Childhood setting in enacting the rights of children

s obligaterhood setting in enacting the rights of childrenOne basic gentleman rights principle laid d profess in the Universal Declaration of Human Rights, 1948 is that all sympathetic beings are born free and equal in arrogance and rights (Article 1 UDHR). However, specifically vulnerable groups such as women, indigenous people, and children have been assigned special resistance by the UN legal framework (Steiner Alston, 2000). The UN traffic pattern for the Rights of the Child (UNCROC), 1989 remind us that children, whilst retaining their entitlement to the wide-eyed range of human rights, are often marginalised or excluded, and represent a special case required additional safeguards (DCI, 1995).In this 21st century, the status of children in Australia needs to be improved nationally and internationally for economic and political success in the future (Nyland, 1999). Teachers and caregivers have opportunities to make up rights education into any part of their program that creates openings for teaching children about rights (Waters, 1998). In this essay, I will discuss the role of primal puerility settings in enacting and promoting the children rights envisaged in the UNCROC and in making these rights available to Australian children.Childrens Rights Setting StandardsLegal conceptions of childrenThe adoption of the Convention on the Rights of the Child marked a fundamental shift away(p) from past conceptions of children and puerility to a new virtuoso. Until then, the law had seen a child as property the property of the father to be dealt with and disposed of as he saw fit (Hart Pavlovic, 1991). However a conceptual shift took place during the 19th century, based on the perception of children as vulnerable and so in need of protection from poverty, the voices of industrialization, immigration and urban living. In addition, to being considered property, the child began to be considered as a resource to ships company (Hart Pavlovic, 1991).The hum an rights movement of the twentieth century, previously foc employ for adult rights was extended to children (Hart Pavlovic, 1991) though children were still seen as vulnerable and in need of protection but this status was subsumed in a broader understanding of children as full human beings with all the human rights and fundamental freedoms that all human beings have. Their need for protection was transformed into a right to protection. instanter children are considered as rights-holders (CRC GC7, 2005) standardized adults.The UN Convention on the Rights of the Child, 1989The UN Convention on the Rights of the Child is the universal statement of this new conception of rights-holders. The United Nations General aggregation on Nov 20, 1989 adopted the UN Convention on the Rights of the Child (UNCROC). In 1990 Australia ratified the UNCROC and to date 191 countries have ratified the Convention, while USA and Somalia have become signatories. The Convention is the some full and comp lete international legal document on childrens rights, covering their protection, growth and wellbeing (Alston, 1991). The Convention deals with child-specific needs and rights, and requires that states act in the take up interests of the child (Nyland, 1999).The bearing of the Convention is to protect children from discrimination, neglect, abuse and to promote childrens rights and serves as a focus point and a useful tool for civil society and individual people (Nyland, 1999). The widespread ratification of UNCROC by the international community has made it a powerful catalyst for action on behalf of young children and has in stages become embedded within the policies and practices of all who works with children. According to Arnold (2004) The CRC has much signatories than any other international convention, and it is important for us to recognize the legal implications of this attainment in how we position our work (p.4).The effect of the Convention for Children in AustraliaFr om the ratification of the UNCROC in 1990 by Australia until the present, we roll in the hay say that the Convention has realised neither the brightest hopes of its supporters nor the nigh terrible fears of its opponents. The ratification of an international instrument by Australia, such as the Convention, does not ipso facto make that instrument part of domestic law hence the UNCROC is not part of Australian domestic law. Therefore, it has not revolutionised public policy making for children, nevertheless it has led to many very significant initiatives and reforms. Thus for the purpose of human rights and equal opportunity, the Convention has been affirmed an international instrument relating to human rights and freedoms (Alderson, 2000). Consequently, the Convention has plyd the legal and conceptual basis for the establishment of childrens commissioners in most Australian jurisdictions.Childrens rights and aboriginal on childhood settings earlier childhood, the period from b irth to 6-8 years, is a significant and unique time in the life of every individual. Children mainly stay at home, schools and amateur institutions in their everyday lives during these years (Rasmusen, 2004). These environments have been created by adults therefore adults play a powerful and unique role in building quality premature childhood practice. Quality experiences for each child are supported and ensured by the experience, qualification and competencies of adults, in addition to their capacity to reflect upon their role (Wyatt, 2004). This challenging and spanking role in the life of the young child needs to be appropriately supported, resourced, and apprized. Therefore, quality early childhood care and education must value and support the role of parents as well as that of the staff (Thorpe Thomson, 2003). The best interest of the child is promoted by the open, honest and respectful partnership with parents.Basing early childhood function on childrens rightsChildrens r ights are relevant to early childhood education and care. The Convention on the Rights of the Child is directed towards the well-being of every child and the full festering of every child to her or his full potential (Butler, 1993), and early childhood education and care settings share that direction and commitment. The Convention states that the first objective of education is the development of the childs personality, talents and mental and physical abilities to their fullest potential (Art. 29 (1)). Quality Early childhood education and care contributes to the full personal development of children.Early childhood institutions contribute to implementation of the requirements of the Convention in relation to the childs right to the highest attainable standard of health care (Art. 24), the right to education (Art. 28), the right to protection from exploitation, abuse and neglect (Art. 19), the right to play and recreational activities appropriate to the age of the child and to part icipate in cultural life (Art. 31). Institutions also have special(a) regard for the specific needs and rights of particular groups of children specified in the Convention refugee and asylum seeker children (Art. 22), children with disability (Art. 24), children of ethnic and religious minorities and indigenous children (Art. 30), children placed in alternative care (Art. 20), children who are the victims of abuse and neglect (Art. 39) (Alderson, 2000).In Australia, the importance of childrens rights to early childhood care and education is recognised in many of the name documents that express the values and goals of the sector. The first commitment to children in its Code of Ethics is to act in the best interests of the child and the second commitment is a more general one, to respect the rights of children as enshrined in the UNCROC and commit to advocating for these rights (ECA Code of Ethics, 2006). Its policy positions are based on principles that reflect adherence and commit ment to the Convention on the Rights of the Child (ECA position statement consulting with young children).Childrens rights issues for early childhood institutionsEarly childhood education and care institutions address childrens immediate needs and well-being, that is, childrens lives as children (Rasmusen, 2004). They provide children with opportunities for learning, play and socialisation. They provide the foundations for literacy, numeracy, later learning, and future life opportunities. They also focus for addressing the rights of particular groups of children such as indigenous children, refugee and immigrant children, and children with disabilities.The way childrens rights are interpreted and acted upon in early childhood institutions has some cultural/social implications (Nyland, 1999). For example, when children interact in the complex cultural environment of a day care setting that can provides us with insights into how they construct their views of the world and culture. The refore as adults we should observe children very closely in order to understand what they are trying to tell us about their surroundings.Mostly caregivers support childrens developmental activities on observed activities that focus mainly on the individual child and areas of development and divide children into developmental areas which is a problem because one area or dimension can not exist by itself. Therefore practitioners should be motivated to plan for the different areas of development and therefore move away from play-based curriculum since tasks are developed to aid a particular area of development and overlook or neglect the angel of whole child (Nyland, 1999). Another constraint of current mode of recording children behavioural observation is that we record observed behaviour meaning something already has been by dint of by a child (Nyland, 1999) so we look at the child of yesterday and not at the child potential in upcoming future.In a child care centre caregivers ca n create an environment focusing on strengthening childrens development in a more holistic way, which will give to the caregivers a better understanding of the physical and social settings of children from where they belong. In the child care centre the caregivers can also identify culturally regulated customs (Nyland, 1999). The adult/caregivers role in these developmental areas/physical and social settings is one of scaffolding the child experiences through an environment that is carefully considered in relation to three metaphorical zones (Cole, 1996) i.e. zone of free movement (ZFM), the zone of promoted activity (ZPA) and the zone of proximal development (ZPD) (Valsiner, 1987). ZFM is understood as the childs access to the environment, objects, events and ways of acting (Cole, 1996). ZPA covers a childs particular action, or response which encouraged him/her to give by a more competent member of the culture or from the equal physical environment (Nyland, 1999). But when the Z PA is matched to the childs present development state which guides further development then it is referred as ZPD (Cole, 1996).For better understanding of the role of early childhood settings for the protection of children rights, the caregivers role is more important and dynamic since s/he can use the metaphorical zones as guide for designing and providing space, objects and interactions. The caregiver own role can be deliberately designed for enhancing the perceived developmental potential in an articulated cultured environment. The cultural activity where development is most likely to occur in a cultured environment is known as leading activity and such activities can be accomplished through manipulation for infants and spontaneous play for children (Bodrova Leong, 1996).At one hand the role of caregiver demonstrates a childs competence for understanding changes and on the other hand the early childhood setting as a learning environment. Such an approach moves away from the stra itjacket of areas of development and affords the child a voice while self-aggrandising the caregiver a more meaningful role within the relationship (Nyland, 1999).Early childhood workers as leaders in childrens rights protagonismEarly childhood educators have a vital role in advocating childrens rights by taking a proactive approach for recognizing their rights and responding appropriately to policies and systems which adversely affect childrens rights. Child advocacy emphasizes on giving due status to children, increasing their self-determination and the responsiveness and accountability of institutions affecting them (Melton, 1987).We (caregivers), then are needed as advocates for childrens well-being and not only advocates but leaders in advocacy. The basis of our advocacy should be childrens rights, as recognised in the UN Convention on the Rights of the Child. Why we? Because as early childhood professionals, we have responsibilities and opportunities that require we to be adv ocates. Our responsibilities come from our role as workers with children. We know them and their needs well (Nyland, 1999). We know what promotes their development and their happiness. We know the importance of services for them being of the highest quality. We also know the consequences of children not receiving the services and support they need for their full development and the consequences of poor quality services. Advocacy cannot be left to others when we have so much expertise and experience. Since children cannot look after their own interest and grossly disadvantaged in protecting their interest, rights and freedoms, therefore, they need advocates (Australia. LRC. HREOC, 1998).ConclusionThe legal obligations of the Australian government under the UN Convention on the Rights of the Child are still to be realised, almost 20 years after its ratification. We can move beyond frustration, anxiety and despair and embrace the possibility of hope if we are willing to do so. Children have few choices. We adults and professionals have many. The challenge is to choose to place ourselves at their service and in the service of their rights.Children have the ability to construct their own images and now it is up to society to help them realize these images. The early childhood practices, like child study, provide a strategy for listening to the very young. A belief in childrens rights and an understanding of childrens strength and competence can be used as a basis for improving the quality of childrens daily lives (Nyland, 1999). By this our early childhood institutions would provide to the children with opportunities for learning, play and socialisation.So the emerging vision is one of an actively participating and socially competent young child. This young child is ecologically situated within family and caregiving environments in relationship with peers as part of a community and as a member of society. This young child is to be considered holistically as a being whose emotional, social physical and cognitive capacities are evolving in various social and cultural settings (CRC GC7, 2005).Therefore require us to reconsider young, active, participant children in the broadest possible sense, both as individuals and as a constituency.

Child Labour in India

Child Labour in IndiaThe International Labour Organization estimates that thither are 218 boor takeers in the world (ILO, 2006). In 1991, on that point were approximately 11.3 million nestling excavateers in India, with 2 million of those small fryren working in super dangerous situations (2004). However, as of late 2000 the ILO democracys that there are now 10.4 million chela wearers in India. It important to stress that these churlren are working because they do not have a choice, Mummun Jha palisades more specifically that, they come not from the well-off households but from marginalized sections that are already the hardest hit, such as the shaverren of the unworthy, the lower castes, and the female (2009, p. 217). In India, there are a variety of complex social and frugal factors for why peasantren are working. These reasons can include a lack of access to program line and unemployed parents (Venkatanarayana, 2004). Commonly, poverty is said to be the cause of b oor lug, yet it can alike be a result of electric shaver labour as well. Zubair Kabir argues that a cycle of poverty can exist within child labour and India is no exception (2003). Thus, this keeps children in India in a disadvantaged state because they are denied access to education and as a result, give not learn any new skills for a higher paying job (Kabir, 2003). In addition to the lack of education, child labour can pose serious wellness risks to children. They are often exposed to unsanitary and dangerous situations because employers will not provide basic health measures collect to the low-income employment child labourers commonly do and the lack of presidential termal regulations that exist (2003). Due to children working in the low-income domain of the workplace, this decreases the value of work for adults and thus, adult unemployment rises. With poorly paid, unskilled children working in unsafe conditions, these children will become the future generation in India and therefore, child labour continues the cycle of poverty (2003).An opposite important social factor that causes child labour in India is the deeply ingrained cultural values that have existed for decades (Kabir, 2003). oftentimes girls are left out of statistics regarding child labour because sometimes they do not work in the formal sectors of child labour such as factories rather they participate in domestic labour (Das Mishra, 2005). Mummun Jha states that there is an abundance of poverty in India and thus the,Situation is worsened by the fact that for the poor families in India, alternative sources of income are non-existent. There are no social welfare brasss as those in the West. There are fewer sources of bank loans, government loans, or different credit sources. What is available is usually for the relatively better off (2009, p. 211).India has passed some legislation regarding the well being of children. India did sign the Universal promulgation of Human Rights in 194 8 and the United Nations Convention on the Rights of the Child in 1989 (Jha, 2009). However, the Indian government has not signed off on Convention 138 on Minimum Age (1973) and Convention 182 on the Worst Forms of Child Labour (1999) which to the ILO is considered very progressive in regard to the law against child labour (2009). The Indian government maintains due to their decentralized style of government, only the individual states in India have the constitutional power to change the law regarding the minimum age (2009). As a result, millions of Indian children are working illegally (2009).I go through passionate about eliminating child labour in my lifetime and I feel educating individuals, curiously youth about the effectuate of child labour is crucial in achieving this goal. In this paper, I will argue that child labour is a detriment to the knowledge of less frugalally developed countries because it prevents access to education, especially to immature girls, it risks t he health of young children, and decreases the value of adult work thus weakening the economic growth of a coarse by perpetuating poverty.Theoretical BackingW.W. Rostows theory on the stages of economic growth provides a justification for why child labour exists today. Rostow presented a model of economic growth in the 1960s and it provides a theory on why some countries developed economically bit others did not, in his book called The Stages of Economic Growth (1960). Rostow would make the argument that child labour is necessary for some countries to industrialize as there were some forms of child labour during the Industrial Revolution in Europe (Venkatanarayana, 2004). Further applying Rostows theory of economic training to child labour, another possible explanation for why it notwithstanding exists today is because LECDs are employing child labourers in order to compete with multi-national corporations and other more economically developed countries. Most countries employin g young children are stuck in Rostows aid stage known as pre-conditions for take-off, which can be characterized by a need to develop a surplus of wealth in order to growth investment in transportation, communication and natural source exploitation (1960). Whereas, many other industrialized countries are in Rostows final stage of economic development known as mass consumption, which can be characterized by a growing demand for consumer goods and services, incomes being greater than necessary for buying essentials and an increase in investment by society in health, education and social programs (1960). As a result, Rostow would make the argument that child labour is necessary for economic development in LEDCs, and in order to move through the stages of development, from pre-conditions for take-off to mass consumption (Rostow, 1960).Research and AnalysisChild labour is detrimental to the development of less economically developed countries because it presents a barrier to the educat ion system for children in India. Many scholars and activists now see a direct relationship between education and child labour (Jha, 2009, 210). Traditionally, education was only accessible to the upper caste levels (2009). Furthermore, old, cultural values still exist in India today for example, education is not position of for people in the lower castes, in particular females (2009).Kumar Das and Sarojini Mishra (2005) counselling specifically on the economic effects of child labour on girls in India. Das and Mishra state that child labour for young girls is related to the deeply ingrained cultural factors such as, caste, religion, family type and size. Thus, girls belonging to the lower caste find little to no education and as a result are forced into child labour to service her family financially. Das and Mishra also highlight that frequently of the research done on child labourers in India focuses on children forced to work in factories whereas many young girls are experie ncing child labour in the informal work sector, such as working at home, but are still exploited (2005). Das and Mishra conclude that better understanding of the causes, consequences of child labour, the labour market and emphasis on the importance of primary school for girls in India is crucial for eliminating child labour (2005).Similar to Das and Mishra, studies conducted by Rubiana Chamarbagwala (2008), provides establish that the overall increase of availability of primary education in India will not only increase the number of children attending school, but it will also decrease the chances of girls and boys working in factories. It is important to confidential information out that a simple increase in the availability of education in India would not exercise the number of young girls who watch their brothers go to school while they work in the unpaid labour force, and are still being exploited. Unlike other literature focused on child labour in India, Chamarbagwala states that governmental policies should be implemented that will increase the economic benefits of education, and thus provide an inducement for families to send their children to school rather than to work.Mitesh Badiwala argues for a solution for the lack of access to education due to child labour. He states that even if the schools in India are good, the economic benefits out weight the educational benefits for Indian parents and as a result poverty raises the dropout rates (1998). Therefore, India should implement compulsory schooling for children. It is also important to point out that with children in school, the availability of jobs for adults will increase. The idea of mandatory school requires policies to be enacted and these policies can help provide funds for the primary school system (1998). In addition, Badiwala points out that this idea of compulsory education worked for the Indian state of Kerala, which spends a lot of money on education and has the highest literacy rate i n the region (1998).Recent research conducted by the International Labour Organization (2009), has stated the most recent global economic crisis that occurred in 2008 could increase the number of girls in child labour. The ILO reports approximately 100 million girls worldwide are involved in some of the worst forms of child labour today. In addition, the report says this is especially evident in families that place higher importance on educating the boys of the family, which can be attributed to the traditional values embedded in India (ILO, 2003). As the global crisis affects LEDCs, families will start to prioritize what children go to work and to school. In addition, the ILO states that the financial crisis would decrease the national education budget and thus, affect the importance of education to already financially disadvantaged families.Child labour can have various devastating effects on the health of child labourers. A show carried out by Occupational Medicine (2006) studi ed different groups of child labourers in various LEDCs. Yet, only conclusive evidence was found amongst child labourers in India. The goal of the study was to determine whether child labour had any effect on the final height of child labourers. spell child labour is known to have other negative health effects such as exposure to harsh chemicals, unsanitary conditions, and the potential for serious injuries whether growth is affected by child labour is still considered controversial. Occupational Medicine focuses on the idea that child labour can directly or indirectly affect the health of children. For example, It has been assumed that the inveterate physical strain of work on growing bones and joints could lead to stunting, spinal injury and lifelong deformations, (2006, 1). However, growth could be indirectly affected by the strain on already weak bones and joints due to malnourishment. Malnourishment in child labourers is caused by long hours working and unsanitary conditions, essentially child labourers do not get all of the required nutrients for healthy development while working in factories. The study concluded that among the children studied in India, there was evidence that child labour did affect the final height of the child labourers. This is an example of negative long term health effects for child labourers and it is ruffianly because these children represent the future of India.Child labour is detrimental to the development of India economically because child labour devalues the work done by adults. Basu and Van support this by suggesting that child labour is competing with adult labour in India and the relationship is unhealthy economically (1999). Basus studies show that when adult wages rise or unemployment falls, the incidence of child labour tends to fall. Hence, if we are seriously concerned about child labour, we will have to improve the economic condition of the adult worker, (1999, N.P.).In comparison, Augendra Bhukuth and Jerome Bal let (2006) focus on whether child labour is complementary to adult labour, in particular the brick kiln industry in India. The report states that parents are aiding child labour in the brick kiln industry because children are often found working alongside their parents. Unlike almost all other literature on child labour, this study focuses on how child labour is used to increase the price of labour, because an employer is getting an entire familys labour. This helps to increase household productivity because the whole family works together to earn a living. While it is importance to decrease the debt owed by families in LECDs, the study fails to acknowledge the psychological damages a child will face due to the intensive labour they experienced during childhood.Sebastian Braun (2006) examines the relationship between child labour and foreign direct investment (FDI). One would think that FDI would be attracted to countries with child labour due to the increases in profits made as a result of the low wages earned by workers compared to developed countries. However, strong evidence points to less FDI aerodynamic to countries that have child labourers, due to young children making up the labour force. To foreign investors child labour reflects poorly on an economy, because the labour force is in fact young children. Therefore, to improve the chances of receiving FDI and thus improving the economy, countries such as India, should eliminate all forms of child labour and employ adults only. If FDI is deterred based on child labour, then LEDCs employing children are continuing the cycle of poverty and decreasing chances of economic growth because they will not receive foreign investment.ConclusionIn conclusion, the economic development of less economically developed countries is only negatively impacted by child labour. In regards to school, child labour is preventing access to education. In India young girls attend school less than boys, due to traditional values s till prevalent in the country today (Das and Mishra, 2005). Chamarbagwala argues that governmental policies should be implemented that specifically enhance the economic benefits of sending children to school thus giving families an incentive to send their children to school in India (2008). Badiwala claims there is potential for compulsory education to help eradicate child labour in India pointing to the Indian state of Kerala as an example (1998).In regards to the health of child labourers, there is evidence that states that child labour affects the final height of an Indian child, among various other serious short and long term effects (Occupational Medicine, 2006). Sadly, there are few studies that state the health effects of child labour on young girls working in the domestic or unpaid labour force.Lastly, one of the most detrimental effects child labour has on the economic development of a country is the fact that child labour devalues the work done by adults (Basu and Van, 199 9). Basu and Van argue that only when the economic situation is improved, will child labourers cease to exist (1999). Furthermore, an interesting study conducted by Bhukuth and Ballet states that sometimes parents continue the problem of child labour by having their children work alongside them in the brick kiln industry (2006). Moreover, it has been proven that child labour can be harmful economically because it decreases the countrys chance at attracting foreign direct investment (Braun, 2006). As a result, child labour is damaging to the economic development of a less economically developed country because it presents a barrier to the education of children, it risks the health of child labourers short and long term and continues the cycle of poverty by devaluing the work done by adults.

Personal Exercise Plan :: Exercise Physiology

Personal Exercise computer programme Introduction The two main areas of my Personal Exercise Plan are Health Related Fitness and Skill Related Fitness. My aim is to improve my Health and Skill Related Fitness overall. I leave do this by creating a 6 week program of all the different sports and exercises that I do each day. From this I will be choosing two raising methods. These will be Circuit discipline and Interval Training. My Circuit Training is made up of 5 stations . At each station you do a specific exercise for a set amount of time before moving onto the next station. The good thing about Circuit Training is that it is made up of aerobic exercises which I enjoy doing. I will also do Interval Training. This is a fixed pattern of fast and fall exercise. Each repetition of a pattern is called a rep and you have to finish a set (group of reps) before finishing your overall exercise session. I chose these two methods of educate because I felt that they will improve my Health Related Fitness and my Skill Related Fitness the most. My elect sport is football. I have chosen football because I know the rules of the game e.g. the difference between indirect and a direct free-kick etc. and also I play for a sunlight club. Cardiovascular training will improve my power and stamina when I kick a football and play the game generally. Interval training will improve my speed and reflexes on and off the ball. My resting heart rate is 64 bpm and my bleep test score (which I aim to beat by training in my Personal Exercise Plan when I get back to school) is 10.0. Detailed Six-Week Plan For my Circuit Training I will do 5 minutes of exercise overall each day. I will do 10 press ups, 10 sit ups, 10 step ups, 10 jumps and 10 squat thrusts. I will keep doing 10 of each exercise for 5 minutes and so record my heart rate and then time my recovery rate.

Baptism :: essays research papers

BaptismThere are many positive and negative ancestrys about infant baptism in the Catholic Church. Baptism is a Christian. Baptism is the randomness biggest sacrament known to Christian religions. Baptism is a Christian sacrament marked by a ritual, which admits the recipient into the Christian community. In the Roman Catholic customs baptism is celebrated by immersing a persons head with water. Infant baptism has a lot of good negative statements to help make this resolution so controversial. One disputation is that Catholics baptize at an early age, because of pressure of the Jewish religion. Male Infants of the Jewish faith are circumcised in order to get their right of passage into the perform. purport the pressure the Catholic church felt that they should use infant baptism as a way of passage for the Christian faith.Another more prevalent argument is the idea of infant baptism not having any biblical foundation, which is presented by Karl Barth. Barth brings up the fac ts that Infant baptism was started in the apostolic period, not the period of the New Testament itself. Barth continues his argument with the fact that infant baptism has brought about the fact that people are Christians as a result of birth. cocotte of Carthage presents positive arguments on the issue of infant baptism. Cyprian explains that infant baptism obtains remission of both sinful acts and original sin. A philosopher named Augustine helps to clear up the controversy over infant baptism being right or wrong. Augustine raises the issue that, the apostolic creed states that there is one baptism for the forgiveness of sins. Since the creed presents this then the church followed that infant baptism remitted original sin.Being raised Catholic it is hard to derive some of the negative comments. For instance I really dont believe Im a catholic because of birth. I was taken to church as a child, but as I started to understand the beliefs I could have easily rejected the beliefs of a Christian faith.

Comparison of Charlie and the Chocolate Factory Book versus Movie Essay

Comparison of Charlie and the Chocolate Factory Book Vs. MovieFor this paper, I chose the Roald Dahl modern fantasy book, Charlie and the Chocolate Factory, and the fool Willy Wonka and the Chocolate Factory. Dahls books are mostly fantasy and full of imagination. They are always a little cruel, but never without humor - a thrilling mixture of the grotesque and comic. A frequent motif is that people are not what they appear to be. Dahls works for children are usually told from the point of forecast of a child, and they typically involve adult villains, usually women who hate and mistreat children, and feature at least one good adult to counteract the villain(s). However, this tosh offers a different formula in that the adults in Charlies life are good. It is the children that he goes to the factory with that would be considered blue and there are consequences to their bad behavior. This paper will discuss some of the differences between the book and the film, as well as some of my own thoughts on the two. The film stars Gene unquiet as the eccentric chocolate maker, Peter Ostrum as Charlie, and Jack Albertson as Grandpa Joe. The film was released in 1971. It was not a full musical in the usual sense, featuring only six songs. Some were notably well received, including The Candy Man Can, and The Oompa Loompa Song. Cheer Up, Charlie and Ive Got a Golden Ticket are songs are on a regular basis edited o...

Jane Eyre?s Self-Discovery :: essays research papers

The novel Jane Eyre, by Charlotte Bronte consists of continuous journey through Janes life towards her final happiness and freedom. Janes physical journeys contribute significantly to plot development and to the idea that the novel is a journey through Janes life. Each journey causes her to experience vernal emotions and an eventual change of some kind. These actual journeys help Jane on her four figurative journeys, as each one allows her to reflect and grow.Jane makes her journey from Gateshead to Lowood at the epoch of ten, finally freeing her from her restrictive life with her aunt, who hates her. Jane resented her harsh treatment by her aunt. Mrs. Reeds attitude towards Jane highlights on of the main themes of the novel, the social class. Janes aunt sees Jane as inferior, who is less than a servant. Jane is glad to be leaving her cruel aunt and of having the chance of going to school.At Lowood she wins the friendship of everyone there, but her life is unvoiced because condit ions are poor at the school. She has come to be respected by the teachers and students, largely due to the influence of her teacher, Miss Temple, who has taken a part as a m early(a), governess, and a companion. Jane has found in Miss temple what Mrs. Reed always denied her. Also at Lowood Jane confront a nonher main theme of the novel, the ingrained fierceness, which is depicted by Bronte then typhus kills many of the students including Janes best friend, Helen Burns. This scene is especially important, because it makes Jane stronger, which is appropriate, as mentally strong people cope with violence in a more rational way.As Jane grows up and passes the age of eighteen, she advertises herself as a governess and is hired to a place called Thornfield. Although journeying into the completely unknown, Jane does not look back, only forward to her new life and her freedom at Thornfield. This particular journey marks a huge change in Janes life its a fresh start for her.Another importa nt journey Jane makes is from Gateshead back to Thornfield having visited her aunt Reed on her deathbed. By then Jane realizes that she loves Rochester. A key theme is raised here, Jane fierce desire to love and to be loved. She feels alone and isolated when she has no friends around her. This is a sharp contrast compared to other characters search for money and social position.

Ottomans 10th Grade :: essays research papers

To understand the Ottoman Empire is to understand a power mightier than even that of the Romans. It is a look back at not only boundaries and war, but an entire civilization all of its own. A civilization so advanced that it consumed land from the Danube River in Europe to the Deserts of the Arabian Plains.The Ottoman power was to be realized in by the first Ottoman leader, Osman. He was one of the few leading to dear attack the elusive Empire. Osman was able to turn nomadic tribes, Arabs, and Persians fleeing the Mongols, into a fierce army of well-trained soldiers.The notoriety of the Ottomans would be matte up in 1326. By this point, the ravening of Christians in Above A portrait during the early 14th century of Osman leading his people to a victory against the Byzantines. The Byzantine lands had direct to and escalation of power amongst the Ottomans. It was clock to strike directly at the Byzantines.Throughout the 1320s - 30s, the Ottomans captured much of the Byzantine la nds, leaving all but Constantinople and some lands in Europe. subsequently Osman had led a splendid kingdom to become an empire, his sons would rule. To preserve their throne, the Byzantines cut a disseminate to allow the Ottomans a share of the lands in the Europe. Still, by the attempt against the Byzantines, the Ottomans dealt a great deal of damage to the Christians in the west, and success to the Turks in the east.The Ottomans continued to press into Kosovo and Eastern Europe under the control of Murad I. After he exploited the Murad I led the Ottomans to one of their great focal points by capturing land in Europe and conquering the Byzantines.Next on the assencion of sultans was Bayazid. He was a sultan with great intentions. With the Hesperian lands stable at the moment, it was time to again press into Anatolia (present-day Turkey) and the Arab lands. His attempts, as a Muslim leader, to conquer Muslim lands offended umteen soldiers in his own ranks. The Christians in O ttoman Europe, who were invaded by Muslims, however, were more than glad to return the favor.With The Christians doing his dirty work for him, his reign soon fell. He died as a prisoner in Anatolia collectable to insurgents and rebels in his land.Sultan Muhammad I, however, came in time to get control re-established.Ottomans 10th Grade essays research papers To understand the Ottoman Empire is to understand a power mightier than even that of the Romans. It is a look back at not only boundaries and war, but an entire civilization all of its own. A civilization so advanced that it consumed land from the Danube River in Europe to the Deserts of the Arabian Plains.The Ottoman power was to be realized in by the first Ottoman leader, Osman. He was one of the few leaders to dear attack the Byzantine Empire. Osman was able to turn nomadic tribes, Arabs, and Persians fleeing the Mongols, into a fierce army of well-trained soldiers.The notoriety of the Ottomans would be felt in 1326. By t his point, the raiding of Christians in Above A portrait during the early 14th century of Osman leading his people to a victory against the Byzantines. The Byzantine lands had led to and escalation of power amongst the Ottomans. It was time to strike directly at the Byzantines.Throughout the 1320s - 30s, the Ottomans captured much of the Byzantine lands, leaving all but Constantinople and some lands in Europe. After Osman had led a small kingdom to become an empire, his sons would rule. To preserve their throne, the Byzantines cut a deal to allow the Ottomans a share of the lands in the Europe. Still, by the campaign against the Byzantines, the Ottomans dealt a great deal of damage to the Christians in the west, and success to the Turks in the east.The Ottomans continued to press into Kosovo and Eastern Europe under the control of Murad I. After he exploited the Murad I led the Ottomans to one of their great focal points by capturing land in Europe and conquering the Byzantines.Next on the assencion of sultans was Bayazid. He was a sultan with great intentions. With the western lands stable at the moment, it was time to again press into Anatolia (present-day Turkey) and the Arab lands. His attempts, as a Muslim leader, to conquer Muslim lands offended many soldiers in his own ranks. The Christians in Ottoman Europe, who were invaded by Muslims, however, were more than glad to return the favor.With The Christians doing his dirty work for him, his reign soon fell. He died as a prisoner in Anatolia due to insurgents and rebels in his land.Sultan Muhammad I, however, came in time to get control re-established.