Plantation Crops and the Slavery System Essay Example for Free

Plantation Crops and the Slavery System Essay Plantation crops and the slavery system changed between 1800 and 1860 because of the industrial revolution. After the Philadelphia Constitutional Convention, the Southern states were granted freedom to decide about the legality of slavery. At this point in time, the cotton production was very low and there were around 700,000 slaves in the whole country. Cotton changed the course of the American economic and racial future, because of the mass production of textiles. The cotton quantities increased considerably. The South was producing and exporting over sixty- seven percent of the world’s cotton by 1840 which gave the region strong economic power. As the cotton production continued to grow it required more manpower or slaves. The supply of slaves needed for growing of such production was restricted, making slaves more valuable resulting in the domestic slave trade. The domestic slave trade emerged as a crucial commercial enterprise during the 1800 and 1860, which resulted in white planters looking for new slaves in the upper South states. (Henretta, Edwards, and Self 2012, 352-359) â€Å"For white planters, the interstate trade in slaves was lucrative; it pumped money into the declining Chesapeake economy and provided young workers for the expanding plantations of the cotton belt. For blacks, it was a traumatic journey, a new Middle Passage that broke up their families and communities. â€Å"Arise, Arise and weep no more, dry up your tears; we shall part no more,† the slaves sing hopefully as they journey to new lives in Tennessee.† (Henretta, Edwards, and Self 2012, 358) The domestic slave trade emerged as a crucial commercial enterprise operating through a coastal and inland. The coastal system sent slaves to the sugar plantations in Louisiana and the inland to cotton plantations. The domestic slave trade was crucial for the prosperity of the southern economy. It was an important resource to raise money and help support the economy of the Upper South. (Henretta, Edwards, and Self 2012, 352-359) References Henretta, J. A., Edwards, R., Self, R. O. (2012). America: A Concise History, Volume One: To 1877, 5th Edition. Boston: Bedford/St. Martins.

Effect of Interpersonal Touch on Third-party Observers

Effect of Interpersonal Touch on Third-party Observers Observing Touch Boosts Social Interests Sun Yating Abstract The goal of this study is to investigate the effect interpersonal touch on third-party observers. Specifically, we aim to test whether observing interactions with touch biases individuals towards social information in their environment. To this end, participants will be presented with prime images that entail touch and no-touch interactions. Primes will be followed by a set of target images comprising social (i.e., faces) and non-social (i.e., vehicles) elements. Participants processing of these images will be explored using behavioural measures (e.g., recognition accuracy) and eye-gaze data obtained through eye-tracking. We expect stimulus recognition and gazing to be enhanced when presented with face than with vehicle stimuli. Moreover this difference should be more pronounced for stimuli primed with touch as compared with no-touch images. Keywords: Interpersonal touch; Social information; Facial bias; Eye-gazing. Observing touch boosts social interests Touch is crucial to our daily life, as it allows us to communicate with the external world (Barnett, 1972). By doing so, we are able to feel the warmth of a human hand; to tap the screen of a smart phone; to send messages to a friend; to feel the sharpness of the tip of a pencil; or to feel the softness of a comfortable mattress. Among different types of touch, the interpersonal touch is the social sub-area of touch that mainly includes our interaction with another people (Field, 2001). For example, a strong handshake, an encouraging pat on ones back, a short tap on ones forearm, or a comforting pat on ones shoulder. Research has focused on how interpersonal touch influences our social perception, social behaviour, as well as our social brain. For the social perception, Fisher, Rytting and Heslin (1976) have conducted a behavioural study: when handing back the library card, library clerk either casually touched the forearm of the subject or did not touch the subject. The results illustrated that subjects felt higher level of affective and gave more positive evaluation towards the clerk, when they had been casually touched, in compared with the no touch situation. In other words, interpersonal touch enhances our positive social perception towards others. For the social behaviour, Cruso and Wetzel (1984) have asked waitresses to either briefly touch customers hands and shoulders, or behaving in the controlled manner (no touch). They have found that, regardless of the place being touched (hand or shoulder), customers gave higher rate of tipping fee when they had been touched by the waitresses, compared with the control group (where customers had not been touched). The above results suggested that interpersonal touch affects o ur social behaviour, which maybe a practical knowledge that we could use in our daily life. For the social brain research area, both neuroimaging studies and EEG studies have shed light on the role of interpersonal touch. For example, Olausson et al. (2010) conducted an fMRI study and identified a system of unmyelinated low threshold mechanoreceptors (C tactile, CT afferents) which contribute to pleasant touch and provide an important sensory underpinning of social behaviour. It is important to note that their experiment was not strictly an interpersonal touch. In fact, it was a robot arm that held a brush that was stimulating participants. The brush touch was a slow, dynamic property of light touch in hairy skin. However, this kind of touch has been suggested to be salient in tactile interactions between individuals (Gallace and Spence, 2010; Vallbo et al., 1999). Also, as social processing include multiple mechanisms (e.g. vocal, facial, and olfactory), Olausson et al. (2010) have only suggested the CT afferents’ function in interpersonal touch. Thus, it is possibl e that the CT afferents do not wholly support the social processing, but only partially contribute to one specific aspect (i.e. the interpersonal touch aspect). Although having the above issues, the study done by Olausson et al. (2010) generally suggested that CT afferents (in posterior and middle insular cortex) is the brain system which works for both interpersonal touch and social processing. For the EEG evidence, Maria et al. (in progress) have conducted an experiment with facial stimuli. They asked participants to focus on the facial images displayed on a computer screen. At the meantime, they used a brush to briefly touch the forearm area of participants. According to the results, being touched by the brush enhanced the N170 ERP component, which has been proved to reflect the processes of neutral faces (Rossion et al., 2000). Again, the above study used a brush instead of a real human hand to touch participants, which may be not good for the consideration of validity. However, previous study has shown the similarity between being touched by a brush and a human hand. Therefore, this EEG study suggested that our social perception of faces could be enhanced after being touched. With the knowledge of how interpersonal touch influences our social life, it is interesting to find out whether such influence could be extended, so that individuals are not being touched with ones own experience, but simply observing a vicarious interpersonal touching interaction performed by another two people. It is important to figure out the vicarious interpersonal touch problem, as this is the social interaction that we have to process in everyday life. For example, the mess media propose thousands of news, which including pictures capturing the interpersonal touch interactions between politicians. When observing such pictures, readers may form stereotypes towards both politicians within in this interaction. Sometimes, being the toucher or the receiver in such a simple picture can determine the publics social-emotional attitudes towards politicians, which will later greatly affect the voting rates toward them. Therefore, having the knowledge of vicarious interpersonal touch is important for us to guide our behaviour pattern in our social life. To support both the real and vicarious experiences, a same neural system should be activated for both procedures, which is called the Mirror system. According to Blakemore et al. (2005), the mirror system lies in our Primary Somatosensory Cortext (SI). Moreover, Keyser, Kaas and Gazzola (2010) suggested that different sub-regions in SI make different contributions: BA2 functions to the perception of others experiences, whilst BA3 processes signals originate in our own body. Furthermore, Scharfer, Heinze and Rotte (2012) conducted an fMRI experiment that they assigned participants to either observe a painful vicarious touch (using a paintbrush to touch a hand), a non-painful vicarious touch, or become in the real touch condition (where participant watched no visual display and was touched by a paintbrush). The results suggested that, for the contrast between observed/ real touch, there was a significant overlap in SI. In other words, SI is the mirror neuron system for non-painful touc h. Also, among all sub-regions within SI, BA2 made around 50% contribution to the overlap activation. However, this fMRI study, as previous studies, risked validity by using paintbrush instead of a more realistic interpersonal communication stimulus. Also, although this study hinted the influence of vicarious touch on the social perception, it did not directly test any social-emotional issue as dependent variable. A recent study by Schirmer et al. (2014) has developed the Social Touch Picture Set (SToPS), which contain two characters within each image. The interaction between the two characters can be either touch or no-touch. Also, the interaction can be reciprocal (where there is no toucher and receiver) or non-reciprocal (where one character is a toucher while the other one is a receiver). This picture set enables the presentation of a more realistic vicarious interpersonal touch scene, compared with the previously used paintbrush one. In their study, they asked participants to watch the SToPS images, then rate the perceived valence, arousal, and likeability of the characters and the interaction procedure. They found that, when participants observed touch images, the image characters and interaction procedure seemed more positive, aroused, and likable, compared to the observation of no-touch images. Moreover, they used eye-tracking system to record the gazing pattern when participants were observing the touch/ no-touch images. The results illustrated more and longer fixations towards the upper body area rather than the expected touching area. With such unexpected results, it is interesting to locate the exact position(s) within the upper body area that people focus on, after they observed vicarious touch images. Among all human upper body areas, perhaps the facial area is the most important one for our social information processing. As Allison, Puce and McCarthy (2000) mentioned in their review about social perception, the reason why facial information is crucial to our daily communication is because human face not only provides multiple explicit information (i.e. age, sex, emotional state, etc), but also includes some implicit information. Therefore, it is likely that face is the key area in the upper body part that we focus on, after primed with a vicarious interpersonal touch scene. More specifically, the enhanced social processing (by observing interpersonal touch) may bias our attention towards faces and help us to deeply process facial related information. As no previous study has focused on the link between vicarious interpersonal touch and our facial information processing procedure, the current study is interested in such topic and will test: 1) whether observing touch biases individuals to attend to faces, and 2) whether a potential face bias facilitates the retrieval of facial information. Methods Participants Run pilot study with 10 participants. Depending on the effect size to decide the sample size for the main study. A balanced number of male and female participants will be preferred, as sex difference may influence the results of current experiment. Also, as the face images will all be Asian, we will only include Asian participants. Experimental designated The current experiment is a 2 (Touch: touch/no-touch) X 2 (Stimulus: face/car) X 8 (AOIs) X 2 (Old target: face/car) within subject design, with dependent variables of looking duration, number of fixations, and d value for the facial recognition data. Stimuli SToPS Images (vicarious interpersonal touch images). There are 480 SToPS images (see figure 1 as an example), which could be divided evenly into different within participant conditions in the current study. The SToPS images contain ten different gestures, which could be either touch or no-touch. There are three different actors’ versions for each type of image. Each version has four female and male dyads: female-female/female-male/male-female/male-male. Therefore, there are 10*2*3*4 = 240 images. Also, a mirrored version for each of the above images serves to avoid the left-handiness/right-handiness issues. In total, there are 480 vicarious interpersonal touch images. Face and vehicle recognition task images. Instead of using traditional houses in the control condition, vehicle images will be used in the current experiment. This is because the shape of the frontal vehicle images is comparable to human faces. This will enable us to standardize face images and vehicle images in the same manner (see figure 2 as an example). Figure1: Example of touch/no-touch images in SToPS picture set. Figure 2: Example of face and vehicle images. Procedure The experiment will contain two phases: the study phase and the test phase. For the study phase, each experimental trial will start with a 200 ms presentation of a white fixation cross in the middle of the screen against a gray background. Participants will be presented with either a face image or a car image for 1 s. Participants will then be asked to explore the picture and try to remember it. In total, we will present 60 face images and 60 car images during the study phase. The inter-trial interval will be 1-3 s with a blank screen displayed. The study phase will last 6-7 mins for the 120 images. Then, participants will be told that this is the end of study phase and they will begin the test phase (see figure 3 for an illustration). Figure 3: The procedure of the study phase. For the test phase, there will be 240 trials. During each trial, a fixation cross will be presented for 200ms. Then, participants will be primed with a Touch or No-touch image for 1 s. After priming, we will display a pair of target face/car image on a computer screen for 1 s. For each of the Touch/No Touch priming, target image pair could be one of the following combinations: FaceNew/CarOld (30 trials), FaceOld/CarNew (30 trials), or FaceNew/CarNew (60 trials). We will present target images with primes in a counterbalanced manner. After watching the target image pair, participants will have to decide whether they have encountered an old image or not. To show their decision, they will need to press the left button or the right button to indicate whether the left image or the right image is an old one. Alternatively, if they decide both images are new, they press â€Å"Enter† to start the next trial. During the inter-trial interval, we will present a gray blank screen for 1-3 s . Based on the above design, each trial will last around 5 seconds. Therefore, the total length for test phase will be around 20 mins (see figure 4 for an illustration). Figure 4: The procedure of the test phase. Measurements Eye-tracking system. Eye-tracking data will be analysed using 8 AOIs (see figure 5 for illustration). We will measure the looking duration and number of fixations during the test phase. Figure 5: There will be 8 AOIs for face image as well as for vehicle image. Among the 8 AOIs, our interest will focus on the eye and mouth areas. D value for facial recognition. We will use d-prime as the data analysis method to find the difference in sensitivity towards facial images. We will compute the H values (hit / hit + miss), the F values (FA / FA + CR), and the d values for each trial. Expected results For the looking duration, we expect to find out the Stimulus main effect and an interaction effect between Touch and Stimulus (figure 6). Figure 6: We expect to see: 1) in general, participants look at face images longer than vehicle images; 2) primed with touch images will increase the looking duration towards faces. For the number of fixations, we expect to see a Stimulus main effect and an interaction effect between Touch and Stimulus (figure 7). Figure 7: We expect to find out that: 1) the number of fixations on face images will be larger than the number of fixations on vehicle images; 2) the priming of touch images will increase the number of fixations on face images. For the facial recognition, we expect to find out the Stimulus main effect, and an interaction effect between Touch and Stimulus on the d values (figure 8). Figure 8: We expect to see that: 1) participants are more sensitive to face images, rather than vehicle images; 2) the sensitivity towards face images will be enhanced by touch priming, but not no-touch priming. Discussion The current study aims at seeking the relationship between observing an interpersonal touch and the social information procedure. We expect stimulus recognition and gazing to be enhanced when presented with face than with vehicle stimuli. Moreover this difference should be more pronounced for stimuli primed with touch as compared with no-touch images. If the results will be the same as our expectations, we can conclude that observing touch biases individuals to attend to faces, and a potential face bias facilitates the retrieval of facial information. These possible findings will provide us knowledge on the link between observing an interpersonal touch and our facial information processing. Future studies could use fMRI to locate the brain areas that work for both observing an interpersonal touch and our facial information processing. References Allison, T., Puce, A., McCarthy, G. (2000). Social perception from visual cues: role of the STS region.Trends in cognitive sciences,4(7), 267-278. Barnett, K. (1972). A theoretical construct of the concepts of touch as they relate to nursing.Nursing research,21(2), 102-109. Blakemore, S. J., Bristow, D., Bird, G., Frith, C., Ward, J. (2005). Somatosensory activations during the observation of touch and a case of vision–touch synaesthesia.Brain,128(7), 1571-1583. Crusco, A. H., Wetzel, C. G. (1984). The Midas Touch The Effects of Interpersonal touch on Restaurant Tipping.Personality and Social Psychology Bulletin,10(4), 512-517. Field, T. (2001). Touch. Cambridge, MA: MIT Press. Fisher, J. D., Rytting, M., Heslin, R. (1976). Hands touching hands: Affective and evaluative effects of an interpersonal touch.Sociometry, 416-421. Gallace, A., Spence, C. (2010). The science of interpersonal touch: an overview.Neuroscience Biobehavioral Reviews,34(2), 246-259. Gobbini, M. I., Haxby, J. V. (2007). Neural systems for recognition of familiar faces.Neuropsychologia,45(1), 32-41. Keysers, C., Kaas, J. H., Gazzola, V. (2010). Somatosensation in social perception.Nature Reviews Neuroscience,11(6), 417-428. Kleinke, C. L. (1986). Gaze and eye contact: a research review.Psychological bulletin,100(1), 78. Perrett, D. I., Smith, P. A. J., Potter, D. D., Mistlin, A. J., Head, A. S., Milner, A. D., Jeeves, M. A. (1985). Visual cells in the temporal cortex sensitive to face view and gaze direction. Proc. R. Soc. London B 223: 293–317. Rossion, B., Gauthier, I., Tarr, M. J., Despland, P., Bruyer, R., Linotte, S., Crommelinck, M. (2000). The N170 occipito-temporal component is delayed and enhanced to inverted faces but not to inverted objects: an electrophysiological account of face-specific processes in the human brain.Neuroreport,11(1), 69-72. Schaefer, M., Heinze, H. J., Rotte, M. (2012). Embodied empathy for tactile events: interindividual differences and vicarious somatosensory responses during touch observation.Neuroimage,60(2), 952-957. Schirmer, A., Reece, C., Zhao, C., Ng, E., Wu, E., Yen, S. C. (2014). Reach out to one and you reach out to many: Social touch affects third-party observers.British Journal of Psychology. Vallbo, Ã…. B., Olausson, H., Wessberg, J. (1999). Unmyelinated afferents constitute a second system coding tactile stimuli of the human hairy skin. Journal of Neurophysiology,81(6), 2753-2763.

Don Quixote Essay -- English Literature

Anyone who reads Don Quixote for the first time inevitably has some preconceptions about it, beginning with the dictionary def MIGUEL DE CERVANTES SAAVEDRA was born in Alcala de Henares in Spain near Madrid in 1547. Nothing is certainly known about his education, but by the age of twenty-three, he enrolled in the army as a private soldier. He was maimed for life in the battle of Lepanto and was taken captive by the Moors on his way home in 1575. After five years of slavery, he was ransomed; and two or three years later, he returned to Spain. He settled in Madrid and began a moderately successful literary career, in which he wrote poetry, published a pastoral romance, La Galatea(1585), and had some twenty to thirty plays performed without, as he puts it, â€Å"offerings of cucumbers or other throwable matter.† Failing to attain financial success, he obtained an employment in the Government office as a commissioner of food supplies for the Armada expedition. He later became a tax collector, a position that he held until 1597, when he was imprisoned for a shortage in his accounts due to the dishonesty of an associate. The imprisonment on this occasion lasted until the end of the year, and, after a period of obscurity, he issued, in 1605, his masterpiece, El Ingenioso Hidalgo Don Quijote de La Mancha (The Ingenious Hidalgo Don Quixote of La Mancha). Cervantes confesses to having ‘engendered’ Don Quixote in the prison. Its success was great and immediate, and its reputation soon spread beyond Spain. The enthusiastic reception of Part à Ã¢â‚¬   spurred him to unchecked literary activity until his death- a gloriously creative old age in which he completed Don Quixote Part à Ã¢â‚¬  Ãƒ Ã¢â‚¬   (1615), his twelve Exemplary Novels (1613), ... ...’ position, the female characters such as Marcella and Dorothea in Don Quixote speak forcefully in defense of women's rights. Loose in structure and uneven in workmanship, it remains unsurpassed as a masterpiece of witty humor, as a picture of Spanish life, as a gallery of immortal portraits. It has in the highest degree the mark of all great art, the successful combination of the particular and the universal: it is true to the life of the country and age of its production, and true also to general human nature everywhere and always. With reference to the fiction of the Middle Ages, it is a triumphant satire; with reference to modern novels, it is the first and the most widely enjoyed. In its authorÂ’s words: â€Å"It is so conspicuous and void of difficulty that children may handle it, youths may read it, men may understand it, and old men may celebrate it.†

The Playground Of The Gods :: essays research papers

The Playground of The Gods Cathy Spellman's, The Playground of The Gods is an exuberant novel which deals with murder in a remote tropical paradise but can further be read as an illustration of man's ignorance and invasion of nature. "Do it big, or stay in bed."( Larry Kelly). These are words that Thoros Gagarian lives by. He is one of the wealthiest men in the world and when picking his private paradise, only one place on earth could serve his needs and fantasies. This place is Mora Utu-The playground of the Gods-a green jewel in the placid blue expanse of the South Pacific, the most luxurious and seductive private preserve anywhere on the planet. Once his prized-possession has been found, Thoros immediately ships the island natives to a different island and brings in his construction crews to hurriedly build his paradise in order to have it ready for a celebratory visit by 12 of his close friends. In the introduction to the story, Cathy Spellman makes clear the notion that the protagonist, Thoros Gagarian views himself as an indestructible god. Her descriptions of his haste purchase of his Island paradise shows a man for whom their is no boundaries. His arrogance is further displayed in his building of his compound. Spellman's voice of reason comes from a spiritual Mexican couple who are Thoros's servants. They not only warn but predict of many consequences to the ignorance to which nature is being shown. â€Å"Nature will not permit alteration on such a scale.†(Emilio, 114). However, these warnings are ignored by the men who do not appreciate a bizarre servant couple speaking of things which money can't buy and power can't control. This is when Spellman's utilization of irony comes into the picture. A member of the party catches a tropical fever, yet he can't be cured because the tree which possesses the antidote was destroyed in the creation of the facility. This is followed by a serendipitous chain of events which is climaxed

Immigraton Laws Essay -- essays research papers fc

Immigraton Laws The first immigrants to the territory now the United States were from Western Europe. The first great migration began early in the 19th century when large numbers of Europeans left their homelands to escape the economic hardships resulting from the transformation of industry by the factory system and the simultaneous shift from small-scale to large-scale farming. At the same time, conflict, political oppression, and religious persecution caused a great many Europeans to seek freedom and security in the U.S. The century following 1820 may be divided into three periods of immigration to the U.S. During the first period, from 1820 to 1860, most of the immigrants came from Great Britain, Ireland, and western Germany. In the second period, from 1860 to 1890, those countries continued to supply a majority of the immigrants; the Scandinavian nations provided a substantial minority. Afterwards the proportion of immigrants from northern and Western Europe declined rapidly. In the final period, from 1890 to 1910, fewer than one-third of the immigrants came from these areas. The majority of the immigrants were natives of Southern and Eastern Europe, with immigrants from Austria, Hungary, Italy, and Russia constituting more than half of the total. Until World War I, immigration had generally increased in volume every year. From 1905 to 1914 an average of more than a million immigrants entered the U.S. every year. With the start of the war, the volume declined sharply, and the annual average from 1915 to 1918 was little more than 250,000. In 1921 the number again rose; 800,000 immigrants were admitted. Thereafter the number declined in response to new conditions in Europe and to the limitations established by U.S. law. The first measure restricting immigration enacted by Congress was a law in 1862 banning American vessels from transporting Chinese immigrants to the U.S.; 20 years later Congress passed the Chinese Exclusion Act excluding Chinese immigrants.(Immigration) In 1875, 1882, and 1892, acts passed by Congress provided for the examination of immigrants and for the exclusion from the U.S. of convicts, polygamists, prostitutes, persons suffering from contagious diseases, and persons liable to become public charges. The Alien Contract Labor Laws of 1885, 1887, 1888, and 1891 prohibited the immigration to the U.S. of persons entering the country t... ...ion (Rumbaut, 617). Despite evidence to the contrary, many Americans still believe immigration to be harmful. This is simply not the case. As stated, legal immigrants provide a benefit not only to themselves, but also to native people. Though the problem of illegal immigration must be addressed, it should be done in such a way as not to discourage legal immigration. America was founded and populated by people from other countries. We must continue this if we expect to survive in the 21st century. BIBLIOGRAPHY Blotnick, Srully. "Unleashed (Immigrant Professionals)." Forbes 26 Jan. 1987: 108. Mandel, Michael J. "The Immigrants: How They are Helping to Revitalize the U.S. Economy." Business Week 13 July 1992: 114-18. "Immigration," Microsoft (R) Encarta. Copyright (c) 1994 Microsoft Corporation. Copyright (c) 1994 Funk & Wagnall's Corporation. "Pending Legislation", www.usbc.org/surveys/npg-poll.htm Rumbaut, Ruben, "Origins and Destinies: Immigration to the United States since World War II," Sociological Forum 9:4 (1994), pp. 583-621. "The New Americans: Yes, They'll Fit in too." The Economist 11 May 1991: 17-20.

The Driving Age Should Be Rasied to 18

NZ young people are increasingly proving that they are too immature, too irresponsible to get behind the steering wheel of a car. Instead of cleaning up after young drivers who have crashed, or advertising against student drunk drivers, the Gov. t could put more money into public transport so youth wouldn't have to drive to work. 15 are far too young, and it definitely should be raised. Remember – a driving license is a privilege not a right, as some of you think it is†¦Not only should the driving age be lifted to 18, there should be more draconian restrictions in place during the licensing period. Road safety should be compulsory in schools from an early age. Bicyclists should be licensed, as party of attaining a full ‘drivers' license – having completed the bicycle module, the applicant must then spend a compulsory period on the treadle; the next step will be a basic motor scooter/motorcycle course, followed by another compulsory period riding either a scoo ter or restricted output motorbike.Having completed these modules, an applicant may then apply for permission to be considered for a ‘full' driver's license – the process of attaining such should NOT be easy; too many of us consider piloting two tonnes of death down our highways at lethal speeds to be a ‘right', when it is, in fact, a responsibility. And, time and again, we continue to prove that we are not responsible beings. 15 year old minds are not able to link cause with effect and therefore are not mature enough to hold a drivers licence. The age for driver’s licences should be raised to 18.In conjunction with this, the money spent on safe driving advertising campaigns (which are proven to be ineffective) should be spent instead on public transport systems. The young kids are too irresponsible to be driving at anything less than 18. The school leaving age should be 18 too. I think the driving age should be raised to 18 because†¦ young people stri ve to take opportunities that take advantage of something†¦ everyone knows is big. They think that they can tackle the road by the horns, knowing that their 15 years old, confidence is more powerful than common sense in such early development.Basically, the number '15' makes young teenagers react like they have the experience†¦ when they don't. Privacy and Freedom sometimes lets kids go all cocky because they want to impress a cute girl or a group of wannabe gangsters. Here is a question. How do you keep your kids at home? And here is the answer. Let the air out of their tires. Or let them wait until age 18 before being able to drive. I agree. Let's face it. Anything under 18 is still a child. Even a lot of 18 yr. olds are still kids really. However (especially in Auckland) they need a good public transport system as an option.Also another option is to restrict the ownership (and driveability) of vehicles to people under the age of say 25 to a certain horsepower. Jap impor ts are so cheap. I've seen teenage (looking anyway) people driving Subaru's that have at least a couple of hundred kilowatts-that my friends is a recipe for disaster. Earn your right to drive a performance car. A full license should only be able to be obtained at the age of 17-18. You should really be in school until this age and there is no need to being able to get to work. If you do have a part time job, jump on a bike or if too lazy for that, get a scooter.Also I have never understood the point of learner, restricted and full licenses. No one follows these rules anyway, how many learners don't we see on the roads without any supervision? The attitude towards cars and driving in NZ is all wrong and the penalties are far too soft. I totally agree with the above comment that the young kids are too irresponsible to be driving at anything less than 18. The school leaving age should be 18 too. I've been a teenager and I certainly thought I was old enough to concur the world, but looki ng back I know now how immature I was.Although it is required to have better and cheaper public transport in place. If this is obtained we may see fewer cars on the roads altogether which would benefit in so many other ways as well. It has been shown that a lot of youth are not aware of their actions and drink driving, by increasing this age, the number of car crashes should decrease. Anyone under 18 is not responsible enough to be in control of something that can kill people. I think that adulthood should be defined as 18 at which point everything that is currently prohibited based on age can become available.

Help Improve Own and Team Practice at School Essay

Please save up out each question in full including the reference numbers.1) Describe the immensity of effective team up practice in schooldays. Mention the function and objectives of the team in which they work. reader 3.1, 3.22) Describe both your proclaim role and responsibilities and other members in the team- School Governors- Governors work as a team and are accountable for the accomplishment of the school to parents and the wider community plans the schools future direction selects the calculate instructor grasss decisions on the schools reckon and staffing including the performance management policy makes confident(predicate) the agreed Curriculum is well taught decides how the school can encourage pupils spiritual, moral and heathen development makes sure the school provides for either pupils including those with special needs.Read moreEssays on Teamwork in Schools(information receive from http//www.bromley.gov.uk/info/29/school_governors/21/school_governors/2) .Senior Management team- make strategic plans and set procedures in array for forward planning of the school SENCO- In mainstream primary schools the key responsibilities of the SENCO may admit overseeing the day-to-day operation of the schools SEN policy, coordinating provision for children with special educational needs, liaising with and advising fellow teachers. managing learning support assistants, overseeing the records of every children with special educational needs, liaising with parents of children with special educational needs, contributing to the in-service training of staff, liaising with external agencies including the leys support and educational psychological science services, health and social services, and voluntary bodies. (information received from http//www.merton.gov.uk/learning/edinclusion/sendis/role_of_senco.pdf) Teachers- plan and run lessons gibe to the national curriculum Support staff- reader 206 3.3 & x-ref 205 Ref 2.1 a,b,c,d,e3) Mandy is on play ground trading which is shared between all teach assistants on a rota system. For health & preventive reasons staff are not allowed to recognize coffee/tea onto the playground. Mandy has worked the whole play condemnation because Romena has not come out to pass water over. After looking for Romena, Mandy goes straight to the lieutenant head teacher as she has had a long morning and this is the second time Romena has not been where she should be that week. The deputy head teacher tells Mandy that Romenas son has been in hospital and that she has been very worried around him as he is due to drive an operation that week. What might have been an preference approach?How could the situation be opinionated if Romena is unable to fulfil her duties for the time existence?Ref 206 4.6 4.7 (x-ref 203 3.5 b)4)When and how could you suggest ways in which the team could remedy or diverge existing practice?Ref 206, 4.55)Explain the opportunities obtainable to you in order to develop yo ur skills (CPD)Ref 206 2.46) Identify ways in which your own knowledge, understanding and skills in literacy, numeracy and ICT impact on your own practice. State possible opportunities to improve these areas for improvement. (x-ref 210 6.1, 6.2