bronx Zoo (Wildlife Conservation Society) leading the discussion. From then on, zoo professionals became increasingly aware of the need to engage themselves in onservation programs, and the American Zoo Associationsoon said that conservation was its highest priority. Because they wanted to stress conservation issues, many large zoos stopped the practice of having animals perform tricks for visitors. The Detroit Zoo, for example, stopped its elephant show in 1969, and its chimpanzee show in 1983, acknowledging that the trainers had probably abused the animals to get them to perform. Human exhibits Human beings were sometimes displayed in cages along with non-human animals, supposedly to illustrate the differences between people of European and non- European origin. In September 1906, William Hornaday, director of the Bronx Zoo in New York†with the agreement of Madison Grant, head of the New York Zoological Society†had Ota Benga, a Congolese pygmy, displayed in a cage with the chimpanzees, then with an orangutannamed Dohong, and a parrot. The exhibit was intended as an example of the missing link between the orangutan and white man. It triggered protests from the citys clergymen, but the public reportedly flocked to see it. Human beings were also displayed in cages during the 1931 Paris Colonial Exposition, and as late as 1958 in a Congolese village display at Expo 58 in Brussels. Appearance and type[ Zoo animals usually live in enclosures that attempt to replicate their natural habitats, for the benefit of the animals and the visitors. They may have special buildings for nocturnalanimals, with dim white or red lighting used during the day, so the animals will be active when visitors are there, and brighter lights at night to help them sleep. Special climate conditions are created for animals living in radical environments, such as penguins. Special enclosures for birds, mammals, insects, reptiles, fish, and other aquatic life forms have also been developed. Some zoos have walk-through exhibits where visitors enter enclosures of non-aggressive species, such as lemurs, marmosets, birds, lizards, and turtles. Visitors are asked to keep to paths and avoid showing or eating foods that the animals might snatch. Open-range zoos Some zoos keep fewer animals in larger, outdoor enclosures, confining them with moats and fences, rather than in cages. Safari parks, also known as zoo parks and lion farms, allow visitors to drive through them and come in close contact with the animals. The first of this kind of zoo was Whipsnade Park in Bedfordshire, England, opened by the Zoological Society of London in 1931, and covering 600 acres (2. 4 km2). Since the early 1970s, a 1,800 acre (7 km2) park in the San Pasqual Valley near San Diego has featured the San Diego Zoo Safari Park, run by the Zoological Society of San Diego. One of two state-supported zoo parks in North Carolina is the 2,000-acre (8. 1 km2) North Carolina Zoo in Asheboro. The 500-acre (2. 0 km2) Werribee Public aquaria The first public aquarium was opened in London Zoo in 1853. This was followed by the opening of public aquaria in continental Europe (for example, Paris 1859, Hamburg 1864, Berlin 1869, Brighton 1872) and the United States (Boston 1859, Washington 1873, San Francisco Woodwards Garden 1873, New York Battery Park 1896). In 2005 the non-profit Georgia Aquarium with more than 8 million US gallons (30,000 m3; 30,000,000 litres) of marine and fresh water, and more than 100,000 animals of 500 different species opened inAtlanta, Georgia. The aquariums specimens include whale sharks and beluga whales. Roadside zoos Roadside zoos are found throughout North America, particularly in remote locations. They are small, unregulated, for-profit zoos, often intended to attract visitors to some ther facility, such as a gas station. The animals may be trained to perform tricks, and visitors are able to get closer to them than in larger zoos. Since they are sometimes less regulated, roadside zoos are often subject to accusations of neglect] and cruelty. Petting zoos A petting zoo, also called petting farms or childrens zoos, features a combination of domestic animals and wild species that are docile enough to touch and feed. To ensure the animals health, the food is supplied by the zoo, either from vending machines or a kiosk nearby. Animal theme parks An animal theme park is a combination of an amusement park and a zoo, mainly for entertaining and commercial purposes. Marine mammal parks such as Sea World and Marineland are more elaborate dolphinariums keeping whales, and containing additional entertainment attractions. Another kind of animal theme park contains more entertainment and amusement elements than the classical zoo, such as a stage shows, roller coasters, and mythical creatures. Some examples are Busch Gardens Tampa Bay in Tampa, Florida, Disneys Animal Kingdom in Orlando, Florida, Flamingo Land in North Yorkshire, England and Six Flags Discovery Kingdom inValleJo, California . Sources and care of animals When they arrive at a new zoo, animals usually spend time in quarantine, and are given time to acclimatize to their new enclosures which are often designed to mimic their natural environment. For example, some species of penguins may require refrigerated enclosures. Guidelines on necessary care for such animals is published in the International Zoo Yearbook. Conservation and research The position of most modern zoos in Australasia, Europe, and North America, particularly those with scientific societies, is that they display wild animals primarily or the conservationof endangered species, as well as for research purposes and education, and secondarily for the entertainment of visitors, an argument disputed by critics. The Zoological Society of London states in its charter that its aim is the advancement of Zoology and Animal Physiology and the introduction of new and curious subjects of the Animal Kingdom. It maintains two research institutes, the Nuffield Institute of Comparative Medicine and the Wellcome Institute of Comparative Physiology. In the U. S. , the Penrose Research Laboratory of the Association of Zoos and Aquariums produced its first conservation strategy in 1993, nd in November 2004, it adopted a new strategy that sets out the aims and mission of zoological gardens of the 21st century. The breeding of endangered species is coordinated by cooperative breeding programmes containing international studbooks and coordinators, who evaluate the roles of individual animals and institutions from a global or regional perspective, and there are regional programmes all over the world for the conservation of endangered species. Surplus animals In modern, well-regulated zoos breeding of stock is carefully controlled to maintain a self-sustaining global captive population. This is not the case in some less well- regulated zoos, often based in poorer regions. Eric Baratay and Elisabeth Hardouin- Fugier of the Universit? © Jean-Moulin, Lyon, say that the overall stock turnover of animals in a select group of poor zoos was one-fifth to one-fourth over the course of a year†with three-quarters of wild caught apes dying in captivity within the first twenty months. They say that before successful breeding programs, the high mortality rate is the reason for the massive scale of importations. The downside to breeding the animals in captivity is that over time, without additional genetic aterial from the wild, all the animals in captivity can become related. The San Jose Mercury News conducted a two-year study that suggested of the 19,361 certain species of mammals that left accredited zoos in the U. S. between 1992 and 1998, 7,420 (38 percent) went to dealers, auctions, hunting ranches, unaccredited zoos and individuals, and game farms. Condition of the animals The condition of the animals varies widely, predominantly in zoos in countries with little or no regulations. The majority of zoos continue to work to improve their animal enclosures, although constraints like size and expense make it difficult to create ideal aptive environments for some species, such as dolphins and whales. Some critics argue that animals that live in zoos are treated as voyeuristic objects rather than living creatures, and are often driven to insanity in the transition from being free and wild to incarcerated and dependent on humans for survival. A four- decade Oxford University study found that polar bears, lions, tigers, and cheetahs show the most evidence of stress in captivity. The life of elephants in a zoo is extremely different from their life in their natural habitat. There was an elephant named Maggie who lived in zoo in Alaska. She was forced to spend day on end in a small indoor enclosed area because the outside temperature was too frigid for her body to handle. It is incredibly difficult for zoo keepers to provide for the needs of animals like elephants because they usually travel around thirty miles a day and it is impossible to give them roaming space like that in a zoo. Captive animals often show signs of severe distress, people have witnessed elephants bobbing their heads, bears pacing, and wild cats obsessively grooming themselves. Being trapped like that can often cause an animal to suffer psychological problems along with physical roblems from not being in their natural habitat. Live feeding except in exceptional circumstances. However, in the Badaltearing Safari Park in China, zoo visitors can throw live goats into the lions enclosure and watch them being eaten, or can purchase live chickens tied to bamboo rods for the equivalent of 2 dollarseuros to dangle into lion pens. Visitors can drive through the lions compound on buses with specially designed chutes leading into the enclosure into which they can push live chickens. In the Xiongsen Bear and Tiger Mountain Village near Guilin in south-east China, live cows and pigs are thrown to tigers to amuse isitors. In the Qingdao zoo, visitors engage in tortoise baiting, where tortoises are kept inside small rooms with elastic bands round their necks, so that they are unable to retract their heads. Visitors then throw coins at them. The marketing claim is that if you hit one of them on the head and make a wish, it will be fulfilled. Regulation of United States In the United States, any public animal exhibit must be licensed and inspected by the United States Department of Agriculture, United States Environmental Protection Agency, Drug Enforcement Administration, Occupational Safety and Health Administration, and others. Depending on the animals they exhibit, the activities of zoos are regulated by laws including the Endangered Species Act, theAnimal Welfare Act, the Migratory Bird Treaty Act of 1918 and others. Additionally, zoos in North America may choose to pursue accreditation by the Association of Zoos and Aquariums (AZA). To achieve accreditation, a zoo must pass an application and inspection process and meet or exceed the AZAs standards for animal health and welfare, fundraising, zoo staffing, and involvement in global conservation efforts. Inspection is performed by three experts (typically one veterinarian, one expert in nimal care, and one expert in zoo management and operations) and then reviewed by a panel of twelve experts before accreditation is awarded. This accreditation process is repeated once every five years. The AZA estimates that there are approximately 2,400 animal exhibits operating under USDA license as of February 2007; fewer than 10% are accredited. Europe In April 1999, the European Union introduced a directive to strengthen the conservation role of zoos, making it a statutory requirement that they participate in conservation and education, and requiring all member states to set up systems for heir licensing and inspection. Zoos are regulated in the UK by the Zoo Licensing Act of 1981, which came into force in 1984. A zoo is defined as any establishment where wild animals are kept for exhibition to which members of the public have access, with or without charge for admission, seven or more days in any period of twelve consecutive months, excluding circuses and pet shops. The Act requires that all zoos be inspected and licensed, and that animals kept in enclosures are provided with a suitable environment in which they can express most normal behavior.

Short paper on Mill Essay Example | Topics and Well Written Essays - 500 words

Short paper on Mill - Essay Example Additionally, it is a consequentialist form that states that means get justified by the end. The view can be combined or contrasted with virtues, intentions and compliance with rules as significant to ethics (Rachels & Rachels (2012). The main philosophical position of Mill’s word is that the action’s merits depend on the reference of the consequence (Soifer, 2009). Thus, the theory requires people to have certain knowledge about the future. Hence, the theory can be interpreted as a moral reform manifesto that advocates for a better, enlightened ways of settling ethical issues. Additionally, the theory can act as an analytic doctrine that aims at making explicit the sound moral canons of thinking followed by a good moral reflection. Is it possible to identify the actions that may lead to a great amount of happiness to many people without referring to future knowledge? According to Mill, it is a fact that individuals who are equally capable and acquainted to appreciate and enjoy, give the expectation of happiness in their manner of existence. A few people would consent on changing into any of bad behaviors for the fullest pleasures allowance. Thus, no intelligent person may choose to be a fool in order to attain happiness. People with higher faculties tend to need more to be happy and are capable of having more suffering compared to inferior people (Rachels & Rachels (2012). Therefore, some actions can determine the amount of happiness without referring to the future knowledge as Mill suggests. Utilitarianism suggests that an event or act is right and good when it is beneficial to many people. Hence, a righteous act will fully maximize the greatest utility (Soifer, 2009). Therefore, the case of enslavement of a small group for the happiness of a larger group will be considered as moral. According to James Mill, the ruled, along with the rulers are the perfect example

Reading Educational Research Essay Example | Topics and Well Written Essays - 2250 words

Reading Educational Research - Essay Example According to Archer, Halsall and Hollingworth (2007, p 167), there are clear distinctions between the two gender identities: Femininities and Masculinities. It is in this regard that a qualitative methodology is applied to research and bring out these differences. More significantly, the implication of the differences in gender identities on the society and the behavior of the youth are described by the authors. It is argued by qualitative researchers that a methodological approach is an effective way of investigating and describing differences between people (Silverman, 2004, p. 59). It is in relation to this argument that Archer, Halsall and Hollingworth (2007, p 173) have focused in two major areas in their article. Firstly, the events in which young women participate in as compared to the male counterparts. Secondly the authors reflect on the social environment in general with an aim of demonstrating the views of the society on gender identities and gender roles. Archer, Halsall and Hollingworth (2007, p 170) employ theoretical perspectives and resources to interpret the data of the qualitative study. It is argued that a theoretical framework is used to add credibility to the discussion of research findings especially when a qualitative methodology is used to describe a social issue (Strauss & Corbin, 1998, p. 9). The theoretical framework employed by the authors in their discussion is that of feminism. The authors describe the various categorization of feminism such as hetero-normative sexuality, heterosexual femininities and hyper femininity. Through the theoretical framework and research findings, the authors present the reader with three main arguments as described in the following sentences. Firstly, the disengagement of working class girls from schooling is mediated by the manner in which they construct hetero-femininities. Secondly, Archer, Halsall and Hollingworth (2007, p 169) point out that the ethnic diversity among inner city girls construct the capital which they acquire as a way through which they would generate self worth, identity and value. Lastly, the authors explain the reasons why the young girls invest more on glamorous appearance. According to Skeggs (1997, p. 124), identities are constructed through cultural and social theory. Skeggs (1997) discusses gender, class and culture in relation to feminism and argues that theoretical view of these issues in an effective approach for deeper understanding. It is therefore evident that Skeggs (1997, p. 145) presents arguments that are congruent with the postulates of Archer, Halsall and Hollingworth (2007, p. p 176). This is exemplified by reflection that the modern society is characterized by changing power relations and gender roles. Skeggs (1997) further explains that gender and class should be fused so that the representation of power relations in the society can be understood fully. Nonetheless the information that is presented by Skeggs (1997, p. 170) is based on an ethnographic research. This author uses the works of Pierre Bourdieu and the feminist theory to describe the position that is occupied by the female gender within the modern society. The ethnography of gender and class helps in understanding the differences between the two gender identities within a school social environment. According to Archer, Halsall and Hollingworth (2007, p 178), the working class gir

The Common Assessment Framework

The Common Assessment Framework The Common Assessment Framework is used by various professionals and agencies to use one process of sharing information and integrate working on a young person (revise re-word more info) The CAF process is seen as a core element in integrated working and promotes more effective use of time used to assess young people, seen by many as a universal and neutral system used by all agencies. The CAF emerged from the 2003 Green Paper Every Child Matters which marked a policy of the integration of practitioners and services. (Wise, C, Harrison, R, 2005) Requirements before starting the CAF As undertaken the role of a youth worker I chose Candi (my 16 year old daughter who lives with her mother from a previous marriage) as the young person I would like to help fill in the CAF form. In the case of the assessment undertaken for the assignment, it was explained to Candi the purpose and outcome of the assessment and she was not being formally assessed, and that the process was to critically evaluate the CAF and set out the module guide and shown to Candi, although unsure at first, Candi was happy to proceed. I choose Candi as the candidate because of the fact of the young people who I practice with are young offenders and because of their court orders, they identities need to be guarded and a majority of the young people flatly refused to take part. The question is asked of what led to the assessment of the young person which has to clear and an agreed statement by all involved and if any other agencies that are involved with the young person including the young person and families/carers. Key areas of the CAF is to try and engage the young person with families in the process and try and develop a better understanding of the process and indentify the young persons needs at the earliest perceivable stage, however, with most agencies and services, a majority of families are reluctant and wary of sharing information especially if persons have been involved with any agencies and services in the past. This reluctance is why the young person and family must have the full understanding of the whole process and the benefits so the training of the practitioner must be full and up-to-date (revise) however as a youth worker and assessing the young person, the practitioner has to keep own values and standards apart if Im talking to a particular person, it is not a question of trying to lead to my values, but often to try express some different values (Smith, M, 1994) Candi has never been involved with any agencies before or assessed officially by any services before, when asked how she would feel about being formally assessed she said she would feel frightened and very nervous of the process and even with her mother present she would be frightened to say the wrong thing in case of herself or parents into trouble. If there is two or more services involved with the young person, a team would be arranged around the child meeting and then the lead professional would be identified, (reword) however there is a reluctance to become the lead practitioner in the CAF process as that practitioner becomes the bench mark for any further action taken by future agencys or professionals, the reluctance is out of fear of making mistakes from the pressure of lead practitioner. (revise) Current family and home situation While filling this section, Candi felt unsure how to answer the question and looked towards her mother for approval, before giving any personal details about family. This section can difficult for the young person if under 16 and a parent or carer is present, before the assessment is carried out, there are no details of the present family situation whether problems are evident or not, Candi lives as part of a one parent family with her younger sister who is 11 years old and times can difficult with looking after her while her mother works, however some young children come from broken homes with various amount of difficulties or living in childrens home, or with friends which only can build as the young persons anxiety. Agency involvement with young person The assessment process used when carrying out can be very intimidating and very personal, however family or carer support is crucial throughout as personal and private information is obtain, plus information of any agency involvement, doctors, health visitors, connexions and any educational provision and so-forth can to hard to ascertain at the time of the assessment with the young person. Candi found personal details The process of the CAF tries to consider a Varity of ethical issues with over 30 answers to the question of ethnicity which can be a personal and confusing question to ask to ask a young person. So it is preferred to ask the family or young person to self define their ethnicity and no assumptions should be made by the practitioner. (revise) Development of the young person To try and ascertain the development of the young person with worries/needs and strengths/resources a variety of information (revise) involving health, emotional and self esteem with among others which can be difficult to try and collect information about unless if in close contact through personal contact through different circumstances with a more impersonal atmosphere to get to know the young person has a more trusting surrounding. Candi found this section hard to explain, especially about her emotions. Candi did not understand why these questions needed to be asked and their purpose. It was explained emotion needs are important part of a young persons development and any worries or needs had to be ascertained in order to help the young person and not (revise) A majority of young people when asked about the Common Assessment framework and what the process was used for would be unsure unless the young person has been explained what the process can be used to try improve areas of life improvement (revise) and improve personal development, however if explained how it may involve a child protection or safeguarding procedures if certain aspects should arise during the assessment process, which could cause concern to the young person, the young person could not be as forth-coming with personal information about family life in general, and especially if the parent or carer is involved in the process. However, the whole process is for the positive aspiration welfare of the young person. (revise) Parents and carers Information gathered in the section entitled Parents and carers involving information including basic care, emotion warm and boundaries for example can be very personal to the young person and the parent/carer could interfere with any question asked. As with most young people, personal information including emotions can be quite hard to divulge especially if the young person is experiencing life stages including puberty and adolescence. (revise) Family and environmental Family and environmental functions including the well-being of the young person plus resources including education but financial consideration can a delicate subject however can give a valuable insight to family matters. Financial difficulty can cause an array of problems which influence social and personal development of the young person either by not enrolling into further education or by ascendance of parents/carers working unsociable and unpractical hours causing family disruption in the family home.(revise) Candi found this part difficult to fill in considering the relationship with ourselves and her mother being there during the assessment. I felt Candi did not answer the questions totally honestly and to her fullest (revise) Well-being scale Well-being scale of the child/person by the assessor and the well-being scale 0-10 given by the parent/carer is also used too which can regarded as a redundant tool as a number of different factors can influence the scale however a general indication by the parent/carer on their opinion of the young persons well-being however it can never give a true reflection (revise) Improvement and review Improvement and review which includes the views of the parent/carer/young person (revise) Young persons goals Young persons personal goals and general view of assessment (revise) Practitioners goals Practitioners goals and view of assessment (revise) Conclusions, solutions and actions Conclusions, solutions and actions is the table or a chance to indentify key areas for change with recommended actions by the whom and estimated time of action which should have all those involved working towards the same agenda and encourage families to what is happening as easier progress is to be made. Specific goals are to be made either short or long term but still be specific in the review time. The view and thoughts of the young person should be evident throughout the process and capture any comments which are relevant and helpful, adolescence is therefore seen, as youth workers, as a moment of questioning a moment in which young people reflect critically in their sense of self, their beliefs and values (Young, K, 1999 p.28) The CAF process can help identify needs at an early stage and help education authorities achieve better engagement with young person and with school attendance; future academic aspiration and help the young person improve health and family relationships with siblings and parents/carers. Noted on bottom of CAF form is a note of exceptional circumstances and significant harm to the young person which asks the question of following safeguard procedures if at any time the practitioner feels that there is an issue. Those who work with young people have a responsibility to safeguard and promote their welfare (C. Wise Harrison. R, 2005 p33), this is an important issue for any practitioner or person who works with a young and is an important responsibility and requires vigilance (reword) and attention to the young person who may not be fulfilling the needs and development potential. (C. Wise Harrison, R, 2005)

The Runes of Franks Casket and the Epic of Beowulf Essays -- Epic Beow

Franks Casket and Beowulf  Ã‚   Runic inscriptions have been found not only in Anglo-Saxon poetry but also in archaeologicial discoveries like the Clermont or Franks casket. Runic inscriptions have been discovered on coins and various other objects, the most important being the beautiful Clermont or Franks casket. The top and three of the sides are now in the British Museum, the fourth side is in the Museo Nazionale at Florence. The casket is made of whalebone, and the scenes carved on it represent an episode from the Welandsaga, the adoration of the Magi, Romulus and Remus nursed by the she-wolf and, lastly, a fight between Titus and the Jews. The carving on the Florence fragment is still unexplained. The legends engraved around these episodes are intended to represent the capture of the whale and to elucidate the carving. On linguistic grounds it has been thought probable that the casket was made in Northumbria at the beginning of the eighth century. In several Old English manuscripts runes are found in isolated cases, for instance in Beowulf and in the Durham Ritual. In the riddles of the Exeter Book the occasional introduction of runes sometimes helps to solve the mystery of the enigma, and sometimes increases the obscurity of the passage. Occasionally a poet or scribe will record his name by means of a runic acrostic introduced into the text. Thus, the poems Crist, Juliana, Elene and the Vercelli fragment bear the runic signature of their author, Cynewulf. In the poem Beowulf we see runes used with connotations of magic or charms. Early Englishmen were fully conversant with the Germanic runic alphabet. In Beowulf the hero is in deadly combat with Grendel’s mother in the mere. He is at the point of being killed... ...her to cross the sea in search of the distant country where he had found gold and land, etc.. So runes are seen to be usable, as The Husband’s Message illustrates, in common communication with no overtones of magic. In Beowulf we see the mention of runes used with connotations of magic or charms. Examining historic evidence, we find that early Englishmen used   runes sometimes with connotations of magic and sometimes without such implied meanings. BIBLIOGRAPHY Chickering, Howell D.. Beowulf A dual-Language Edition. New York: Anchor Books, 1977. The Husband’s Message. In The Earliest English Poems, translated by Michael Alexander. New York: Penguin Books, 1991. Collins, Roger and McClure, Judith, editors. Bede: The Ecclesiastical History of the English People; The Greater Chronicle; Bede’s Letter to Egbert. New York: Oxford University Press, 1969.

Learning to Read Malcolm X

In the book â€Å"Learning to Read,† Malcolm X describes his â€Å"homemade Education. † He started his homemade education because his ability to read and write was hampered, which frustrated him. He educated himself with a dictionary and began painstakingly copying every entry. He began remembering the words and what they meant. Over a period of time he finished copying out the whole dictionary. Malcolm regarded the dictionary as a miniature encyclopedia. As his word base broadened, he found that he could understand what he read.Malcolm read every free moment he had and he would stay up long nights reading until 3 or 4 in the morning. As Malcolm continued to read he gained an extensive interest in History books. He was astounded at the knowledge he obtained about the history of black civilizations throughout the world. However, his reading was not limited to history because he also read about genetics, philosophy, and religion. Malcolm possessed the ability to teach hi mself the English language when one knows how complex it is.His relentless efforts not only bettered his intelligence but also his education on topics such as history, genetics and philosophy. In â€Å"Learning to read†, the tone of Malcolm X’s voice is proud. Malcolm started on the streets as a hustler but later taught himself how to read in which he educated himself on the history of black civilization. With all of the knowledge Malcolm gained from reading, he is proud to have proved Arnold Toynbee wrong. Toynbee stated that Africa was the only continent to produce no history. Malcolm however, states Africa did posses history; it simply was not recorded. In 1857, some of the desperate people from India finally mutinied- and expecting the African Slave trade, nowhere in history recorded anymore unnecessary bestial and ruthless human carnage than the British suppression of the non-white Indian people. † Finally, Malcolm uses his education to boast and dignify his life. He flies around the world to speak to people of his success and it boosts his ego substantially when people think he has gone to school well past 8th grade. It is truly remarkable to teach oneself the English language and Malcolm X is extremely proud of his accomplishments.

U.s. Relations With The Cuban Government - 894 Words

CUBA: Libre Is it a good idea to open relations with the Cuban Government? It has been more than eighty years since a US President has visited Cuba. The two nations have had no diplomatic relations since 1961. One may ask how beneficial for the US to conjoin forces with Cuba? Improving relations with Cuba will benefit American Government because of what it can learn about health care, disaster preparedness, tourism and Trade. On March 20, 2016 President Obama arrived in Havana, Cuba with his family. It has been more than eighty years since a sitting U.S. president has visited Cuba. President Calvin Coolidge was the last President to visit Cuba in 1928. When Fidel Castro (former President of Cuba) came into power in 1959 relations between the two countries devolved into arguments. Cuba is a communist country and the U.S. is a democracy. With these differences it’s hard for both the counties to see eye to eye. 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