The Contribution of Academic Institution in Childrens Well-Being

The Contribution of Academic Institution in Childrens Well-Being Hashtag: #makesafehappen Reducing Childhood Deaths through Awareness and Responsiveness The tagline â€Å"The #1 Cause of Childhood Deaths is Preventable Accidents† from #makesafehappen or Make Safe Happen campaign probably touched the heart of many. It is, in fact, encouraging us to act and become responsive and better parents to our children. There are two important issues associated with thousands of childhood deaths: The large majority of parents or about 76% are not aware of the issue of the deadly effect of â€Å"preventable† accidental injuries acquired at home.   The majority of parents or 63% lack the drive to do more about their children’s safety. In short, since the most probable solution to reducing childhood deaths from preventable injuries at home is awareness and enthusiasm of children’s guardian, the job then is to educate and motivate parents. There are many ways to educate parents but the most effective in terms of scope (a home visit is time-consuming strenuous for health workers) and motivation is to conduct parenting classes where parents can come, work together, share each other experiences, get motivated, and learn in one location. You may be interested in: Moral Failure in Academic Institutions The Limits of Academic Freedom The Value of Academic Debate The Scientific Basis for Defining Seasons Is High IQ a Guarantee of Academic Success? The Contribution of Academic Institution in Improving Children’s Well-Being Many are unaware that aside from basic literacy and numerical skills, the academic institution is deeply involved in other matters concerning children and forever contributing to the improvement of children’s well-being. Let us start with the more obvious. The institution gave us the knowledge and skills that we need to meet the requirements of our chosen profession. This profession is now helping us to support the needs of our family, secure our children’s welfare, and others in need. The academic institution is the core of scientific research and producing thousands of scholarly papers aimed to improve children’s well-being. These include research and useful findings associated children’s growth, disease, mental health, parenting and childcare, learning and skills, behavior, nutrition, and more.  Moreover, the findings of these academic papers are reliable and actually used in improving children’s lives for many years. For example, academic researchers on influenza enable the U.S. Centers for Disease Control or CDC to create a strategy to prevent the spread of flu, which is now a common practice of childcare providers and other early childhood care programs. Similarly, the source of United Kingdom’s healthy eating standards and bullying prevention policy for children, are academic case studies and statistical data. The sources used by #makesafehappen or Make Safe Happen are survey results and statistical data collected and analyzed using scientific methods developed by academic intellectuals. For example, the content in their safety tips are jointly developed by two leading children safety oriented organizations that are generally using information from national statistics and scholarly journals such as â€Å"Etiology and Outcome of Pediatric Burns† study of Morrow Smith (1996), â€Å"Tap water scald burns in children† by Feldman et al. (1978), and others. It is quite clear that the actual contributors in children’s wellbeing are academic papers researched and published to improve children’s well-being. Moreover, some of these academic sources were published many years ago and therefore solid evidence of the enduring commitment of the academic institution to children’s well-being.

A Simple Heart by Gustave Flaubert Study Guide

A Simple Heart by Gustave Flaubert Study Guide â€Å"A Simple Heart† by Gustave Flaubert describes the life, the affections, and the fantasies of a diligent, kindhearted servant named Fà ©licità ©. This detailed story opens with an overview of Fà ©licità ©Ã¢â‚¬â„¢s working life- most of which has been spent serving a middle-class widow named Madame Aubain, â€Å"who, it must be said, was not the easiest of people to get on with† (3). However, during her fifty years with Madame Aubain, Fà ©licità © has proved herself to be an excellent housekeeper. As the third-person narrator of â€Å"A Simple Heart† states: â€Å"No one could have been more persistent when it came to haggling over prices and, as for cleanliness, the spotless state of her saucepans was the despair of all the other serving maids† (4). Though a model servant, Fà ©licità © had to endure hardship and heartbreak early in life. She lost her parents at a young age and had a few brutal employers before she met Madame Aubain. In her teenage years, Fà ©licità © also struck up a romance with a â€Å"fairly well off† young man named Thà ©odore- only to find herself in agony when Thà ©odore abandoned her for an older, wealthier woman (5-7). Soon after this, Fà ©licità © was hired to look after Madame Aubain and the two young Aubain children, Paul and Virginie. Fà ©licità © formed a series of deep attachments during her fifty years of service. She became devoted to Virginie, and closely followed Virginie’s church activities: â€Å"She copied the religious observances of Virginie, fasting when she fasted and going to confession whenever she did† (15). She also became fond of her nephew Victor, a sailor whose travels â€Å"took him to Morlaix, to Dunkirk and to Brighton and after each trip, he brought back a present for Fà ©licità ©Ã¢â‚¬  (18). Yet Victor dies of yellow fever during a voyage to Cuba, and the sensitive and sickly Virginie also dies young. The years pass, â€Å"one very much like another, marked only by the annual recurrence of the church festivals,† until Fà ©licità © finds a new outlet for her â€Å"natural kind-heartedness† (26-28). A visiting noblewoman gives Madame Aubain a parrot- a noisy, stubborn parrot named Loulou- and Fà ©licità © wholeheartedly begins looking after the bird. Fà ©licità © starts to go deaf and suffers from â€Å"imaginary buzzing noises in her head† as she grows older, yet the parrot is a great comfort- â€Å"almost a son to her; she simply doted on him† (31). When Loulou dies, Fà ©licità © sends him to a taxidermist and is delighted with the â€Å"quite magnificent† results (33). But the years ahead are lonely; Madame Aubain dies, leaving Fà ©licità © a pension and (in effect) the Aubain house, since â€Å"nobody came to rent the house and nobody came to buy it† (37). Fà ©licità ©Ã¢â‚¬â„¢s health deteriorates, though she still keeps informed about religious ceremonies. Shortly before her death, she contributes the stuffed Loulou to a local church display. She dies as a church procession is underway, and in her final moments envisions â€Å"a huge parrot hovering above her head as the heavens parted to receive her† (40). Background and Contexts Flaubert’s Inspirations: By his own account, Flaubert was inspired to write â€Å"A Simple Heart† by his friend and confidante, the novelist George Sand. Sand had urged Flaubert to abandon his typically harsh and satiric treatment of his characters for a more compassionate way of writing about suffering, and the story of Fà ©licità © is apparently the result of this effort. Fà ©licità © herself was based on the Flaubert family’s longtime maidservant Julie. And in order to master the character of Loulou, Flaubert installed a stuffed parrot on his writing desk. As he noted during the composition of â€Å"A Simple Heart†, the sight of the taxidermy parrot â€Å"is beginning to annoy me. But I’m keeping him there, to fill my mind with the idea of parrothood.† Some of these sources and motivations help to explain the themes of suffering and loss that are so prevalent in â€Å"A Simple Heart†. The story was begun around 1875 and appeared in book form in 1877. In the meantime, Flaubert had run up against financial difficulties, had watched as Julie was reduced to blind old age, and had lost George Sand (who died in 1875). Flaubert would eventually write to Sand’s son, describing the role that Sand had played in the composition of â€Å"A Simple Heart†: â€Å"I had begun â€Å"A Simple Heart† with her in mind and exclusively to please her. She died when I was in the middle of my work.† For Flaubert, the untimely loss of Sand had a larger message of melancholy: â€Å"So is it with all our dreams.† Realism in the 19th Century: Flaubert was not the only major 19th-century author to focus on simple, commonplace, and often powerless characters. Flaubert was the successor of two French novelists- Stendhal and Balzac- who excelled at portraying middle- and upper-middle-class characters in an unadorned, brutally honest manner. In England, George Eliot depicted hardworking but far-from-heroic farmers and tradesmen in rural novels such as Adam Bede, Silas Marner, and Middlemarch; while Charles Dickens portrayed the downtrodden, impoverished residents of cities and industrial towns in the novels Bleak House and Hard Times. In Russia, the subjects of choice were perhaps more unusual: children, animals, and madmen were a few of the characters depicted by such writers as Gogol, Turgenev, and Tolstoy. Even though everyday, contemporary settings were a key element of the 19th-century realist novel, there were major realist works- including several of Flaubert’s- that depicted exotic locations and strange events. â€Å"A Simple Heart† itself was published in the collection Three Tales, and Flaubert’s other two tales are very different: â€Å"The Legend of St. Julien the Hospitaller†, which abounds in grotesque description and tells a story of adventure, tragedy, and redemption; and â€Å"Herodias†, which turns a lush Middle Eastern setting into a theater for grand religious debates. To a large extent, Flaubert’s brand of realism was based not on the subject matter, but on the use of minutely-rendered details, on an aura of historical accuracy, and on the psychological plausibility of his plots and characters. Those plots and characters could involve a simple servant, a renowned medieval saint, or aristocrats from ancient times. Key Topics Flaubert’s Depiction of Fà ©licità ©: By his own account, Flaubert designed â€Å"A Simple Heart† as â€Å"quite simply the tale of the obscure life of a poor country girl, devout but not given to mysticism† and took a thoroughly straightforward approach to his material: â€Å"It is in no way ironic (though you might suppose it to be so) but on the contrary very serious and very sad. I want to move my readers to pity, I want to make sensitive souls weep, being one myself.† Fà ©licità © is indeed a loyal servant and a pious woman, and Flaubert keeps a chronicle of her responses to major losses and disappointments. But it is still possible to read Flaubert’s text as an ironic commentary on Fà ©licità ©Ã¢â‚¬â„¢s life. Early on, for instance, Fà ©licità © is described in the following terms: â€Å"Her face was thin and her voice was shrill. At twenty-five, people took her to be as old as forty. After her fiftieth birthday, it became impossible to say what age she was at all. She hardly ever spoke, and her upright stance and deliberate movements gave her the appearance of a woman made out of wood, driven as if by clockwork† (4-5). Though Fà ©licità ©Ã¢â‚¬â„¢s unappealing appearance can earn a reader’s pity, there is also a touch of dark humor to Flaubert’s description of how strangely Fà ©licità © has aged. Flaubert also gives an earthy, comic aura to one of the great objects of Fà ©licità ©Ã¢â‚¬â„¢s devotion and admiration, the parrot Loulou: â€Å"Unfortunately, he had the tiresome habit of chewing his perch and he kept plucking out his feathers, scattering his droppings everywhere and splashing the water from his bath† (29). Although Flaubert invites us to pity Fà ©licità ©, he also tempts us to regard her attachments and her values as ill-advised, if not absurd. Travel, Adventure, Imagination: Even though Fà ©licità © never travels too far, and even though Fà ©licità ©Ã¢â‚¬â„¢s knowledge of geography is extremely limited, images of travel and references to exotic locations figure prominently in â€Å"A Simple Heart†. When her nephew Victor is at sea, Fà ©licità © vividly imagines his adventures: â€Å"Prompted by her recollection of the pictures in the geography book, she imagined him being eaten by savages, captured by monkeys in a forest or dying on some deserted beach† (20). As she grows older, Fà ©licità © becomes fascinated with Loulou the parrot- who â€Å"came from America†- and decorates her room so that it resembles â€Å"something halfway between a chapel and a bazaar† (28, 34). Fà ©licità © is clearly intrigued by the world beyond the Aubains’ social circle, yet she is incapable of venturing out into it. Even trips that take her slightly outside her familiar settings- her efforts to see Victor off on his voyage (18-19), her journey to Honfleur (32-33)- unnerve her considerably. A Few Discussion Questions 1) How closely does â€Å"A Simple Heart† follow the principles of 19th-century realism? Can you find any paragraphs or passages that are excellent specimens of a â€Å"realist† way of writing? Can you find any places where Flaubert departs from traditional realism? 2) Consider your initial reactions to â€Å"A Simple Heart† and to Fà ©licità © herself. Did you perceive the character of Fà ©licità © as admirable or ignorant, as hard to read or totally straightforward? How do you think Flaubert wants us to react to this character- and what do you think Flaubert himself thought of Fà ©licità ©? 3) Fà ©licità © loses many of the people who are closest to her, from Victor to Virginie to Madame Aubain. Why is the theme of loss so prevalent in â€Å"A Simple Heart†? Is the story meant to be read as a tragedy, as a statement of the way life really is, or as something else completely? 4) What role do references to travel and adventure play in â€Å"A Simple Heart†? Are these references meant to show how little Fà ©licità © really knows about the world, or do they lend her existence a special air of excitement and dignity? Consider a few specific passages and what they say about the life Fà ©licità © leads. Note on Citations All page numbers refer to Roger Whitehouses translation of Gustave Flauberts Three Tales, which contains the full text of A Simple Heart (introduction and notes by Geoffrey Wall; Penguin Books, 2005).

Education as Initiation Assignment Example | Topics and Well Written Essays - 250 words

Education as Initiation - Assignment Example Peters (1965) presents the idea of education as initiation. In his book, he describes the teacher as an initiator of education and the students as aspirants. His work revolves around the process of being initiated into a given tradition whereby the values of this tradition are passed along. In addition, the author elaborates several education criteria depending on nature of students: Firstly, a state of mind that is desirable develops a valuable aspect that must be initiated. Secondly, education implies that one is being brought into the light because he or she possesses the appropriate skill or knowledge in a manner that involves some degree of understanding. Thirdly, education will always involve seeing everything that is happening in a broader perspective. This implies a cognitive awareness that relates to other fields; knowing what and how. From Plato’s point of view, the goal of schooling is simply to enlighten the mind. Induction prepares a learner by providing brief ideas about the covered information in a particular field. In addition, Plato believes that schooling imparts the knowledge of reality to learners. Learners are always taught what is real or rather the things they will face in the major task. For Instance, when an induction is performed for students in a mathematics class, it gives them an outline of the things they should expect during the entire course. This is outline is real as it is a forecast of the entire subject. Lastly, schooling inculcates the relevant values to students. Learners, irrespective of the level or field of study, obtain the societal values. These values are acceptable in the society as they prepare the students for future or rather initiate the learner into his or her place in the society. Therefore, all these are related to the concept of schooling for induction as it prepares the students for what is ahead.

Cultural struggle Essay Example | Topics and Well Written Essays - 1500 words

Cultural struggle - Essay Example Buy writing Mother Tongue, Amy Tan draws the readers’ attention by giving a reflection of people’s perception that the type and quality of English spoken by an individual represents one’s state of mind. She â€Å"†¦believed that her English reflected the quality of what she had to say. That is because she expressed them imperfectly her thoughts were imperfect† (Tan). Through her statements, readers get to understand that Tan used to look down on her mother due to the quality of English she was using. Further reading Mother Tongue reveals that Amy’s mom is an uneducated woman from China and does not comprehend Standard English. She used to request Amy to make phone calls on her behalf. Amy says that â€Å"she used to have me call people on the phone to pretend I was she †¦ a call to her brokers in New York. I had to get on the phone and say in an adolescent voice that was not very convincing, ‘This is Mrs. Tan.’. The mother as ked Amy to contact the stockbroker and pretend to be her. She, therefore, went ahead to talk to the stockbrokers by paraphrasing her mother’s jumbled sentences into understandable and meaningful statements, to the stockbrokers.Similar captivating information can be derived from the essay Two Kinds, by Amy Tan. In Two Kinds Amy Tan demonstrates that humans carry traumas of their past into their future by dredging them up either intentionally or unconsciously. She uses a Chinese narrator to bring out constant struggles that people go through while trying to find out better understanding and way of existence.

Essay --

Cellphone’s use by students at school has become a controversial issue for the educational system in today's society. Most teachers and school administrators believe that cellphones are disruptive. Although school officials ruled policies to prohibit using the cellphones during class time, students carry them all the time in class. The text messaging, calling and even browsing the net during class time caused them to be distracted and be uninterested in learning. In other word, students who pay too much attention to their cellphones become uninterested in learning during class lectures and they would like socializing more than listening to the lectures . This behavior can also affect others in class and distract them. Many school boards have been worried that cellphones can impede education, therefore they banned using it. Students should have a controlled environment to be able to learn successfully. Cellphones should be banned in schools because they create distraction in cl ass, they can be used for cheating on the tests and privacy invasion issue. In many schools cellphones are banned because it is known as a disruption and distraction tool in classes. Allowing cellphones in classes is not a simple controversial issue as long as most teens have one of them and wherever we turn we cut them through text messaging and calling. Although, cellphones made our life convenient, they are disruptive in some parts. It happens all the time that someone makes a loud conversation in a bus or store and annoys other people. At schools the distraction may even be greater than public places. Students that carry phones with them in classes can cause distraction among the other students because sometimes they forget to turn off their phones... ...safety and they can cause the privacy be taken away. Lately, cellphones have become a big issue for schools and they have a big role on learning process. Teachers argue that cellphones are distraction in classrooms and they should be banned. Cellphones make students to text, play games and act irresponsibly during the time when they should study. This causes them to be distracted and not to pay full attention to the class. Cellphones can be also used as a cheating device as long as it makes possible for students to accesses to the internet or by taking pictures of the exams charge other students. Camera phones can invade privacy and safety in schools since some students take and spread inappropriate pictures of other students in locker rooms and restrooms. Cell phones impact education and schools, therefore they should not be allowed to use in schools.

Ethical Use of Tecnology in a Mordern Society Essay

As a result, there are more opportunities than ever for millions of individuals to engage with information technology in an unethical manner. This is why it is essential for the education systems and businesses to address the ethical concerns of information technology usage and to develop a practical code of ethics to prevent, or at least mitigate ,ethical dilemmas and infractions. In today’s organizations, ethical challenges relate to areas like fraud, right to privacy for consumers, social responsibility, and trade restrictions. For Information Technology (IT) specifically, these can translate to considerations on how technology is used to violate people’s privacy, how automation leads to job reductions, or how management information and its corresponding systems are used and abused for personal gain. I n the last 25 years, we have seen an overwhelming technology infusion affecting business, education, and society. Virtually all areas of our society have been transformed by the usage of technology. The change is important from an ethical perspective in terms of whose Information Technology (IT) workers are today and what their tasks are. In the 1980s, IT workers were mainly limited to technical fields, such as programming, data processing, server administration, and phone services. Today, IT workers are integrated into every department of organizations, they function globally, and they have access to a wealth of knowledge and information (Payne & Landry, 2006). With the power and skills to access such large amounts of data comes with the need for ethical employees. The computer Professionals for Social Responsibility (CSPR) web site provides us food for thought when they state â€Å"Technology is driving the future, the steering is up to us†¦. nd we need every hand at the wheel† (Computer Professionals For Social Responsibility, 2007). So how do we prepare for taking the wheel as an individual working with Information Technology (IT) or Information Systems (IS)? A broader view of social responsibility is coming into focus; it is one that incorporates some real Information Technology (IT) flash points. Issues that have long been concerns of corporate technology managers, including security, privacy, and intellectual property, are increasingly understood as matters of ethics and good citizenship. This perspective is far from universal. The research of CIO (Chief Information Officer), a leading information technology trade journal, shows that while IT managers are very aware of â€Å"the larger effect of technology on people’s lives,† nearly half those surveyed say IT pros are â€Å"not very concerned† about it (Cones, 2008). This more global understanding of technology’s powerful role in society is not new. Computer Professionals for Social Responsibility, an organization which deals with related issues, was founded in 1983. Much has been written on technology’s impact on the way we live and work, including musings on the moral aspects of a wired society. But the sense that these issues encompass the day-to-day operations of corporate IT appears to be gaining popularity. According to Donald Amoroso, chair of the computer science and information systems department at Kennesaw State University in Georgia, it is a piece of the maturing of information technology. As the job becomes less about the technology itself and more about the information Age, the definition of responsible corporate citizenship changes too. Social responsibility has to do with being a good person in different parts of the community,† Amoroso says. It determines how you will function and do your job in a societal sense, not just as part of the community you do philanthropy with† (Cone, 2008). At the 2007 conference of the Information

Oliver Cox s Views On Racism And Race Prejudice - 1804 Words

Oliver Cox theorizes, â€Å"But modern society--Western Civilization-- began to take on its characteristic attributes when Columbus turned the eyes and interests of the world away from the Mediterranean, toward the Atlantic.† This is the basic, underlying argument that both Oliver Cox, and Michael Goldfield have in their writings; racism and white superiority ideals were derived from the creation of capitalism. Both Oliver Cox and Michael Goldfield argue that racism was caused by capitalism, and the impact of this ideal was seen for centuries in the United States. One of the earliest and rare social theorists to pose the idea that capitalism was the root of racism was Oliver Cox. Cox theorizes that racial exploitation and race prejudice†¦show more content†¦The Roman and Greek cultures were not racist, but both of their societies were oppressive. The Romans had a system of cultural-based oppression (8/25). When capitalistic ideas start to emerge is when racism devel oped. Before capitalism developed, the white man had no conception of himself as the superior culture (327). Cox pinpoints 1492 to be roughly the time when racist ideology is starting to form in Europe (8/25). Cox states that the intense competition among Western European businessmen for the capitalist exploitation of the resources in the Americas, the development of nationalism in the European nations, and the decline of the Roman Catholic Church’s influence is what led to the development of racial antagonism (330). White racism started to develop while the European nations were exploring and colonizing the Western world. The people that went out to explore and colonize were mainly capitalists, urban dwellers, and business people (336). Their way of life was extremely different to the natives they encountered and the people of color would be suppressed if the white colonizers did not receive their way (337). This is when White racism and the idea of â€Å"superior† an d â€Å"inferior† races came to develop. Once the Americas were colonized, the Europeans needed a work force to exploit and use the lands mass resource pool. It was an idea that some class of people should