The Impact Of Sexual Abuse Reaches All Levels Of A Childs Emotions. Th

The impact of sexual abuse reaches all levels of a childs emotions. These emotions and the effects are listed below: Confusion: This is usually the initial reaction of the child. They will usually question, "What is going on?" and " Is this right or wrong?". For a young child these types of questions can be an emense burden on their physcological development. Once the abuse begins the victim experience a tremnedous conflict with their emotions. They feel pleasant due to the attention they are recieving from the parent, as well as the sensual pleasure. On the other hand they experience pain, guilt, and anger for what is being done. The question, "Is this right or wrong?" posses the greatest conflict within the childs mind. The abuse feels so wrong yet the abuser insits it is okay, taking advantage of the childs mistrust and naivety. Below are the thoughts of an abused victim as she thinks back to her abuse and questions her father. It is an example of this mistrust as well as the conf usion which goes through a childs mind. "Since I was a little ten year old child, I had to deceive and hide from the world and my mother that my father tooka sexual interest in me. Remember how you taught me that art of deceit? First you put me in a situation that had to be kept a secret then you pledged me to secrecy...As a tenold child, what was I supposed to do? You are an intelligent man you figure out the options available to a ten year old in that position." (Rush, 1980) The abused will feel tremendous guilt for a numerous reasons: They feel they did nothing to stop the abuse therefore they are responsible and it should continue. They felt uncomfortable but the abuse was sometimes pleasureable. They somehow deserved and/or caused the abuse. A victim will usually feel this way when their self?esteem has diminshed and they have no more answers for what is happenning. "A nine year old girl had a nightmare and went to her fathers room for comfort but instead he sexually abused her . The girl then concluded that she caused the abuse by going to his room. The abuse thereafter continued and she now felt she deserved for it to continue." (Landau, 1990) This fictional example helps to further illustrate the final 2 points which were presented above. The guilt hits the child so hard that they are unable to clearly see reality. Another major source of guilt comes from the mother. Often when the mother is told about the abuse she will not want to believe the accusations and will blame the child. Other reasons for why the mother may pass guilt: 1) she may feel inequipped to challange the husbands domination in any area of life therefore she shes passes the husbands faults and looks at the child. 2) The mother doesn't want to lose her husband. She does not want to give up the security provided by her husband and will block out the abuse. The Impact Of Sexual Abuse Reaches All Levels Of A Childs Emotions. Th The impact of sexual abuse reaches all levels of a childs emotions. These emotions and the effects are listed below: Confusion: ? `` ?This is usually the initial reaction of the child. They will usually question, "What is going on?" and " Is this right or wrong?". For a young child these types of questions can be an emense burden on their physcological development. Once the abuse begins the victim experience a tremnedous conflict with their emotions. They feel pleasant due to the attention they are recieving from the parent, as well as the sensual pleasure. On the other hand they experience pain, guilt, and anger for what is being done. ? ?The question, "Is this right or wrong?" posses the greatest conflict within the childs mind. The abuse feels so wrong yet the abuser insits it is okay, taking advantage of the childs mistrust and naivety. Below are the thoughts of an abused victim as she thinks back to her abuse and questions her father. It is an example of this mistrust as well as the confusion which goes through a childs mind. ? ? ? ?"Since I was a little ten?year?old child, I had to deceive ?(#(#K ?and hide from the world and my mother that my father took? ?a sexual interest in me. Remember how you taught me that? ?art of deceit? First you put me in a situation that had to? ?be kept a secret then you pledged me to secrecy...As a ten ?year?old child, what was I supposed to do? You are an ?(#(#K ?intelligent man?you figure out the options available to a ?(#(#K ?ten?year?old in that position." (Rush, 1980)? ' P(P(P( Guilt: ? ?The abused will feel tremendous guilt for a numerous reasons: ? They feel they did nothing to stop the abuse therefore? ? they are responsible and it should continue.7 ? ? ? ? ? ? They felt uncomfortable but the abuse was sometimes pleasureable. ? ? ? They somehow deserved and/or caused the abuse. A victim will usually feel this way when their self?esteem has diminshed and they have no more answers for what is ? F ? ? ? happenning. ? ?"A nine?year?old girl had a nightmare and went to her? ?fathers room for comfort but instead he sexually abused her. ? ?The girl then concluded that she caused the abuse by going? ?to his room. The abuse thereafter continued and she now? ?felt she deserved for it to continue." (Landau, 1990) ? ? ? ?This fictional example helps to further illustrate the final2 points which were presented above. The guilt hits the child sohard that they are unable to clearly see reality. ? ?Another major source of guilt comes from the mother. Oftenwhen the mother is told about the abuse she will not want tobelieve the accusations and will blame the child. Other reasonsfor why the mother may pass guilt: 1) she may feel inequipped tochallange the husbands domination in any area of life thereforeshe shes passes the husbands faults and looks at the child. 2) The mother doesn't want to lose her husband. She does not wantto give up the security provided by her husband and will blockout the abuse. ? ?

Expressing an Opinion in German

Expressing an Opinion in German If youve got an opinion, the German language has a ton of ways to express it. Not all are as straight forward as Ich stimme zu  (I agree). Some are phrases and idioms you need to memorize to carry on a natural-sounding conversation.   Here are some common ways to your opinion in German.   Expressing Agreement and Disagreement Das ist zweifelhaft.  Ã¢â‚¬â€œ   That is doubtful.Das stimmt (nicht).  Ã¢â‚¬â€œ   Thats (not) right.Da haben Sie (Un)Recht. –   You are (not) right.Das finde ich auch. –   I think so, too.Sie haben (nicht) recht. –   You are (not) right.Da bin ich ganz Ihrer(anderer) Meinung. –   I completely (dis)agree with you.Ich teile Ihre Meinung. –  I share your opinion.Natà ¼rlich/Selbstverstndlich (nicht)!  Ã¢â‚¬â€œ Of course (not)!Darà ¼ber sind wir uns einig.  Ã¢â‚¬â€œÃ‚  Were in agreement with that.Genau/Eben. – Exactly.Da stimme ich mit Ihnen à ¼berein. – I completely agree with you.Da muss ich widersprechen.  I have to disagree with that.Ganz und gar nicht.  Not at all/Absolutely not.  Keinesfalls. – No way.Auf keinem Fall. – Absolutely not.Wir sind damit einverstanden. - We agree on that.Ich bin fà ¼r/gegen ... – I am for/against ...Ich bin pro/contra ... – I am for/against ...D a liegen Sie và ¶llig falsch. – Youre completely wrong with that.So ein Quatsch/Was fà ¼r ein Blà ¶dsinn! – What nonsense/rubbish! Expressing Indifference Das ist mir egal.  Ã¢â‚¬â€œ Its all the same to me/I dont care.Es ist mir và ¶llig gleichgà ¼ltig. – I dont care at all.Das macht mir nichts aus. – It doesnt matter to me.Macht nichts. – Doesnt matter.Das ist mir wurscht. – I couldnt care less.Ich habe nichts dagegen. – I have nothing against it.Meinetwegen †¦ – As far as Im concerned ...Von mir aus †¦ - As far as Im concerned ...   Asking for Somebodys Opinion Was halten Sie von †¦? – What do you think of ...?Was denken Sie à ¼ber ....? – What do you think about ...?Wie ist Ihre Meinung à ¼ber ...?  Ã¢â‚¬â€œ What is your opinion on ...?Wie ist Ihre Ansicht à ¼ber ...? – What is your view on ...?Wie finden Sie ...? – What do you think of ...?Sind Sie der Meinung, dass ...? – Are you of the opinion of/that ...?Sind Sie der Ansicht, dass ...? – Are you of the view that ...?

The rule in Salomon v Salomon & Co [1897] AC 22 has been described as Essay - 5

The rule in Salomon v Salomon & Co [1897] AC 22 has been described as one of the corner stones of English Company Law. Discuss the rationale and impact of the decision on company law - Essay Example However, this paper argues that such balance has positive implications. The House of Lords decision in the case was good. At various general levels, Salomons case had universal recognition of the authority and principle where corporations were separate legal entities. Cases of this nature had firm establishment of incorporation, and new as well as separate artificial entities came to existence. From a legal perspective, corporations are distinct persons that have their personality independent of and distinct from the persons forming it, invested money in it, and directed and managed the operations (MÃ ¤ntysaari, 2006, p 34). The identity that corporations are separate legal entities in their right forms grounds for modern corporate law such as in Department of Trade and Industry v MacLaine Watson & Co Ltd. Every legal system that attains various levels of maturity appears to enjoy compulsion by the increasing complexities of human affairs and creation of persons without human characteristics. Consistency with such observation illustrates that various central and essential notions that give logical symmetry in industrial feudalism are personification of industrial enterprises. The support awarded to principles of legal personality separateness is shared among academic commentators and are unbroken into judicial and legislative circles (Ferran & Ho, 2014, p 312). The principle has enshrined depictions in section 124 in Corporations Act. The judiciary has consistent reaffirmations of the need of treating the legal doctrine with few exceptions. Subsequent Australian and English decisions of the court uphold the Salomon principle. Since Salomons case had the decision, the entire separation of company and members is rather evident. The ruling stands the test of time even with few exceptions (Routledge. 2010, p 352). In theory,

Music and Pornography Censorship Research Paper

Music and Pornography Censorship - Research Paper Example Censorship refers to a practice whereby public communication or speech is suppressed, particularly if it is regarded as harmful, objectionable, or sensitive by media outlets, governments, as well as other regulatory bodies. Various reasons lead to censoring on public content since the responsible bodies believe they contribute to immorality (Cloonan and Drewett 11). The various reasons that lead to censoring of content include pornography, obscenities, hate speeches, need to safeguard young children, enhance national security, or restrict or promote religious or political views. Various forms of censorship prevail in the current society. Any content is subject to censorship based on people’s location or activities taking place in a country (Chapman and Ciment 5). The media on the internet, radio, television, movies, books, and music are subject to censorship. Censorship is implemented in different forms every day. For example, music and pornography are among the key media type s, which censorship is exercised (Jones 18).

Juvenile Justice-Child Abuse Assignment Example | Topics and Well Written Essays - 250 words

Juvenile Justice-Child Abuse - Assignment Example Instead, the increase is as a result of inadequate funding from the government. Many states have insufficient finances to carry out effective protection of child rights. The increase of child abuse cases since 2007 can be attributed to the 2008 economic crisis (Spencer, 2009). Child abuse cases are under recorded in the United States because of the federal government’s definition of abuse deaths. The federal government treats fatal cases of child abuse as negligence of the caregiver rather than maltreatment. Most cases, which involve the abuse of children, go unrecorded in government statistics due to this technicality. The undercounting of the abused children is another clear indication that cases of child abuse are rising in America (ECM 2010). In the United States, there are restrictive confidentiality laws. These laws have shielded access to information on child abuse cases. Elected officials or journalists cannot access or cover the stories of particular child abuses because of the restrictive laws. These restrictive laws were initially meant to protect the privacy of abused children. These laws have, therefore, contributed significantly to the under recording of child abuse cases (ECM

Post modernism and our contemporary social work understanding

Post modernism and our contemporary social work understanding Drawing on material from the module, critically discuss the extent to which theories relating to post modernism inform our understanding of an aspect or aspects of contemporary social work. Theories of postmodernism have gathered pace across all aspect of social theory. This is often referred to as the postmodern turn (Best and Kellner, 1997). The emergence of the modern/postmodern debate in response to economic, social and cultural transformation has significant implications for professions such as social work (Crook et al, 1992). A vast array of literature has emerged with an interest in understanding changes to welfare provision and social work in relation to post modernity (Parton, 1994). This text will critically discuss the extent to which theories relating to post modernism inform our understanding of contemporary social work. Being with the emergence of postmodern theory it will attempt to define this phenomenon by exploring the key themes. Focusing on two elements in particular, welfare and anti-oppressive practice, this text will try to identify features of postmodern social work using modernity as basis for comparison and analysis. To conclude collaborative theories such as affirmative or critical postmodernism will be explored as perspectives that inform understanding and guide social work practice into an approach that combines both personal and social factors. Postmodernist social theory began to emerge in the 1960s and 1970s. It developed into the 1980s where the concepts of globalization and reflexivity become incorporated. Today the postmodern debate continues to influence social work policy and practice (Walker, 2001). Postmodern theory developed as a response to a perceived crisis of modernity brought on by factors such as accelerated economic growth, consumerism and resource depletion (Boggs, 1993). For many theorists such as Lyotard (1991) modernity failed to achieve its supposed aims of democracy, human emancipation and social justice through its evidence based world view. Amongst theorists there is little consensus about when the world become post modern or if indeed it has giving rise to a plethora of postmodern perspectives and associated terms such as late modern, post-industrial, post-structural and high or late modernity (Dodd, 1999). Some theorists attempt to explain postmodernism historically whilst others consider it synonymous with the demise of historical time (Felski, 2000, p.2). As a result postmodernism proves difficult to define. There is however a common feature that can be identified within most postmodern theory, the demise of mega-narratives (Lyon, 1994). Factors such as uncertainty, flux, ambiguity, pluralism and diversity have also been identified as characteristics of a postmodern society (Turner, 2006). The influx of postmodern theories has changed the discourse of social science shifting the focus from analysis of social structure to analysis of meaning (Noble, 2004). In considering the impact of theories relating to postmodernism attention should be given to what characterises modern and postmodern social work. Social work can be considered a child of modernity (Parton and Marshall, 1998). The foundations of modernity were set in understanding the social world through reason, objectively and scientific study (Boggs, 1993). Some argue that it was this presence of logical argument and commitment to reason that equipped social work with tools to identify and address oppression (Noble, 2004). For this reason social work has spent most of its adolescence within the social sciences focusing on an evidence based approach to practice (Payne, 2005). Writers such as Gellner (1992) and Hambermas (1987, cited by Leonard 1997) advocate that if separated from repression and domination human reason is still the most progressive force for tackling the social world. A modernist perspective assumes that there is some fixed essence or ethical base that informs social work (Noble, 2004). This was a popular perspective in the 1970s where pursuit for a synthesized approach to theory and practice was accelerated and arguments were made for the introduction of generic practitioners and departments (Howe, 1994). The argument that in the age of modernity social order is maintained through self-regulation, systematic enquiry and expertise put forward by Foucault (1975), goes some way toward explaining the development and popularity of therapeutic approaches within social work. Promoting psychological understanding became a basis for social work with treatment and rehabilitation forming the foundations of the profession (Payne, 2005). There is of course considerable debate as to whether social work did begin with such emancipatory aims and its promotion of universalism and objectively is certainly challenged by the postmodern discourse. Social work, from a postmodern perspective, stresses attention to power dilution, diversity, the authority of the service user, pluralistic perspectives and a fluid approach to intervention (Parton and OByrne, 2000). In this approach universalism is rejected and practitioners no longer strive to understand human behaviour through a theoretic framework. Multiple public inquiries into child deaths and institutional abuse have shaken faith in psychologically based techniques, questioning their ability to support individuals to function safely in society (Walker, 2001). This coupled with criticisms from radical social work perspectives has created space for a legal and social justice framework to emerge (Howe, 1994). Within this framework social workers are increasingly judged by their effectiveness giving reason, argues (Aldridge, 1996), for social workers to embrace their expertise and become more confident to articulate responses to criticism. An implication of accountability culture is that social work practice becomes task-orientated and performance related (Hugman, 2003). It is for this reason that postmodernism has been critiqued for responding only to the surface of events with little inclination to explore what is behind this (Ferguson and Levalette, 1999). Social work is reduced to a set of organisational procedures dictated by codes of conduct, Once the idea of a common theoretical base underpinning all social work practices is abandoned, the full implications of the controlling nature of legislation and policy can be unleashed (Howe, 1994, p.524). Having considered what characterises modern and postmodern social work we can begin to explore how these perspectives inform different aspects of social work. Given that social work is submerged in the welfare debate it seems a logical starting point to consider in relation to postmodernism (Pease and Fook, 1999). Understanding postmodernist theory in this sense gives insight into the political and social climate that shapes practice. Concerns have been raised regarding the impact of the postmodern discourse. Writers such as Powell (2001) suggest that the welfare system provides an essential role in taming unwieldy elements of capitalism through a state supported redistributing welfare system. Although modernist thinkers would concede that the welfare state has never fully succeeded in addressing inherent inequalities, its very existence has improved the standards of living for the majority (Noble, 2004). Therefore it is hardly surprising that concerns are being voiced over an increa sing neo-liberal agenda and subsequent downsizing of the state in favour of a free market economy (Midgly, 1999). The introduction of quasi-markets and mixed economies of care has resulted in what is referred to as a contract culture (Ife, 199). Powell (2001) suggests that the erosion of the welfare state has placed barriers to humanistic social policies and as a result professions such as social work struggle to remain central to service provision and to advance their wider aims of social justice. Postmodernism with its disregard for universal values and ethics coupled with globalisation and the continued spread of capitalism are the driving forces behind this change (Noble, 2004). Ritzer (1995) attempts to define the status of society and social relationships in relation to a global market economy. Warning of the de-humanizing influences of large multi-national corporations Ritzer (1995, p34) highlights working practices that, exemplify the contemporary rationalisation process within globalization of culture. The four main elements of these working practices; evolving, efficiency, calculability and predictability are increasing present within social work. Naturally these concerns are not shared by everyone. Many postmodern theorists argue that that the welfare state has always been a source of controversy never reaching consensus on how it should be organized, funded or distributed (Dominelli, 1996). Modernists can be critiqued for failing to acknowledge the welfare state as a mechanism for reproducing social inequality through the way in which resources are accessed and priorities established (Walton 1975, cited by Dominelli, 2004). Giddens (1991) identifies the welfare state as bound to traditional family and gender systems. Fraser and Gordon (1994) observe the gendered nature of welfare suggesting that policies centred on dependency, often associated with femininity, perpetuate negative representations of women and other disadvantages groups. Jordon and Jordan (2000) suggest instead that the Third Way in politics, dismissed as oppressive capitalism by commentators such as Bauman (2002), has a moral fibre in the sense of offering ju stice and inclusion without forcing conformity. Rights and freedoms are offered in the context of the market place, individuals have choice by means of being a consumer (Howe 1994). It is argued that the growth of the voluntary sector and changes to decision making and management structures are creating space for more innovative and personalised service delivery which is free from the constraints of institutional barriers (Walker, 2001). The modern postmodern debate gathers pace when considered in relation to anti-oppressive practice. Here there are further concerns regarding the postmodernism influence on social work. Writers such as Ferguson and Levalette (1999) have argued that postmodern perspectives have little to contribute to anti-oppressive practice. Without universal ethics and values it becomes difficult to transform power relations or to identify common experiences that oppressed groups may share (Callinicos, 1995). The main critique that Ferguson and Levalette (1999) lobby on postmodernism is if all discourses are to be treated as valid the basis for distinguishing oppression is removed. Some feminists among other political critics argue that postmodernism, with its rejection of meta-narratives disempowers socially disadvantages groups at the very point at which they need to demand emancipation in the name of universalistic notions of justice and equality (Leonard, 1997). To address this requires a separa tion of emancipatory theory from oppressive ideology. The notion that emancipation can have a normative foundation is considered by postmodernism to be unsound. However advocates of modernity such as Hambermas (1987, cited by Leonard 1997) advocate the need for a standard or a form of undistorted communication to remain in order to distinguish and challenge oppression. Smith (1994, p.26) raises concerns that in a postmodern society oppression becomes self defined, the relationship between an individuals social situation and their identity becomes separated resulting in no objective way to locate a primary source of oppression. Smith (1994) also suggests that the celebration of diversity that postmodernism promises only serves to trivialise real oppression felt by many disenfranchised groups. Increasingly concepts of identity have replaced discourses of oppression (Ferguson and Levalette, 1999). Leading the charge on identity is Giddens (1991) who asserts that individuals are rational and reflexive agents who create and shape their own identities. This assumption that identity is a matter of choice has been challenged significantly. Commentators such as (Skeggs, 2001) have argued that choice and reflexivity is a classed phenomenon with many individuals having few and often undesirable lifestyles from which to choose. There are of course counter arguments to be considered here. To some postmodernists modernity is, or was depending upon their perspective, a Eurocentric, patriarchal and destructive force legitimised through the language of science (Pease and Fook, 1999). In a modern society those in positions of power are able to determine how knowledge is understood and what knowledge is relevant (Howe, 1994). Postmodernism rejects the idea that grand theories such as liberalism, socialism and psychoanalysis have offered explanations for human development suggesting instead that they perpetuate oppression by demanding consensus to their absolute notions (Bauman, 1992). A universal knowledge base that informs understanding of human behaviour naturally assumes something transferable that can be applied across all societies and cultures (Dominelli, 1996). It has been suggested that this form of universalism equates to cultural domination and the potential for racist ideology (Leonard, 1997).Within this critique postmodernism suggests that diversity should be celebrated as a reflection of the polymorphous, non-unitary and con-consensual nature of the social word (Howe, 1994, p.524). A relativist approach in contrast to a universal approach suggests all forms of behaviour are local rendering notions of human nature redundant (Howe, 1994). Postmodernism challenges the notion that perspectives such as Radical or critical social work are the only means by which emancipation can be achieved. In this context adopting universal truths as a basis for emancipation is deemed arrogant and unethical (Noble, 2004). Postmodernism spurns the concept of reason as an e mpancipatory force and suggests that a more empowering approach is through the embracing of pluralism and difference (Dodd, 1999, p.212). A key element of postmodernist thinking is the importance of language. From a postmodern perspective it is the discourses that constitute social and economic life (Ferguson and Levalette, 1999). Howe (1994, p.552) explains that Language, once thought simply to reflect reality, now appears to constitute our reality in an independent domain of its own which carries meaning and culture. The notion that power is embedded in language offers scope for social workers to critically reflect and challenge dominant discourses and assumptions to avoid perpetuating oppressive practices (Fook et al, 2000). This highlights the transformative capacity of critical postmodernism to improve practice and facilitate social change (Morley, 2004 p. 299). However Ferguson and Levalette (1999) observe that new language and terminology although a force for challenging oppressive categorisation, does not change the material situation individuals face. In summary it is worth considering how postmodern perspectives can be combined and developed to offer an approach to social work that integrates diversity and flexibility of meaning with the possibility of an ethical discourse that is shared rather than individualised (Hugman 2003, p.1035). Critical postmodernism based on a constructionist approach, combines flexibility of meaning with the understanding that society is socially constructed through the actions and relationships of its members (Hugman, 2003). In this sense postmodernism does not need to equate to the disappearance of traditional social work but nor does it need to succumb to a neo-liberal agenda (Sim, 1999). Ferguson and Lavalette (1999, p.28) in support of Leonard (1997) suggest another avenue in combining the postmodernism and structural discourses, by combining postmodernist themes with socio economic developments (informed by a Marxian perspective on globalisation and post-fordism), a rejuvenated emanicpatory social work can be developed. Parton and OByrne 2000) discuss the application of an affirmative postmodern social work which opens up thought towards greater inclusion and less prescriptive theories and methods of practice. Ife (1999) and Pease and Fook (1999) also support a social work that values diversity and uncertainty but maintains a political struggle towards social justice based on a commitment to some universal ethical and values. These theories offer a way of managing a changing society without removing a unified knowledge base or without forcing a postmodern retreat. In other words they provide a way forward that incorporates the personal with the political so that bo th are integrated into a more relevant social work discourse (Noble, 2004, p.2). This text has gone some way towards outlining postmodern perspectives of contemporary social work. From this brief analysis we can see that social work developed during the period of enlightenment or the age of modernity. As a result its focus became the development of a universal theoretical framework that informs knowledge in order to challenge social oppression. Changes within society have given rise to postmodern theories which offer social work the possibility of a fluid, pluralistic approach that promotes diversity and participation through the validity of all perspectives. As we have discussed neither of these approaches is without challenge or critique. Consideration has been given to the impact of postmodernism upon the welfare state and thus social work, outlining concerns relating to a neo-liberal agenda but questioning at the same time the suggested empacipatory nature and role of the state. The impact of postmodernism on anti-oppressive practice has been debated and implications for social work considered. Conclusions have been offered in the form of theories that combine postmodernism with elements of universalism and structural analysis. It has been clear throughout this journey that postmodernist theories have and continue to impact upon social work practice. In conclusion giving consideration to a postmodern perspective helps assists social work to examine the diverse, provisional and uncertain nature of all aspects of our world, including knowledge and skills and values and ethics (Hugman, 2003, p.1037). Word count 2,679

Michael Anthony is the writer of Enchanted Alley and Drunkard of the ri

Michael Anthony is the writer of Enchanted Alley and Drunkard of the river Michael Anthony is the writer of 'Enchanted Alley' and 'Drunkard of the river'. He was born in Mayaro in 1932, in Trinidad. He claims, ' My desire was to write about something I knew and experienced'. The Short story 'The Drunkard of the river' is based on the lives of a family that he knew though the tragic ending is made up. 'Enchanted Alley' is one of two stories set in San Fernando by Michael Anthony, it is based on a young boy and the people he encounters during the early hours of the morning on his way to school. Michael Anthony spent a childhood year and many of his adolescent years in San Fernando. There are rational differences in, 'The Drunkard of the River' and 'Enchanted Alley'. 'The Drunkard of the river' has a depressing atmosphere and feel. The main character is insulted and not taken into consideration; eventually it makes him feel insignificant and ends up murdering his father. Characters in the story are referred to animal characteristics; "The lion in him had changed into ...

Example Exam Paper

CONFIDENTIAL LG/OCT2008/BEL311 UNIVERSITI TEKNOLOGI MARA FINAL EXAMINATION COURSE COURSE CODE EXAMINATION TIME ENGLISH FOR ACADEMIC PURPOSES BEL311 OCTOBER 2008 3 HOURS INSTRUCTIONS TO CANDIDATES 1. 2. This question paper consists of two (2) parts : PART A (13 Questions) PART B (1 Question) Answer ALL questions from all parts in the Question Paper. 3. Fill in the details below : UiTM STUDENT CARD NO. PROGRAMME/ CODE PART ENGLISH LANGUAGE GROUP NAME OF LECTURER 4. 5. You are allowed to bring in your English-English dictionary.Please check to make sure that this examination pack consists of: i) the Question Paper DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO This examination paper consists of 13 printed pages  © Hak Cipta Universiti Teknologi MARA CONFIDENTIAL CONFIDENTIAL 2 LG/OCT2008/BEL311 PART A: READING COMPREHENSION (20 MARKS) Read the following articles and answer all the questions that follow. Article 1 – Spare the Rod? I Schools in Europe and the United Kingdom st opped using the cane to discipline delinquent youngsters following protests from parents and politicians more than 16 years ago.In Malaysia, however, the practice has never left the school grounds. Caning has always been legal in Malaysian schools. The Education Ordinance 1957 (Amended 1959) allows corporal punishments, such as caning, to be meted out by school authorities, but only to schoolboys. An Education Ministry directive issued in 1994 listed eight offences that could warrant caning: truancy, involvement in criminal activities, obscene and impolite behaviour, loitering, dishonesty, dirty appearance and vandalism. 5 IIA probe on human rights awareness among secondary school teachers, students and administrators conducted by researchers from local universities engaged by the Human Rights Commission of Malaysia (or SUHAKAM, its Malay acronym) revealed the regular use of the cane in schools. What the inquiry found was a gross breach of a child's rights committed by teachers and administrators alike. In their findings, out of the 5,754 students who participated in the survey, about 52 per cent of the students surveyed agreed that caning commonly happened in their schools.It took place more often in rural schools than urban ones and almost 80 per cent of the cases occurred at technical schools. 10 15 III Understandably, SUHAKAM is disheartened by the findings of its study. Commissioner and education working group chairman, Professor Chiam Heng Keng said that while SUHAKAM understands the need to discipline and punish wrongdoers, it maintains that caning is not the best corrective measure. She further added that caning only tells the child to stop whatever he has done. In other words, it does not address the underlying problem. She stressed that teachers must work with parents to get to the root of the problem.She added that harsh punishments tend to reinforce a child's negative attitudes. However, 20 25  © Hak Cipta Universiti Teknologi MARA CONFIDENTIAL C ONFIDENTIAL 3 LG/OCT2008/BEL311 she cautioned that we should not confuse upholding the rights of the child with indulging the child. IV Although many experts argue that caning is outdated, even primitive, many educators defended it as a way to stem rising violence in schools. Eighty per cent of teachers agreed that persistent troublemakers in school should be caned. The SUHAKAM probe found that 79. 5 per cent of teachers and 71. per cent of administrators agreed that persistent offenders should be caned though Malaysia had signed the Declaration of the Convention on the Rights of the Child (CRC) in 1995. In addition, they also revealed that girls were not spared the rod. Almost seven per cent of female respondents from girl schools had reported this. Under the present Child Act 2001, only boys between the ages of 10 and 18 may be subjected to corporal punishment. 30 35 V Last October, the Ministry of Education allowed teachers other than 40 headmasters, principals and those involved in disciplining students to use the cane.The decision followed the rise in cases of assault on teachers and gangsterism in schools. It was recommended that only certain teachers be empowered to cane students. Ideally, they should have at least 10 years of teaching experience and be married with children. 45 VI The secretary-general of the National Union of the Teaching Profession, Lok Yim Pheng, admitted that there are other ways of disciplining a student. These include imposing fines, sending students to detention class and making parents sign a pledge to ensure that their children do not misbehave.However, if push comes to shove, then principals and headmasters should use the rod professionally and with compassion. She reiterated that even so, caning should be the penalty of last resort, reserved for absolute hardcore cases and should never be done publicly. 50 The Star, July 15, 2007  © Hak Cipta Universiti Teknologi MARA CONFIDENTIAL CONFIDENTIAL 4 LG/OCT2008/BEL311 QUESTION 1 State whether the following statements are TRUE (T) or FALSE (F). a) Caning troublemakers in school is considered a form of maltreatment by most teachers. In the survey carried out by SUHAKAM, both boys and girls were caned.When it comes to caning, the Education Ordinance 1957 clearly contradicts the Child Act 2001. More than half of the respondents in the survey had been caned by their teachers before. (2 marks) QUESTION 2 What do the following words mean as used in the passage? a) ‘breach' (line 14) b) ‘disheartened' (line 20) c) ‘underlying' (line 25) d) ‘stem'(line 31) ___ _ _ _ _ (2 marks) QUESTION 3 Circle your answer for the question below. According to teachers, the following are reasons they support caning in schools except a) Students who repeatedly cause trouble should be caned. b) Caning is one way to prevent violence in schools. ) Caning reduces assault cases and gangsterism in schools. d) Caning has the least negative effect on students. (1 ma rk) b) c) d)  © Hak Cipta Universiti Teknologi MARA CONFIDENTIAL CONFIDENTIAL 5 LG/OCT 2008/BEL311 QUESTION 4 Why is caning not the best corrective measure according to SUHAKAM? Give two (2) reasons. (1 mark) QUESTION 5 According to Professor Chiam Heng Keng, what is the best way to overcome discipline problems in schools? (1 mark) QUESTION 6 What is the main idea of paragraph VI? (1 mark)  © Hak Cipta Universiti Teknologi IMARA CONFIDENTIAL CONFIDENTIAL 6 LG/OCT2008/BEL311QUESTION 7 According to the secretary-general of the National Union of the Teaching Profession, only â€Å"if push comes to shove, then teachers and headmasters should use the rod professionally and with compassion† (lines 49-51). Under what conditions did she recommend this? List two (2) conditions. (2 marks)  © Hak Cipta Universiti Teknologi MARA CONFIDENTIAL CONFIDENTIAL 7 LG/OCT2008/BEL311 Article 2 – Caning Does More Harm Than Good I The Women's Centre for Change Penang (WCC) notes with gr eat concern the recent proposal to extend caning as a method to handle discipline problems involving schoolgirls.We caution against the use of the cane on children regardless of gender. II The caning of a child is in direct contravention of the Convention on the Rights of The Child (CRC), of which Malaysia is a signatory. Caning contravenes Article 19 of the CRC. Under the article, the governments must protect the child from all forms of maltreatment by parents or others responsible for his or her care. Furthermore, corporal punishment is a form of child abuse. There is no evidence to suggest that this method can improve a child's learning ability. 5 10 III Caning may not be the most effective way to deal with problems of indiscipline.While it may bring about the immediate compliance of the child, the issues of physical harm as well as emotional damage to the child need to be taken into consideration. Corporal punishment can lead to increased antisocial behaviour, aggression and chr onic defiance. Furthermore, inflicting severe punishment and using mental humiliation on children have adverse effects such as loss of selfesteem and personality changes with ramifications on adult life. The use of the cane can be abused, especially when frustrations are vented. However, teachers who are fed up with the rising cases of indiscipline in schools may say caning is justified. 0 15 IV The social consequence of caning is that it sends a clear message that violence is an acceptable form of behaviour in society, that is, it is all right to use violence and inflict pain to teach a child something. This goes against all efforts to reduce the level of violence in our society. V Caning may seem to be a quick fix solution to misbehaviour, but it fails to address the root causes of the problem. The causes involve an inability to fit into a rigid, examination-orientated education system, the negative effects of 25  © Hak Cipta Universiti Teknologi MARA CONFIDENTIAL CONFIDENTIAL 8 LG/OCT2008/BEL311 overty, the need to challenge boundaries, insufficient guidance from the home, dysfunctional family situations, negative influences from the neighbourhood environment, among others. 30 VI WCC would therefore urge the Ministry of Education to: 1. Work with other agencies and community groups, for example those dealing with the health, welfare and rights of the child, so as to provide support where needed, to both students and school authorities; 2. Consult with experts in various fields to work out alternative forms of discipline which include behaviour modification programmes that help enhance positive behaviour of students; 5 3. Support school teachers by reducing the number of students per class, having teacher assistants, providing skills training in class control and handling difficult students, having access to highly trained counselors and child psychologists; 40 4. Have a more balanced education system which moves away from an over-emphasis on examinations towards a more holistic education which cultivates the child's other potentials. Prema E. Devaraj, Programme Director, Women's Centre for Change, Penang. The Star, December 3, 2007  © Hak Cipta Universiti Teknologi MARACONFIDENTIAL CONFIDENTIAL 9 LG/OCT2008/BEL311 QUESTION 8 What does Article 19 of the Convention on the Rights of The Child state? (1 mark) QUESTION 9 Caning as a measure of instilling discipline among students can lead to emotional damage. List four (4) kinds of damage. (2 marks) QUESTION 10 â€Å"The social consequence of caning is that it sends a clear message that violence is an acceptable form of behaviour in society, that is, it is all right to use violence and inflict pain to teach a child something. † (lines 21-23) What does Prema Devaraj mean by the above sentence? 2 marks)  © Hak Cipta Universiti Teknologi MARA CONFIDENTIAL CONFIDENTIAL 10 LG/OCT2008/BEL311 QUESTION 11 How can the â€Å"negative influences from the neighbourhood environment† (lines 29-30) cause students to misbehave in school? (2 marks) QUESTION 12 List two (2) recommendations made by the Women's Centre for Change to the Ministry of Education on how to help teachers in the classroom. (1 mark) QUESTION 13 The education system should move away from an over-emphasis on examinations and become more holistic in order to develop the students' other potentials or talents.State two (2) ways the education system can develop the students' other potentials or talents. (2 marks)  © Hak Cipta Universiti Teknologi MARA CONFIDENTIAL CONFIDENTIAL 11 LG/OCT2008/BEL311 PART B : WRITING (20 MARKS) QUESTION 1 You are a school counselor and you are asked to give a talk to a group of teachers. Based on these two articles â€Å"Spare the Rod? † and â€Å"Caning Does More Harm Than Good†, you have developed the following opinion about the issue: â€Å"Caning should not be allowed in schools today† Using the information from the two articles, write a spe ech of about 300 words to support your opinion.Include three main ideas with supporting details for your talk. (You must use information that you have gathered from reading the two articles but marks will be deducted if you copy sentences from the articles). In-text citations and proper acknowledgement of references used must also be included.  © Hak Cipta Universiti Teknologi MARA CONFIDENTIAL CONFIDENTIAL 12 LG/OCT 2008/BEL311  © Hak Cipta Universiti Teknologi MARA CONFIDENTIAL CONFIDENTIAL 13 LG/OCT 2008/BEL311 END OF QUESTION PAPER  © Hak Cipta Universiti Teknologi MARA CONFIDENTIAL

Alice Walker Question Essays - Alice Walker, Booby Trap, Free Essays

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