The Effect Of Cellphones On School - 1192 Words

The Effect Cellphones Have In School The future of technology is coming, in today’s time you can’t go anywhere without seeing a teen taking a photo, random people listening to music or someone talking on the phone. In this upcoming generation life is centered around technology, especially in schools. The use of technology in schools is rising higher and higher by the day which is affecting the way of learning and concentration students use to have before cell phones or computers existed. Another issue thats wrong with upcoming generations of cell phones is the cyberbullying that happens. We are in an era of ubiquitous social networking. Where adolescent cruelties can be far more lasting. All of which underlines a central question of our new digital age. Cell phones in school affects many peoples lives, such as facebook. The internet website Facebook is a main reason or cause for a lot of kids to get bullied by people they may not know, which can push people as far as de ath or severely hurting themselves. The use of cellphones is absolutely intolerable in many schools nationwide, it is a distraction to the student to keep them from learning. Mrs. Rodgers from Illinois said, â€Å"Every day a tidal wave of cellphone’s come in and its sad because instead of doing what they re supposed to to start class they text and play on their phones†.Cervenka, Susanne. Catching Up with the Technology. Asbury Park Press. 27 Apr. 2013: 1. SIRS Issues Researcher. Web. 20 Dec. 2013.Show MoreRelatedCellphones And Their Effects On The School And Its Community798 Words   |  4 PagesAll people are on these days are their phones, so it makes sense that teachers say that cellphones cause a distraction among classmates. However, many children and even some parents want phones to be allowed in schools. Believe it or not, phones can benefit students as well as the school! Cellphones can actually serve as a learning tool both in and out of the classroom. On the contrary, some schools already have tablets or laptops for their students to use for educational purposes, so why are phonesRead MoreThe Effects of Mobile Phones to the Edu1158 Words   |  5 Pagestheir wardrobe. Because they become prevalent, there was bound to be a point where people would feel mobile phones are problem especially to the academic performace of students. Almost students, now a days, brought a cell phone to the school, especially the public schools, but it would not be much of a problem because it is usually used during lunch, breaks, right before and after class and during class when it seems safe to use. Cell phones make students connected. With mobile phones, parents will beRead MoreEffects Of Cellphones On Society And Environment1381 Words   |  6 PagesIn a world and culture where most people own a cellphone and are obsessed of using them, it is almost impossible to neglect to point out the harmful effects of too much usage of this technology. Cellphones made today certainly has much to offer, and without a doubt is a great innovation. But when it comes to relying on them it can certainly affect us and what is surrounding us negatively. Today, cellphones are one of the major part of our society. We always see someone texting or making a quickRead MoreThe Digital Revolution and its Effects on People Essay1511 Words   |  7 Pagesour distance from each other, but from available communications technology.† Relationships today are being impacted by the digital revolution. Modern technology diverts time and attention from spouses, families, and friends. Japanese believe that cellphones, texting, instant messaging, email, and online gaming have created social isolation. The greatest ‘social skill’ nowadays is to maintain eye contact with another person while texting. In ways, texting could be a good thing as it helps people keepRead MorePros Of Cell Phones At School755 Words   |  4 Pagesin school.† Retrieved from http://cellphones.Lovetoknow.co Cheryl Cirelli’s â€Å"Pros of cell phones in school† is an excellent resource for debating in favor of cellphones in school. It off ers examples and evidence to the topic of cellphones in the classroom. Cirelli explains that cellphones are not only an instant form of communication, but also a learning aid. In addition, cellphones can be used as a collaboration tool for group projects. Overall, she supports the idea of cellphones at school andRead MoreCell Phone Use, Physical And Sedentary Activity983 Words   |  4 Pagestool can be use during sedentary, mild or semi-active behaviors. This issue leads this study. A group of researchers wanted to see a relationship between cellphone use and physical activity. Cell phone can be defined as texting, calling or using the Internet via a cellular device. The researchers hypothesized that a cellphone could have an effect on the body in the form of physical activity. The research was broken up into two phases. The first phase, a random sample 350 people of the student populationRead MoreTaking a Look at Mobile Technolgy712 Words   |  3 Pagesthan cell phone we have it now a days. Not everybody had rotary phone because if we look at their time history, having a phone meant a lot back at that time. After cellphone came in life became a lot easier. Now a day everybody have phone including children’s and senior citizens as well. After years of research and experiment, cellphones have become so small that we can put it in our pocket as well. According to one of the New York Times article Flight from Conversation â€Å"I’ve studied technologies ofRead MoreEffects of Cell Phone1609 Words   |  7 PagesWhat is a cellphone? Small wireless device that has at least the same functions of a standard wired telephone but is smaller and more mobile. A cell phone requires a subscription to a service provider and requires either a prepaid or monthly billing setup. Generally, they have more functions than traditional land lines and need to be charged after a period of time. Also called mobile phone or mobile device.—BusinessDictionary.com A mobile phone (also known as a cellular phone, cell phone andRead MoreThe Use of Cellphones During Emergencies872 Words   |  4 Pagessignificance and effect on the world because it was the year the invention of the cellphone (a portable device that can make and receive calls anywhere at any time) came about. Even though it was invented that year it wasn’t until 1983 in which it became available to the public to buy and own. In the year 2006, the number of cellphones that were sold was one billion worldwide and the number continues to rise with each passing year. With that said, as the years went by the cellphone went from a communicationRead MoreThe Effects Of Technology On Our Social Lives1166 Words   |  5 Pagesadvances in cellphones, computers, cameras, medical technology, and much more are being made. Because of technology, the way we live our lives, and the way the world functions is vastly different than it used to be. One might argue that all of this technology is making our lives easier, and therefore, better. However, people do not realize all that we are losing, as we gain technological knowledge. In the eighties having a cellphone was a luxury, and in a way, defined your status. Today, cellphones are

Implement Person Centred Approaches in Health and Social Care free essay sample

Implement person centred approaches in health and social care (HSC 026) Outcome 1 Understand person centred approaches for care and support 1) Define person-centred values Treating people as individuals Making sure people have their privacy Making sure people have access to their rights Treating people with dignity and respect Supporting people to be as independent as possible 2) Explain why it is important to work in a way that embeds person centred values Taking into account person centred values makes me work better for the individual person, rather than imposing my own choices on them and taking away their own right to independence and choice. 3) Explain why risk-taking can be part of a person centred approach Taking risks means that you are able to choose and be in control of what you do. You need to ensure that concerns about taking risks is not stopping you living the way you want to. A risk assessmet can always be carried out to see if it is possible for someone to do something that they thought would not be possible. We will write a custom essay sample on Implement Person Centred Approaches in Health and Social Care or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Eplain how using an individuals care plan contributes to working in a person centred way Using an individuals care plan will ensure that the persons own needs and wishes are being met, rather than offering them a choice of what is available. Using their care plan, you can build on what they want and see where there are gaps that need to be addressed. Outcome 3 Be able to establish consent when providing care or support 1) Explain the importance of establishing consent when providing care or support It is important to establish consent because it is a basic human right for everyone to have the choice. Much of the treatment or support the individual receives is either invasive or personal, so consent is essential as it protects providers against legal challenge. Asking for consent is also part of the codes of practice for social care. 3) Explain what steps to take if consent can not be readily eastablished If consent is not readily established, you must not proceed with the care or activity in question. First, you may wish to ask for consent again, if refusal is still being given, report to the manager. There will be procedures in place for refusal of consent. Usually, there will be no further action taken, but in the case of there being consequences to refusal, say for example refusing medication, further assessments need to be undertaken to decide whether it would be in their interest to go ahead without consent. Outcome 4 Be able to encourage active participation 1) Describe how active participation benefits an individual An individual will benefit from active participation because it builds self-esteem and improves confidence. Feeling good and confident are important ways of improving peoples general and emotional health. Everyone has the right to participate in society. 2) Identify possible barriers to active participation Issues over physical access Lack of information in accessible formats Emotional barriers, such as lack of confidence Professional support staff taking over Family cares who find it hard to let go Outcome 5 Be able to support the individuals right to make choices 3) Explain why a workers personal views should not influence an individuals choices A workers personal view is not neccesarily the same view of the individual, so if an individual listened to a worker, it would not neccesarily be the individuals choice. A workers opinion should never influence an individual. You should only give factual information about options available. Outcome 6 Be able to promote individuals well-being 1) Explain how individual identity and self-esteem are linked to well-being Everyone has an image of themselves. This is made up of their own identity/self-image and their self-esteem. If someone has a negative image of themselves and has low self-esteem, their well-being is likely to be on a lower scale than someone who has a positive image of themselves, and has a good self-esteem. As a carer, it is important to promote well-being and good self-esteem so that the individual will feel good about themselves and have a happier outlook. 2) Describe attitudes and approaches that are likely to promote an individuals well-being Being recognised and valued as an individual is important for an individuals self-esteem. It will promote their well-being and give the individual a sense of being. Asking someone their preference for being addressed by their first name, or more formally, shows that you have respect for them, and this will boost their self-esteem. Taking into account someones religious and cultural beliefs, their values about forms of dress and their preferenceabout who should be providing them with personal care, are all approaches that are likely to promote an individuals well-being.

Political Correctness in Oleanna free essay sample

Political correctness features prominently within the play. Political correctness was seen as a highly controversial issue in the late 1980s to the early 1990s and was argued within a 1992 essay collection, debating political correctness, that it was â€Å"The most important discussion in American education†. This was perhaps due to the numerous amounts of opinions on whether or not political correctness was right. Political correctness repressed people’s abilities to freedom of speech and therefore there were many differing opinions on how much political correctness would restrict whatever they wanted to say. As this issue is predominant in Oleanna, it reflects just how dominating political correctness was in both society and education at the time. It is evident that John disregards political correctness and mocks Carol for trying to enforce it upon him. It is apparent the main purpose of political correctness, was to break the traditions of the way that many people had always spoken, and change what words and phrases were viewed as acceptable. We will write a custom essay sample on Political Correctness in Oleanna or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This however, was met with resistance from the white male elitists, who were very stubborn and insisted on the traditional way of speaking. This links to how John behaves throughout the play, and within the extract he says, â€Å"This is the process, and a good process. Under which the school has functioned for quite a long time†. It is evident that John recognises the accusation that has been made against him, about his lack of political correctness. However, he dismisses it, due to the tradition that he has been following, over the ‘correct’ way of speaking. This could link to a sexual harassment case in 1991, where a law professor called Anita Hill accused the Supreme Court Justice, Clarence Thomas of sexual harassment. It is evident here that the case turned out in favour of the elitist, regardless of who was actually right, similar to John in Oleanna. However, this does contrast to Mamet’s view as he said about John and Carol that he thinks â€Å"they’re both absolutely wrong, and they’re both absolutely right†. The idea of elitists always getting their own way links to later on in the play, when John uses the expletives, â€Å"bitch† and â€Å"cunt†. It is suggested that John is perhaps mocking Carol by using the expletives, as he is being politically incorrect. While Carol tries to enforce political correctness, John dismisses it due to the hubris that he holds, which in Greek Mythology, excessive arrogance was called hubris. In the extract, it appears that John recognises the mistakes that he has made. However, he makes no effort to change his ways, possibly due to the lack of control that he has over himself and his lack of ability to change his ways, â€Å"I don’t mean to subject you to my weak sensibilities† It doesn’t seem to be an apology from John, and therefore just a passing statement. This again reinforces his lack of willing, to change. This links back to Act one, when John’s use of declaratives and pronouns portrays his confidence and control over Carol, â€Å"Let’s take the mysticism out of it, shall we? Carol? Don’t you think? †. This lack of conforming to political correctness links to a speech that president George Bush gave in 1991, where he spoke out against â€Å"a movement which would declare certain topics ‘off limits’. † In the extract, John also comments, â€Å"I find that I am sexist. That I am elitist†. His recognition of being politically incorrect could also create a question about his motives for admitting his faults. It is apparent that John has to be more cautious due to Carol’s accusations of him, in order to save his house and his job. John does consider the possibility of not getting his house earlier on in Act 1, â€Å"the house might not go through†. This links back to the origin of the name ‘Oleanna’, which came from an 1853 Norwegian song about a community in New Norway who were betrayed and had their land taken away.

Free Essays on The Inca Empire

The inca The Inca Empire was a vast kingdom in the Andes Mountains of South America that was created by the Quechua, a Native American people, in the 15th century AD (Inca Empire 1). In present day terms, it stretched from the southern border of Colombia to central Chile, which includes mountain regions in Ecuador, Peru, Bolivia, and Argentina (The Incas 1). The Incas built a complex civilization that ruled more than nine million people (Inca Empire 1). The Inca lands eventually totaled about 906,500 sq km (1). They founded Cuzco (Cusco) as their capital, which was especially known for its architecture of enormous cut-stone blocks that fit so perfectly together (Cusco 1). Some of the best developments of the Incas were their own political organization, society, and religion. The Incan government had a strong hand on the people in the Empire. It was strictly organized, from the emperor and royal family down to the peasants. The emperor was thought to be descended from the sun god, Inti, and he therefore ruled with divine authority (Inca Empire 2). The emperor had one official wife, but he had many other mistresses. The emperor chose his most important administrators among his many sons. Just below the emperor came the aristocracy, which consisted of the emperors’ immediate family, concubines, and all his children. These Incas held the most important government, religious, and military posts. For administrative purposes, the empire was divided into four regions with Cuzco as its center, which were known as the â€Å"four quarters (suyus)† (Inca Empire 2). They called this empire Tahuantinsuyu, meaning â€Å"Land of the Four Quarters†. One quarter, the Antisuyu, stretched to the east of Cuzco and contained many forested land. The second quarter, Cuntisuyu, included all the land west of Cuzco. The third quarter, Collasuyu, was the largest of the quarters; it includes Lake Titicaca and regions of Bolivia, Chile, and Arg... Free Essays on The Inca Empire Free Essays on The Inca Empire The inca The Inca Empire was a vast kingdom in the Andes Mountains of South America that was created by the Quechua, a Native American people, in the 15th century AD (Inca Empire 1). In present day terms, it stretched from the southern border of Colombia to central Chile, which includes mountain regions in Ecuador, Peru, Bolivia, and Argentina (The Incas 1). The Incas built a complex civilization that ruled more than nine million people (Inca Empire 1). The Inca lands eventually totaled about 906,500 sq km (1). They founded Cuzco (Cusco) as their capital, which was especially known for its architecture of enormous cut-stone blocks that fit so perfectly together (Cusco 1). Some of the best developments of the Incas were their own political organization, society, and religion. The Incan government had a strong hand on the people in the Empire. It was strictly organized, from the emperor and royal family down to the peasants. The emperor was thought to be descended from the sun god, Inti, and he therefore ruled with divine authority (Inca Empire 2). The emperor had one official wife, but he had many other mistresses. The emperor chose his most important administrators among his many sons. Just below the emperor came the aristocracy, which consisted of the emperors’ immediate family, concubines, and all his children. These Incas held the most important government, religious, and military posts. For administrative purposes, the empire was divided into four regions with Cuzco as its center, which were known as the â€Å"four quarters (suyus)† (Inca Empire 2). They called this empire Tahuantinsuyu, meaning â€Å"Land of the Four Quarters†. One quarter, the Antisuyu, stretched to the east of Cuzco and contained many forested land. The second quarter, Cuntisuyu, included all the land west of Cuzco. The third quarter, Collasuyu, was the largest of the quarters; it includes Lake Titicaca and regions of Bolivia, Chile, and Arg...

Charles Perkins Freedom Rides

Perkins was born in Alice Springs in 1936. His early education was at school in Adelaide. A skilled soccer player, Perkins played professional soccer in England from 1957 to 1960. Having turned down an offer to try out for Manchester United, he returned to Australia to coach a local Adelaide team. Here he became vice president of the Federal Council for the Advancement of Aborigines. Perkins moved to Sydney in 1962 and in 1963 became captain and coach of the Pan Hellenic Club. to redress it. The tour was also a response to the criticism that Australians were quick to champion the work of Martin Luther King and the United States civil rights movement but slow to do anything to redress racism in Australia. In the civil rights movement of the 1950s and 1960s, African Americans led a program of protest and civil disobedience against racist policies that denied people their civil rights. In Australia, the activists of the Freedom Ride were concerned with: †¢ Aborigines’ appalling living and health conditions †¢ Aborigines being forced to live on reserves outside country towns †¢ local authorities denying Aborigines access to facilities like hotels, clubs and swimming pools †¢ the fact that Aborigines were not counted as citizens in their own land. The ? rst step in each town was to survey both indigenous and non-indigenous people to ? nd out about the living, education and health conditions of local Aborigines. If there was an issue of blatant discrimination, the Freedom Riders took action to publicise and hopefully overturn it. Perkins admired the efforts of the US civil rights activist Martin Luther King, and he encouraged SAFA members to read King’s ‘letter from Birmingham Gaol’. Source 10. 1. 1 Source 10. 1. 2 A young Charles Perkins receives a trophy as captain–coach of Adelaide Croatia football club, 1961. In 1963 he also began studies at Sydney University, where he was a founding member of Student Action for Aborigines (SAFA), later becoming president. On 12 February 1965, he and fellow student Jim Spigelman led about 28 others on a 14-day, 3200-kilometre bus tour of rural New South Wales that became known as the Freedom Ride. THE 1965 FREEDOM RIDE The tour targeted towns like Walgett, Moree and Kempsey, which had the reputation of being racist towards their Aboriginal inhabitants, and included some like Lismore that were supposed to have better records. The aim was to raise awareness of discrimination against Aboriginal people and to try Photograph showing the Freedom Riders with the bus that took them on their month-long campaign 44 RETROactive 2 CIVICS AND CITIZENSHIP FOCUS Perkins was particularly interested in King’s emphasis on ‘non-violent direct action’ and establishing ‘creative tension’ by dramatically highlighting examples of discrimination so that people could not continue to ignore them. Whereas the 1961 Freedom Rides in the United States had speci? cally focused on the desegregation of interstate transport, in Australia the focus was on the desegregation of leisure facilities in country towns and information-gathering on race relations in rural New South Wales. The ? st two stops were at Wellington and Gullargambone, where the Aboriginal people surveyed spoke of their need for housing and access to fresh water on the reserves. Racial discrimination was a major problem and not one that th e local indigenous people felt they could work with SAFA to ? ght. The bus moved on to Walgett. who had been murdered on a country road while campaigning in Alabama. They saw four or ? ve cars surrounding them and were relieved to ? nd that these were driven by local Aborigines who had come out to offer protection. The other trucks and cars disappeared. A journalist itnessed the incident and it became headline news in the Sydney Morning Herald, the Daily Mirror and the Australian. Mirror reporter Gerald Stone and his editor Zell Rabin highlighted the parallels between the racist attitudes and behaviour they observed from their work as journalists in the United States and the racist attitudes and behaviour in New South Wales. Moree The bus moved on to Moree and a new issue of discrimination — a 1955 council by-law prohibiting Aborigines and those with ‘a mixture of Aboriginal Walgett blood’ from using (except during school hours) the local artesian baths and swimming pool. Other In Walgett, the local RSL club refused entry to examples of racism in the town included the refusal Aborigines, including Aboriginal ex-servicemen who to allow Aboriginal patients to share hospital facilhad participated in World Wars I and II. They were ities with white patients and the insistence that occasionally allowed entry on Anzac Day. Perkins they be buried in a part of the local cemetery that led the Freedom Riders in forming a picket line was separate from the section for white people. outside the club (see source 10. 1. 3). They held up SAFA’s protest began with a demonstration outposters proclaiming ‘Aborigines also fought’, ‘Bullets side the council building. They then got families’ did not discriminate’ and ‘Good enough for Tobruk, permission to take eight children and try to gain why not Walgett RSL? ’ Perkins addressed the crowd entry to the pool. Charles Perkins got more children of onlookers to try and convince the RSL committee from the reserve. The manager refused to sell them members to change their policy. Members of the entry coupons, saying ‘darkies not allowed in’. A local Aboriginal community joined in. arge crowd gathered and after an hour the manThe Anglican minister evicted the students from ager, four police and the local mayor came up with their lodgings in the church hall because of people’s another answer: Aboriginal children were allowed hostility to their actions. A line of cars and trucks in as long as they were ‘clean’. The children went followed the bus out of Walgett. One of the trucks forced the bus off the road. The scene reminded the swimming and the Freedom Riders left Moree students of the three American student activists thinking that the ban had been overturned. The mayor and the pool anager re-imposed the ban. Three days later, about six children from the Source 10. 1. 3 Moree Reserve joined the Freedom Riders in another attempt to break the ban. They tried without success for over three hours. A crowd of about 500 angry locals, including a group from the pub across the road, shouted abuse, spat at them and threw tomatoes and rotten eggs at them and the bus. Perkins later said he feared for his life during this incident. The confrontation received huge press coverage and also television coverage from a BBC crew and a team from Channel Seven’s investigative program Seven Days. Many journalists made comparisons between the racist attitudes shown in Moree and those evident towards African Americans in A photograph of the picket line formed by the Freedom Riders outside the United States. Walgett RSL club in 1965 245 CHAPTER 10: PEOPLE POWER Finally, the police escorted the Freedom Riders out of Moree. The bus continued on to Lismore, Bowraville and Kempsey before returning to Sydney. Source 10. 1. 4 An extract from Gerald Stone’s newspaper account of the Freedom Riders’ experiences in Moree MOREE, Saturday. Mob violence exploded here today as student freedom riders were attacked by a crowd crazed with race hate. White women spat on girl students and screamed ? lthy words as the students tried to win Aboriginal children admission to the town baths. Several people were arrested and the town’s mayor, Alderman William Lloyd, pitched into the battle, grabbing students by the scruff of their necks and hurling them out of the way. Throughout the ? ghting a barrage of eggs and rotten fruit rained on the students. Mr Jim Spigelman, a 19-year-old student from Maroubra, was smacked to the ground while the 500-strong crowd roared its approval. Sunday Mirror, 21 February 1965. Lyall Munro, one of the Aboriginal children who swam in the Moree pool as part of the Freedom Ride protest, was later inspired by these events to become an activist himself. In March 2004, he was a spokesperson for the Aboriginal community at Redfern following the death of teenager T. J. Hickey. He spoke out against the overpolicing and police mistreatment of Aboriginal youth in the Redfern area. Source 10. 1. 6 Source 10. 1. 5 A photograph showing Charles Perkins being led away from the Moree pool in February 1965 after locals confronted the student demonstrators and violence broke out ONGOING EFFORTS The Freedom Riders had an impact on the local Aboriginal communities they met during the trip, and they did not want to abandon them when they returned to Sydney. In August 1965, SAFA campaigned with the Walgett branch of the Aborigines Progressive Association (APA) to end segregation at the Luxury Theatre and the Oasis Hotel. The APA continued and eventually won a long struggle to achieve this. Students kept up the visits to country towns, going to Bega, Dareton, Bowraville and Coonamble, where they publicised many instances of racism and pressured communities and authorities to change their ways. Photograph of Charles Perkins and local children in the Moree pool, 1965. Perkins’s simple act of swimming in the pool was a stand against racial discrimination. 246 RETROactive 2 CIVICS AND CITIZENSHIP FOCUS THE SIGNIFICANCE OF CHARLES PERKINS AND THE FREEDOM RIDE The Freedom Ride occurred at a time when Australians were beginning to see the injustice of obvious examples of racism like those evident in the segregation of facilities in many country towns. It generated discussion and debate throughout Australia about the plight of indigenous communities, and media coverage stimulated national and international pressure for reform. Through the Freedom Ride, Charles Perkins became a national ? gure and a role model for Aboriginal people throughout Australia. His Freedom Ride showed Aboriginal Australians that non-violent action could result in change. His organisation of protests and public debate demonstrated both his leadership skills and his willingness to take action to demand change — characteristics that continued throughout his life. The Freedom Ride became part of the campaign movement that resulted in the 1967 referendum (see page 190) giving citizenship to Aboriginal people — a result supported by 89 per cent of voters. The two events and Australia’s economic prosperity at the time stimulated expectations that governments would intervene to address problems of inequality. This process began in 1972 when the Whitlam government took of? ce (see page 272). In the late 1960s, student activism focused more on protest against Australia’s involvement in war in Vietnam. Charles Perkins continued throughout his life to campaign for Aboriginal rights. He protested against the reluctance of authorities to allow self-determination for Aboriginal Australians and against government failure to effectively address the inequalities in Aboriginal Australians’ access to education, health, housing, employment and the law. Charles Perkins died of kidney failure on 18 October 2000. He was granted a state funeral — an honour usually given only to those who have held signi? ant government of? ce. ABC television broadcast the funeral, and traf? c in George Street Sydney came to a temporary standstill as a crowd gathered outside Sydney Town Hall to watch on a large screen the funeral service taking place inside. Check your understanding 1. Write a paragraph of 10 to 15 lines to summarise the Freedom Ride. Use the ‘W’ questions (what, when, where, who, how and why) to guide the selection of your information. 2. What impact did the Freedom Ride have on different groups at the time? 3. What were the results of the Freedom Ride? Using sources 1. In what ways do source 10. 1. 1 and the description of his early sporting career indicate that Charles Perkins might have had special qualities? 2. Use source 10. 1. 2 to describe the participants in the Freedom Ride. 3. What message were the protesters in source 10. 1. 3 trying to convey through their placards outside Walgett RSL Club? 4. What does source 10. 1. 4 indicate about how people in Moree responded to SAFA’s campaign? 5. What captions could you create for source 10. 1. 5 to express: (a) its signi? cance to Charles Perkins (b) the attitudes of the pool’s manager? . What stage of the Freedom Ride protest at Moree does the photo in source 10. 1. 6 seem to be showing? What aspect of the protest does the photo not reveal? 7. Describe the scene in source 10. 1. 7, commenting on the diversity of faces among the mourners, the signi? cance of the occasion and what it indicates about public feeling and respect for Charles Perkins’s life and achievements. Researching and communicating 1. Use the Internet to review some of the obituaries written at the time of Charles Perkins’s death. Select from them what seem to be the most signi? ant features of his life and work. Use these as the basis of a brief biography of Perkins suitable for publication in a dictionary of biography. 2. What would you have done? Imagine yourself in 1965 as either a Sydney University student or a resident of one of the country towns that the Freedom bus visited. How would you have responded to SAFA and the Freedom Ride? Give reasons for your answer.

Reporting a Deal Essay Example | Topics and Well Written Essays - 250 words

Reporting a Deal - Essay Example In this case, the sentiments of the judge clearly puts the decision of the court on the line and shall leave a question mark in my mind pertaining to the validity and fairness of the possible punishment meted out. So I will have to go to the defense panel and report what I overheard so that they can take the proper moves in order to get a mistrial declared so that a new, impartial judge be assigned to the case. I should do this with the clear understanding that I must be able to stand up and testify to what I overheard in an impartial inquiry of the judges actions. This is because the defense team will be able to bring formal charges forward against the judge in question and my testimony will be vital in that case. Accusing a judge of violating the Code of Judicial Conduct is not a light matter. It entails putting my own career as a police officer on the line therefore I must be absolutely sure that I did not make a mistake nor misconstrue what I overheard. In the end, it is my conviction in my belief and my accurate understanding of the situation that I witnessed which can spell the difference between a fair penalty being applied to the accused or landing an innocent man in

The Environmental Impact Assessment Process Essay

The Environmental Impact Assessment Process - Essay Example EIA has the potential of cutting down on costs involved in an unanticipated environmental impact (PADC, 2007, pg.7). The costs involved in facilitating the changes that have to be made upon completion of the project, due to environmental effects, will be more than the costs involved in trying to avoid the harmful ramifications (EIA, 2015). The processes involved in coming up with an EIA report may not necessarily translate to a delay in the planning of the project. However, experience has shown that delays experienced in the planning of projects can be significantly reduced with an effective EIA that will lead to saving time and costs. The exact period of coming up with an EIA may range from anywhere between three months to two years. The time depends on factors such as the nature of the project, its location and availability of research data. It is highly recommended that the process of EIA be integrated with other project planning activities so that it can be carried out at the same time with the rest of the project. The integration will enable saving of time, thus avoiding delays as a result of the EIA planning. The EIA process raises environmental issues that have to be put into consideration when carrying out the planning of any project. The EIA has the potential of necessitating the redesigning or delaying of a project. It can also offer suggestions that can be made on the project once it has been found out that the project can cause significant impacts on the environment. An effective EIA will have the effect of cutting down on costs and delays that otherwise would have affected the planning of the project. Therefore, EIA makes a significant difference to projects and decision-making once it has been approved. 2. Critically review the role of consultation and public participation (CPP) in the EIA process. Indicate the benefits and difficulties associated with undertaking CPP at various stages and in involving various types of stakeholders, and discuss the main methods of achieving effective CPP. Use examples as appropriate in your answer.