Emergency management Essay Example for Free

Emergency management Essay The safety of child will always be my number one priority. I will always try my best to protect children in my care from hurting themselves, however, accidents do happen. My premises have been checked and they meet the requirements of the Early Years Foundation Stage in England. I also regularly review, update and practise my safety routines, including fire drills. As a registered childminder, I am legally required to have a valid first-aid certificate. I can administer basic first-aid treatment, and my first-aid box is clearly labelled and easily accessible. It is stored in my utility room. Parent contact numbers are with the first-aid box. †¢ I hold written permission from parents in Childs Record Folder to seek emergency treatment for their child if it is needed. †¢ All accidents will be recorded in an accident book. †¢ As a registered provider I must notify Ofsted of any serious accidents, illnesses or injuries or the death of any child whilst in my care and any action I may have taken within 14 days of an incident occurring. If I am in need of support or advice regarding a serious illness or incident involving a child in my care I may contact National Childminding Association who will log information regarding the incident with regard to their safeguarding policy. A NCMA designated officer will be assigned to my case and all the information given to them will be kept confidentially unless their appears to be a child protection issue which will be reported accordingly. If an accident or incident involving a child in my care may result in an insurance claim I will contact my public liability insurance provider to discuss my case and be allocated a claim number. This may involve discussing details of the child in my care with a third party. I also have an arrangement with another registered childminder to provide emergency back-up cover if necessary. In the event of an accident whilst child in my care: †¢ First, I will reassure the injured child while making sure that the other children in my care are safe. This may mean strapping a baby in a buggy or sitting an older child somewhere where I can see them. †¢ Then, if possible, I will deal with the accident. If not, I will ring 999 for help. †¢ If I have to accompany or take a child to hospital, I will either take the other children with me, or call my emergency back-up cover. This will be another registered childminder or known responsible adult. These people will be known to you (please see below) If there is an accident or emergency, my emergency back-up cover may contact you and you will be expected to collect your child straight away. If I manage to deal with the accident myself, then I will tell the affected child’s parents immediately. If I accompany or take a child to hospital, I will contact their parents and ask them to meet me at the hospital. If I have an accident, I will get the nearest responsible adult to help, while my emergency back-up people are being contacted. After every accident, however minor I will: †¢ Record in my accident book †¢ Ask you to sign the report and then provide you with a copy If the incident requires any medical treatment: †¢ Inform Ofsted within 14 days of an incident occurring †¢ Inform my Insurance †¢ Contact the NCMA for advice/support In the event of an accident in the Childs home: †¢ Parents must inform me on child arrival of any accident at home and record it in the back of the accident book. †¢ If I will see an evidence of injury on a child which has not occurred whilst in my care and has not been reported to me, parents will be asked for information on the incident and instructed to write in the accident book I will do my best at all times to make sure the children in my care are safe, reassured and kept calm. Emergency back-up cover |Back-up registered childminder |Known responsible adult I have read and understand the Accident and emergency policy. I give my permission for the named emergency back-up people to have my contact details for use in an emergency. I give permission for my child ________________________ to be taken to hospital and be given emergency treatment providing every effort has been made to contact me. |Childminder’s name | | |Childminder’s signature | | |Date | | |Parent(s)’ name | | |Parent(s)’ signature | | |Date | | | | | |Date policy was written | 27/07/2011 | |Date policy due for review | 27/07/2012 | Illness and emergencies policy I appreciate that as a working parent you need to be able to go to work, however if your child is unwell then they will be bettered cared for in their own home. It is my policy to keep children safe when they are in my care, promote good health and take necessary steps to prevent the spread of infection within my childcare setting: †¢ I will promote hand-washing in warm soapy water before eating or handling food and after using the toilet †¢ Each child will also have access to kitchen towel, which I will provide for each child under my care †¢ I will promote the use of tissues for children with coughs and minor colds †¢ All children in my setting who are excluded due to having an illness or an infectious disease such as a severe cold or stomach upset will not be allowed to return until they have been free from illness for 48 hours. This is in order to minimise the risk of the transmission of an infection to other children, myself or members of my family †¢ If a child arrives at my setting with a disease or illness I believe to be infectious or that poses a risk to the other children in the setting or myself I will expect the child not to attend my setting until they have been well for the recommended period of time (In accordance with the contract agreed with parents I expect to be paid for the child’s place even if they are excluded from my setting due to an illness or infectious disease) Children and babies can often become unwell with very little warning, if this happened whilst child in my care: †¢ I will contact you and expect you to pick up your child immediately and not return to the setting until your child well again †¢ If you cannot then an emergency contact will be called instead †¢ All parents are expected to provide emergency contact numbers other than their own in case they are unavailable to come and collect their child themselves I will inform the parents of the other children in my setting if there a child I care for has a diagnosed infectious disease If I, or one of the members of my family have a confirmed infectious disease, I will inform you as soon as I am able. (As I will not be able to offer my childminding service I will not charge you for the time the service is unavailable, as agreed with you in our contract) I am happy to care for a child with common coughs and colds providing they can join in with a normal day and do not need medication I will not accept a child with a high temperature as this is usually the first sign of illness and a very high temperature can sometimes lead to convulsions (Please do not bring your child if they are obviously ill as I will refuse care. Remember that I will not be able to give your child the extra atten tion that they need whilst care for other children.) I will ensure Ofsted is notified of any serious accident, illness or injury to any child whilst in my care, and the action taken in respect of it. Notification must be made as soon as is reasonably practicable, but in any event within fourteen days of the incident occurring. If you knowingly bring your child when ill this is a breach of contract and trust and in serious cases could result in termination of our contract By signing this policy you are agree that you have read and adhere to Illness and emergencies policy. |Childminder’s name | | |Childminder’s signature | | |Date | | |Parent(s)’ name | | |Parent(s)’ signature | | |Date | | | | | |Date policy was written | 27/07/2011 | |Date policy due for renewal | 27/07/2012 | Behaviour policy Behaviour policy statement: I aim to offer a quality childcare service for children and parents. I recognise the need to set out reasonable and appropriate limits to help manage the behaviour of children in my care. †¢ By providing a happy, safe environment, the children in my care will be encouraged to develop social skills to help them be accepted and welcome in society as they grow up. †¢ I do not, and will not, administer physical or any other form of punishment with the intention of causing pain or discomfort, nor any kind of humiliating or hurtful treatment to any child in my care. †¢ I endorse positive discipline as a more effective way of setting boundaries for children. Behaviour Procedure: †¢ I keep up to date with behaviour management issues and relevant legislation by taking regular training from NCMA and Early Years Service and by reading relevant publications, such as Who Minds? †¢ I agree methods to manage children’s behaviour with parents before the placement starts. These are discussed with parents during initial visits before the contract is signed to ensure appropriate care can be provided. A copy of the house rules will be given to the parent to encourage positive behaviour. †¢ Wherever possible I try to meet parents’ requests for the care of their children according to their values and practices. Records of these requirements are agreed and kept attached to the child record forms. These records are revisited and updated during regular reviews with parents. †¢ I expect parents to inform me of any changes in the child’s home circumstances, care arrangements or any other change which may affect the child’s behaviour such as a new baby, parents’ separation, divorce, new partner or any bereavement. All information shared will be kept confidential unless there appears to be a child protection issue. †¢ I offer regular review meetings with parents to discuss their child’s care and any issues or concerns, preferably when the child is not present. If I do not share the same first language as the child’s parent, I will find a way of communicating effectively with them. This may include seeking guidance from the local early years team. †¢ I work together with parents to make sure there is consistency in the way the children are cared for. A consistent approach benefits the child’s welfare and helps ensure that the child is not confused. †¢ I will only physically intervene, and possibly restrain, a child to prevent an accident, such as a child running into the road, or to prevent an injury or damage. †¢ All significant incidents are recorded in an incident book and will be shared and discussed with the parents of the child concerned so that together we can work to resolve any behavioural issues. †¢ From time to time children will have difficulty learning to deal with their emotions and feelings and this is a normal part of child development. I will acknowledge these feelings and try to help children to find constructive solutions in liaison with their parents. †¢ Distracting and re-directing children’s activities are used as a way of discouraging unwanted behaviour. †¢ I encourage responsibility by talking to children about choices and their possible consequences. †¢ I aim to be firm and consistent so that children know and feel secure within the boundaries I set. †¢ I will respond positively to children who constantly seek att ention or are disruptive. †¢ I will help children maintain their self-esteem by showing I disapprove of their bad behaviour not the child themselves. I encourage appropriate behaviour by: †¢ Setting a good example, I aim to be a positive role model as children copy what they see. Children learn values and behaviour from adults. †¢ I readily praise, approve and reward wanted behaviour, such as sharing, to encourage it to be repeated. Using praise helps to show that I value the child and it helps to build their self esteem. †¢ I praise children to their parents and other people when they have behaved as expected. †¢ I try to be consistent when saying â€Å"no† and explain reasons why it is not appropriate and considered unwanted behaviour. †¢ My expectations are flexible and realistic and are adjusted to the age, level of understanding, maturity and stage of development of the child. †¢ I try to involving children in setting and agreeing house rules. Children are guided away from doing things which: †¢ Are dangerous or hurtful or offensive to someone else †¢ Are dangerous to the child †¢ Will make the child unwelcome or unacceptable to other people †¢ Damage other people’s property. By signing this policy you are agree that you have read and agree with my behaviour policy. |Childminder’s name | | |Childminder’s signature | | |Date | | |Parent(s)’ name | | |Parent(s)’ signature | | |Date | | | | | |Date policy was written | 27/07/2011 | |Date policy due for renewal | 27/07/2012 | Safeguarding policy Safeguarding policy statement: My first responsibility and priority is towards the children in my care. If I have any cause for concern I will report it, following the local Safeguarding Children Board procedures in England. I understand that child abuse can be physical, sexual, emotional, neglect or a mixture of these. I must notify Ofsted in England of any allegations of abuse, which are alleged to have taken place while the child is in my care. Procedure: †¢ I keep up to date with child protection issues and relevant legislation by taking regular training courses and by reading relevant publications. This helps me be aware of the signs of abuse or neglect and what to do if I have a concern. †¢ I have copies of, and am familiar with, the local Safeguarding Children Board procedures. Every six months I check that I have the latest version of the relevant procedures. †¢ I have a copy of the relevant booklets and guidance; I have read them and understand them. If I am concerned about a child’s welfare, I may contact the local authority, the NSPCC, the National Childminding Association (NCMA), or other relevant support services for advice, providing this does not affect confidentiality. Child protection concerns that could identify a particular child are kept confidential and only shared with people who need to know this information. Parents must notify me of any concerns they have about their child and any accidents, incidents or injuries affecting the child, which will be recorded. I work together with parents to make sure the care of their child is consistent. If I notice: †¢ significant changes in behaviour †¢ unexpected bruising or marks †¢ any comments made which give me cause for concern †¢ deterioration in general wellbeing which causes concern I will implement the local Safeguarding Children Board (LSCB) procedures in England, without delay to minimise any risk to the child. I will call the local social services’ duty desk and follow it up with a letter within 48 hours. I will keep a factual record of the concern and will ask the parents for an explanation, providing it would not put the child at risk. The national standards for registered childminders in England and Wales require me to let Ofsted know of any concerns that I have reported without delay. If a child tells me that they or another child is being abused, I will: †¢ Show that I have heard what they are saying, and that I take their allegations seriously †¢ Encourage the child to talk, but I will not prompt them or ask them leading questions. I will not interrupt when a child is recalling significant events and will not make a child repeat their account †¢ Explain what actions I must take, in a way that is appropriate to the age and understanding of the child †¢ Write down what I have been told using exact words where possible †¢ Make a note of the date, time, place and people who were present at the discussion †¢ Then report my concerns immediately to the duty social worker who has the experience and responsibility to make an assessment of the situation. If an allegation is made against me, I will report it to Ofsted and social services following the Safeguarding Children Board procedures in England. I will also contact NCMA’s safeguarding children service on for advice and support. In all instances I will record: †¢ Child’s full name and address †¢ Date and time of the record †¢ Factual details of the concern, for example bruising, what the child said, who was present †¢ Details of any previous concerns †¢ Details of any explanations from the parents †¢ Any action taken such as speaking to parents. It is not my responsibility to attempt to investigate the situation myself. By signing this policy you are agree that you have read and agree with my Safeguarding Policy |Childminder’s name | | |Childminder’s signature | | |Date | | |Parent(s)’ name | | |Parent(s)’ signature | | |Date | | | | | |Date policy was written | 27/07/2011 | |Date policy due for renewal | 27/07/2012 | Useful telephone numbers NCMA allegations and complaints service for anyone concerned about the welfare of a child 0845 880 0044 NCMA Safeguarding Children Service 0845 880 0044 NSPCC child protection helpline – 24-hour helpline for people worried about a child 0808 800 5000 Equal Opportunities Policy Equal opportunities statement: I always aim to offer a quality childcare. I give all children in my care the opportunity to reach their full potential. Sometimes this means adapting an activity to the child’s ability and stage of development, providing additional resources or giving one child more attention and support than others during a particular activity or routine. I value and respect the different racial origins, religions, cultures and languages in a multi-ethnic society valuing all children equally, and treating each with equal concern and without discrimination. All children in my care are given the opportunity to play with all the toys (subject to health and safety with children under 3 years of age). No toys are just for girls or just for boys. I try to ensure my toys reflect positive images of children and people from different cultures and with different abilities. I have toys and resources that challenge stereotypical ideas on what careers are open to men and women. Equal Opportunities procedure: No child in my care will be discriminated against in anyway, whether for their skin colour, culture, gender, ability or religion. I will challenge any remarks that I feel are inappropriate. I will make sure that I actively promote equality of opportunity and anti discriminatory practices for all children: †¢ I encourage the children in my care to learn more about their own culture and to find out about the culture and religions of other children. We do in this in a fun way through sharing books, colouring sheets, cooking and eating food from around the world and celebrating special festivals. I provide resources such as woks and chopsticks, dressing up clothes, crayons and pencils. †¢ I encourage the children to develop a healthy respect of each other’s differences and to value everyone as an individual. †¢ I encourage Parents to share with us any festivals, special occasions or artefacts, which may enhance the children’s learning and understanding. By signing this policy you are agree that you have read and agree with my Equal Opportunities Policy |Childminder’s name | | |Childminder’s signature | | |Date | | |Parent(s)’ name | | |Parent(s)’ signature | | |Date | | | | | |Date policy was written | 27/07/2011 | |Date policy due for renewal | 27/07/2012 | Emergency Evacuation Procedure In order to keep the children and myself safe I have developed the following procedure to evacuate my home in the event of an emergency. This may be as a result of a fire, flooding, gas leak etc. The children will regularly practice the evacuation procedure with me so they will not be alarmed in the event of the situation being real. Practices will be carried out on different days of the week to ensure all children practice and the details recorded in the evacuation log. †¢ Sound the alarm (this is a whistle) †¢ Evacuate the children using the safest and nearest exit available (Babies and toddlers will be carried to safety) †¢ Take: o Attendance Record for the day o Contact numbers o Mobile phone †¢ Assemble across the road from the house (at the end of the garden if leaving via the rear of the house) †¢ Contact the emergency services †¢ Comfort and reassure the children †¢ Arrange safe place for the children to stay until parents can collect them †¢ Follow the instructions of the Emergency Services †¢ Do not return to the building until the Emergency Services have declared it safe to do so Unexpected Closure of Childminding Service I will do my best to provide a service for the hours and times that I have been contracted to work however very occasionally it may be necessary to close my childminding service. This may be as a result of me being unwell and therefore unable to work. If I have a cough or a cold I will continue to work, however if my illness is contagious then I will not be able to work, until I know I can not pass on the infection to the children or their parents. I will try to provide as much notice as possible if I am unable to work. There may be other occasions when I am unable to provide a service, for example: †¢ Following emergency evacuation of my premises (see evacuation policy) †¢ Loss of power to my home †¢ Mains water turned off †¢ Heating broken †¢ Flooding †¢ Medical emergency for myself or a member of my immediate family †¢ Death within the family I will advise parents as soon as I can if I am unable to provide a service. I will work with parents where possible to find temporary emergency childcare from amongst local childminders. I will not charge you if I am unable to provide a service. Childminding Safety On Outings Policy When taking Children on Outings it is essential that proper planning is done to ensure the safety of all children involved. I obtain written parental permission for all routine and special outings. I inform parents of any planned special trips for example to the coast or a local farm. I ensure that I take with me everything I may need, emergency Contact cards for the children, First Aid Kit, Nappies and changing bag (if required) spare clothes, mobile phone, drinks and a healthy snack. I have developed plans on what to do in the event of an emergency. I carry a contact card for each child. I have also a card on me that explains that I am a registered Childminder. I will make sure to organise outings to fit in with the needs of the children, and ensure that I have the necessary equipment and resources to keep them safe. Olly’s house rules My workplace is also my family home and I would expect all adults and children that I welcome in my home to treat me, my family and my belongings with respect. I have a few house rules that all children will be taught and expected to follow whilst in my home. This is for the safety and well being of everyone. †¢ We keep our coats, shoes and belongings tidied away †¢ Adults/Children leave dirty or muddy shoes at the door †¢ We wash hands after going to the toilet/touching the animals/before and after eating †¢ We like eating our meals at the table †¢ We walk in the house (Running, jumping, throwing, fighting or wrestling we enjoy when we play outdoor) †¢ Older children not allowed pick up babies or toddlers †¢ We say please, thank you and sorry when needed †¢ We will be kind to each other and look after each other †¢ We play nicely with the toys †¢ Sharing is a good thing to do and good manners should be used at all times †¢ We all walking together hading hands when out and about †¢ And we remember to have fun!!! (

The House of the Spirits

The House of the Spirits How is humour used to unravel the natures of the main characters and why is it used for the main theme of social injustice in Isabel Allendes The House of the Spirits and Ferdinand Oyonos Houseboy? Humour is defined as writings and other material created to make people laugh[1]. It has been used to grasp the attention of the readers, with its main purpose being to entertain. In both The House of the Spirits and Houseboy, humour has been used from the very beginnings of the novel to really acquire the concentration of the readers and keep them captivated.   Besides than adding vibrancy to the characters, humour might also serve to highlight key underlying themes in the literary work. The focus of this essay will be on how the writers have utilised humour to reveal the nature of the main characters, either by describing their characters actions in an amusing way or how their risibility provides indirect insights into how they perceive the world around them. It shall also address why writers incorporate this literary technique with main theme of social injustice in their works. In both the texts above, the writers have used humour from the very beginning whilst introducing their main characters; this usage engrosses the reader to develop interest in the character. The House of the Spirits begins with a dramatic opening in a church deliverance. Perhaps, why Allende chose to start the novel setting in a church could be to emphasize the importance of religion to the people of that particular region , but the bathos comes by an abrupt statement   by Clara: the voice of little Clara was heard in all its purity psst! Father Restrapo! If that story about hell is a lie, were all fucked, arent we The reader surely didnt expect to hear such a statement from a 10 year old girl. This shows us that Clara is very bold and forthright about her views as she is able to question what she is being taught in the church about hell. Many people simply believe everything they are taught through religion but certainly not Clara.  Ã‚   The language itself is very amusing besides the context. psst! the use of this onomatopoeia shows the disrespect for the Father as it undermines his status by   mocking him during a sermon. The highly inappropriate use of the word fucked in front of the public shocks everyone. This radical, carefree nature of hers is what brings about the humour in this piece thus it serves to be a very pertinent introduction to Clara and sets the platform for the reader to expect more unusual doings throughout the novel. Like Allende, Oyono introduces Toundi with humour. Toundi narrates of how he is proud to read and write and wants to copy the whites man custom of keeping a diary. This tells us that young Toundi is naive and filled with desire of learning a lot about the white men .The joy he gets by being literate tells us that this character is filled with promise in the future and determination. He is also revealed to be mischievous child as he had been making fun of father Gilbert but he is nonetheless the main character which undergoes metamorphosis over the course of the story. Thus humour has been successfully used to reveal the character traits, make them more colourful, interesting, lively and keep the reader engaged actively. Claras character in The House of the Spirits has been revealed further in the novel as the story progresses in various occasions, the humour usually comes out when she does something unusual and also to note is the fact that her strangeness was an attribute of her character: she is a telekinetic; is rarely attentive; she can predict futures, read dreams, and, lives a very introvert life but still she amalgamates the family together, and is extremely caring for others. The humorous bits of kinesthetic abilities, being rarely attentive (which itself is ironic as discussed later) are the key to understanding Claras character. When Esteban is shouting at Clara.Clara let him scream his head off and bang on the furniture until he was exhausted. Then inattentive as ever, she asked him if he knew how to wiggle his ears. Clara is being scolded by her husband and all she is concerned is whether he can wiggle his ears. This shows us Claras absent mindedness and care-free nature. It also serves to show us how Clara prohibits anyone from forcing her by offering resistance by being inattentive. She will never directly express her disgust but rather suppress it in a subtle manner. This shows us that her character is refined in the sense she does not have a strong body language or rebellious nature but still is very firm by not allowing herself to be oppressed even by her husband.. Again humour has been used to reveal her character trait. On the other hand, Toundi further reveals his character further when he first came to meet Father Gilbert. The Father would use to come to the village and toss little lumps of sugar like throwing corn to chicken. The use of little lumps of sugar, though is humorous, it also indicates how easily native Cameroonian people were converted to Christians in the hope of a better life, but later most of them would remain in poverty or be killed. Here humour has been juxtaposed with social injustice but to imply it in a more subtle way so as not to make the reader very sad with emotions. Toundi continues to describe how he too would fight for these lumps of sugar- and this tells us that Toundi is a boisterous kid who did not shy away from what he didnt like- but unlike Clara in The House of the Spirits ,he is willing to fight for it. It also reinforces the point made earlier about what allure white men especially Father Gilbert held for Toundi.

Drug Prohibition in Australia: Critiques

Drug Prohibition in Australia: Critiques Introduction A prohibition notice prohibits a person from carrying on certain activities which involves a serious personal injury until corrective action is initiated. Consumption of drugs spoils lives is not a new thought but the same has not been seriously considered. One of the methodologies used globally is to implement prohibition. Several studies have suggested that the prohibition based approach have proved to be a failure and are futile. Needless to emphasize that unlawful drugs cause harm both physically and socially. Drugs are major headache for all states. Drugs corrupt people and undermine society. Drugs make people unfit for work, unfit for parenting and unworthy for citizenship. Prohibition leads to huge black market in illegal drugs (Pryce, 2012). Drug consumption has worse impact as its usage does not satisfy hunger satisfaction rather the users try to find alternatives. There may be different methods for reducing the consumption of illicit drugs but prohibition has been the most reliable method found by all countries. It is, however, observed that prohibition has not been able to provide positive outcome. The easy availability, increase in drug related crimes and ruining of number of lives having dependence on drugs evidence those innovative steps or multiple actions are required to curb the consumption of illicit drugs. The drug war has remained as a priority for all political parties but it appears that it has largely been misunderstood and no concrete steps have been taken to solve the ever rising problems. One section of the researchers suggested legalizing the use of drugs but this debatable issue especially considering all drugs cannot be legalized. Drug abuse remained as a serious issue in our culture as self medication remains in practice for long and depressed people self medicate just for tolerance purposes. Prohibition policy is becoming policy of violence as holding banned drugs will take consumers behind jails and if the drug abusers are strong there is risk of life for the regulating agencies (Vibes, 2012). Main Body All the drugs for consumption cannot be put under legally permitted because of the different characteristics. Prohibition of drugs is a fundamental issue but one segment of society suggests that concept of punishment is as old as Stone Age and prohibition is an inherently violent policy. There is suggestion for reforms in Drug Policy segregating which drug is more harmful than the other, how to prevent consumption of illicit drugs. To focus on drug problems in Australia, it is pertinent to refer that records indicate that 22% of Australian population during 1998 took drugs at least once a year which is five times more than the global average. After reviewing the seriousness, strategy made by Australian rulers was tough to reduce the drug supply and trafficking which caused reduction in demand and harm caused by drugs. Till 2008 there was significant decline in drug use levels. Review of Australian initiatives by amending drug policy indicates that drug use levels declined significant ly after 1988. One of the steps taken by United Nations Office on Drugs and Crime (UNODC) is to increase the body of knowledge available to policy makers to improve the global efforts to combat the threat posed by drugs. Alternative to prohibition is to implement better control over sellers accountability and drug safety. Needless to say those drugs are sold in black market when the prohibition is enforced and there is no accountability amongst the sellers. Second alternative is reduction in availability of drugs to children. Culture also plays an important part e.g. even if there is no legal age restrictions on alcohol, the societal and family norms will prove to be effective by preventing children from than a formal prohibition policy. Thirdly, the steps initiated by Government to encourage genuine treatment for addicts are to avoid the path of punishment to deal with the social problem of drug addiction. All these actions need to be implemented as prohibition is not able to prevent the harm rather it is causing more harm in some cases. Past research studies confirm that drug-related offences account for 6 per cent of criminal cases and about 11 per cent with punishment of behind the bars (Ergas, 2 012). Prohibition has been seen as a solution but the real causes have not been targeted and alternate solutions have not been implemented due to number of reasons influenced by political administrations. Law enforcement and criminalization are linked to prohibition though other possible options to focus primarily on the health and social effects of drug use have not been given consideration to large extent. History confirms that Governments in Australia often use harsh measures for the illicit drug use and drug users. It is not in line with the steps taken for two other psychoactive drugs in widespread use in Australia, nicotine and alcohol. They are not prohibited, though associated with health, social and economic costs to public and society than the currently illegal drugs. It has been observed that in case of nicotine there has been decline in use after the regulation, taxation and social control have been invoked. But neither drug is prohibited. Instead, they are controlled not by or ganized crime, but by governments. The impact of invoking certain regulations provide boost for policy changes. It is prompting public discussions about prohibition of drugs, searching alternatives to existing criminalization approach and acceptance of the one found to be effective and acceptable to majority. This is need of the time as large number of young Australian deaths cannot be allowed to continue. In addition to the young deaths, large number of people suffers the short and long term health consequences of drug dependence, unsafe injecting practices and infections. There is decline in social standards as families suffer due to these drug abuses. It has been, therefore, suggested to reopen the national debate about drug use, its regulation and control. As suggested by other countries, change in culture and need to link parents and young people in this cause will have a major shift away from prohibition and major decline in use of illicit drugs. There has been opposition to p rohibition in Australia and other countries. Public opinion is against prohibition which provides boost in production, distribution, and control of illicit drugs into the hands of criminals and increases their corruptive influence. There is more harm resulting from prohibition which overshadows the gains from efforts by police to curb the criminal drug industry. This is in fact accepted by many politicians, police, researchers and leaders of civil society across the world. Major drawbacks of prohibition are large number of young Australian deaths annually and loss of home and property. Internationally too, the war on drugs is lost by prohibition which has prompted them to look into rethinking of international strategies about prohibition and the treaties and conventions. Another factor is the huge profits from the black market trade in drugs, these amounts to an ounce of heroin costing many times more than an ounce of gold. It has made the criminals more resourceful than law enforce ment authorities which hamper the success that police can achieve to reduce the supply of drugs. Prohibition causes an increase in the price of drugs and an increase in criminal profits and activities. It is fact that after decades of implementing prohibition in Australia, there is an easy availability of the banned drugs in streets and prisons which confirm that young people are surviving these supplies. Huge public funds used for implementing prohibition laws have gone waste looking into the growth of drug use. Had these resources been allocated and directed for health and social issues the results could have been different. Social cause is one of the most important criteria for any country. With the use of drugs there are increased chances of harm to individual drug users and their families. Large portion of this public harm is towards the younger generation and their families, mainly due to failure of the national policy of prohibition and criminalization. It has been suggested that national drug policy should be based on what is beneficial to the country and society as a whole and what factors differ from international actions (Australia 21). Liberalization of drug policy is supposed to increase the number of drug abusers, though there are no studies to support this presumption. In fact the conclusion is otherwise as in case of Cannabis policy it is summarized that after liberalization USA, Canada and South Australia, the consumption level did not change and was at similar levels or decreased following liberalization. It is evident from the studies for all countries cited above, after having adopted liberalized cannabis policy; they have experienced a substantial reduction in law enforcement costs. Prohibition has not only faced failure in Australia but on the international scale too. The drug abuse is known to have serious impact in 80 countries and prohibition could not help in curbing the spread of drug abuse. The spread of use of illicit drugs is more prevalent in developing countries. There can be different reasons e.g. transport, distribution and financing of the illicit drugs trade is increasing and the difficultie s of trying to stop this trade are becoming more complicated with every passing year. In view of international failure of the policy of prohibition, it is not surprising that real alternatives to prohibition are being considered. In the United Kingdom, there have been relaxations in punishment of people caught with possession of certain quantities of drugs. People caught may not be charged if they are found to be first timers. Many countries including Netherlands and the Swiss are now moving slowly towards drug policy reform. In USA, there are number of reforms for the drug policies and there is less support for prohibition and there are number of steps to be materialized. Other issue is reforms in drug policies which remains debatable amongst the various segments of society and political parties. In spite of the fact that reforms are slow, these cannot be ignored as this is a major issue and needs to be given importance. Drug policy reform is thought to be major alternative to the prohibition. In one of the cases, heroin was prescribed by medical practitioners and the dispensing of this drug by pharmacists was put to the House of Representatives in Canberra. Suggestions that drug law reform led to reduction in drug abuse have been found to be more effective e.g. in The Netherland, Dutch people are found to be the lowest users of cannabis in Europe considering Netherlands policy being one of the most liberal in Europe. In UK, British crime Survey, the proportion of 16 to 24 year-olds using cannabis has declined from 28% in 2000 to 21% after the downgrading of the drugs to class C. It has been suggested that use of drugs by minors causes more difficulty in controlling prohibition. It is effective policy i.e. causing accountability to seller to ensure they only sell drugs to adults, specific drugs must be legalized and sellers are under given license. Prohibition has been providing opportunity to sellers to remain hidden and they remain underground to earn huge money (Kerlikowske, 2010). There has been large number of events in the recent years evidencing that national and international recognition of serious concern related to criminalization of drugs is producing more social and geopolitical harm than benefits. There is urgency for taking new approach with future policy based on community understanding and sound research. In the recent Sydney symposium organized by Fairfax, large number of excellent studies with regard to prohibition confirming the steps taken for social cause was debated. Based on the factors that the Australian drug policy has been shaped by a national strategy around three pillars, the requirements are to look into accountability part of the supply side by supply reduction to reduce the availability of drugs through legislation and law enforcement. Change in demand reduction can be through prevention and treatment services and social awareness about the adverse impacts of usage. Recommendations done at various forums are to develop various forums for the reopening of the debate about drug policy (Douglas, 2012). There had been various control measures in USA for curbing the practice of use of illicit drugs. In 1971 President Nixon had declared war on drugs but failed. The outcome was reviewed and made public that policy of full strength against the production, supply and consumption of illegal drugs has not worked. It is easy in the developed countries to buy these drugs as per wishes of consumer. It is multibillion dollar global industry having enriched mighty criminal cartels and also posing a threat to the countries. In view of the above, to quote statement of former president of Brazil that It is time to admit the obvious, and The war on drugs has failed need to be considered seriously. Change in society and culture is equally important. Responsibilities of the public is most important In Britain, more than half a million people aged 16-24 took cocaine last year and more than a third of all Britons aged 16-59 have taken drugs at some point in their lives; one in 10 in the last year. Thes e major portions of societies need a major cultural change as it can lead to addiction and enter in crimes to fund their habit. The solution of such problems does not lie in prohibition alone; some combined efforts are needed for all the countries impacted by this underground industry (The Observer, 2009). Conclusion Beyond doubt, all must acknowledge that prohibition is a failed policy. Even after spending billions of dollars in Australia on prohibiting drugs the country has one of the highest rates of drug usage in the world, including so-called party drugs used by young people. There are different arguments for reform, including its political bipartisanship. This has been highlighted by the experts from the Australia 21 forums confirming with the vast majority of doctors, welfare workers, lawyers and others who work at the coalface of drugs policy each day. It is hence a fact the prohibition alone is unable to stop rather it is literally killing, injuring and hurting young Australians who use illicit drugs because of our irrational obsession with prohibition. It is time to stop the prohibition process and initiate actions to produce policies that actually work. Over the past decade research studies have suggested that from chronological events, change in polices there is strong shift in public opinion in favor of drug policy reforms. This is in spite of the fact that there has been no public debate organized by countries or indulging in any independent enquiry in this serious issue. Contrary to this, there is still one section of public support for the continuation of prohibition of illicit drugs instead of legalizing and regulating the use of these substances. Such studies refer to incidents in USA also wherein 82% of those polled by the Family Research Association in 1998 were opposed to the legalization of heroin and cocaine in the same manner as alcohol is legal. Similarly, during the year 2009, a Gallup poll concluded 54% of those polled were against the legalization of cannabis. In Australia, which has had the highest levels of illicit drug use, in Organization for Economic Co-operation and Development (or OECD) countries do not support the legalization of heroin, cocaine and amphetamines, and 79% do not support the legalization of cannabis as per survey conducted in 2007. Experience of prohibition has not been successful in majority of countries. In fact conventional wisdom application helped more to frame and amend the policies on intoxicants prove to be effective. Prohibition in consumption of alcohol also failed and generally speaking that drug prohibition is destined to fail too seems to be in order. However, notwithstanding ones position on the success or failure of alcohol prohibition, there are key differences between that policy and modern-day drug enforcement that renders a comparison almost useless for serious policy analysis. Public opinion states that prohibition has failed and there is need for managed legislation to curb this practice. Experienced law firms opine that war on drugs is not responsibility of courts as courts only practice what is referred to in the laws. There is need for political will for not to create a harsh environment in relation to drugs. Politicians focus is wrong and the real cause of addiction needs to b e targeted. People suggest that drugs must be made legal for the use subject to terms and conditions. Domesticity and Motherhood in the UK: 1919-1939 Domesticity and Motherhood in the UK: 1919-1939 A  return to domesticity and motherhood in Britain in the years 1919-1939 This dissertation analyses the extent of women’s return to domesticity and motherhood in Britain in the years 1919-1939. Applying to the primary sources taken from women’s magazines, newspapers and novels and utilising the feminist approach and the social constructionist approach, the research identifies social, political and historical reasons to explain women’s position at the beginning of the twentieth century. The findings of the paper suggest that after the First World War the country began to revive the cult of domesticity, returning to the traditional stereotypes in regard to females. Those women who continued to work were rejected by society. However, British women managed to turn the principles of domesticity and motherhood into a new direction, combining their domestic duties with professional careers. Thus, some received results are consistent with the previous researches, while other results provide new findings, concerning the discussed issue. In this regard, the interwar revival of domesticity does not represent women’s loss of independence, but instead contributes to the creation of a new female identity. 1 Statement of the problem Although the beginning of the twentieth century in Britain demonstrated the rise of the suffrage movement and the implementation of the voting rights for females, the period of 1919-1939 revealed women’s return to domesticity and motherhood. Despite the fact that there were some tensions between the former ideologies and new principles of females’ independence, British women successfully coped with the existing domestic restrictions and renewed the ideals of motherhood. However, the conditions of domesticity slightly differed in middle-class and working-class families due to different social status of these groups. 2 Introduction During the First World War the usual females’ roles in Britain were exposed to some changes: women substituted men in munitions factories and other plants, achieving a certain degree of independence. They faced new perspectives and managed to acquire financial security. However, in the post-war period the cult of domesticity gained much strength, and British females were forced to return to domesticity and motherhood. This sudden shift in roles can be explained by various social and political events occurred within the country. British society that experienced considerable difficulties after the War began to idealise women who devoted themselves to a family and, on the contrary, expressed enmity to those females who wanted to work and acquire economic independence. Thousands of women were discharged from factories and they could not find another place of employment. According to Jude Giles, the popular British papers constantly advocated the principles of domesticity and motherhood, strongly criticising unmarried females who challenged the existing socialstereotypes1. British fiction and films depicted women within domestic sphere, while all other spheres were restricted for females. Although the voting rights for females were preserved, constant attempts were made by some politicians to introduce certain restrictions into the process of voting. Thus, British society gradually returned to the traditional division of gender roles; and, as Martin Pugh puts it, the period of 1919-1939â€Å"marked the start of a long-term trend towards marriage†2. However, women considerably changed their marriages and their relations with men, demonstrating independence and strength. The aim of the dissertation is to analyse women’s return to domesticity and motherhood in Britain in the years 1919-1939. The research is divided into several parts. Chapter 1 provides a statement of the problem that uncovers the principal thesis of the paper. Chapter 2 conducts a general overview of the discussed historical period and the position of women in Britain since 1900. Chapter 3 discusses the critical works that are written on the issue of domesticity and motherhood at the beginning of the twentieth century. Chapter 4 discusses the research methods that provide the basis for theoretical explanation of the changes in the position of both middle-class and working-class females. Chapter 5investigates in depth various aspects of the issue, such as the impact of historical events on women in the years 1919-1939, the social and political changes that resulted in women’s return to domesticity and the depiction of these changes in British literature and mass media of the twentieth century. Chapter 6 analyses the results of the research, while Chapter 7 points at the limitations of the dissertation and gives suggestions for further research of the discussed issue. 3 Review of the literature The issue of domesticity and motherhood in Britain in the years1919-1939 has been widely researched by critics. Deirdre Beddoes points out that it was the period when the â€Å"notion that women’s place is in the home† was revived3. The researcher analyses women of middle-class society, suggesting that they greatly changed the ideals of domesticity and motherhood after the First World War. Sue Burley goes further inhere analysis; she pays much attention to women of working class, trying to give â€Å"a synthesis which will give us [readers] an overview of twentieth century femininity in Britain†4 and demonstrating women’s difficulties in dealing with household duties and work. Burley regards the period of 1919-1939 as the times when a new family with a great emphasis on domesticity and motherhood was formed, but when many women were still engaged in various kinds of work outside home, such as military, banking, nursing and teaching spheres. Susan Kingsley Kent draws a parallel between the ideals of domesticity and various stages of the inter-war period. In particular, the researcher claims that at the beginning of the First World War British society adhered to the traditional division of gender roles, that is, women spent much time at home and men took part in the battle. Kent considers that, as the War progressed, women acquired males’ places, while men revealed passivity and became rather feminised5. In the post-war period the women’s suffrage was widely opposed and criticised by British society, while females’ domesticity was maintained by all possible means. However, Pat Thane challenges this viewpoint by stating that â€Å"there is reason to question the assumption that a reasserted ideology of domesticity was successfully imposed upon women in the 1930s†6.Applying to a detailed observation of social, historical, economic and political contexts of 1919-1939 Thane demonstrates that the First World War did not change the position of women, but only slightly improved it. Billie Merman demonstrates that the cult of domesticity in Britain was maintained through British media, especially through such famous newspapers as the Express and the Mail. As the researcher states, â€Å"From the beginning of 1919 the contemporary young woman was criticised on every conceivable ground. Her appearance was derided, her manners deplored and her newly gained freedom was regarded with suspicion†7.Melman considers that the British government was afraid of females ‘independence and made everything to eliminate it. The only possible way to decrease the spread of the suffrage movement and females’ employment was to force women to return to domesticity and motherhood. As a result, unmarried working females were accepted with great enmity, creating poor conditions of living for them, especially for working-class females. Sue Burley even claims that single British females â€Å"were vilified as useless members of society†8. Such a prejudiced viewpoint reveals the attempts of the British government to utilise gender differences for their own benefits. During the First World War females were treated as an important gender group that maintained industries, that is why working females were provided with certain rights. But the attitude towards working females was greatly changed in the post-war period, when it was necessary to improve an economic situation in the country and decrease the level of men’s unemployment. Deirdre Beddoes maintains the similar notion, as she states, â€Å"In the inter-war years only one desirable image was held up to women by all the mainstream media agencies – that of housewife and mother†9. However, Marcus Collins suggests that at the beginning of the twentieth century patriarchal marriages in Great Britain were replaced by marriages based on equality and freedom, despite the attempts of the British government to destroy this equality10. In view of such ambiguous critical opinions, further analysis makes an attempt to overcome these differences and evaluate the extent of females’ return to domesticity and motherhood. 4 Research methodology The research is conducted, applying to two theoretical methods – feminist approach and a social constructionist approach. These theories provide an opportunity to analyse the issue of women’s return to domesticity and motherhood in Britain at the beginning of the twentieth century from different perspectives and historical context. As a valid tool of analysis, the feminist approach observes women’s position in Britain in the inter-war period, demonstrating the changes within society. It is also aimed at evaluating various literary works through political, social, economic and historical contexts, trying to reveal truthful portrayal of females in both men’s and women’s writing. The social constructionist approach demonstrates that women follow the norms of society that assigns specific roles for both males and females. Thus, females’ sexuality is defined by cultural and social factors. 5 Discussion 5.1. Historical Background Until the end of the nineteenth century British women had been prohibited any display of free will and independence; instead, they had to follow the existing social norms that defined them the roles of wife and a mother, depriving females of the opportunity to receive education or work. This especially regarded women of the upper and middle classes who had to subdue males in everything, because men controlled all aspects of social, cultural and political life in Britain. They also controlled family’s property, thus a wife received nothing, if she decided to divorce; even her children remained with husband. In view of such norms, it was a disgrace for a man, if his wife expressed a desire for work; as Jane MacDiarmid puts it, â€Å"Middle-class women were ladies for whom waged work was demeaning, indeed a slur on middle-class manhood†11. However, the position of British women began to slightly change with the rise of the suffrage movement, on the one hand, and the inability of females to find inappropriate match, on the other hand. Some females made weak attempts to receive education and achieve independence, but in the majority of cases parents did not allow them to acquire specific professions. Gradually, the number of British women who did not have any occupation and could not marry became so intensified that British society realised the necessity of providing women with some occupation and professional skills. But as Althea Cullen reveals, â€Å"the question of creating employment for needy gentlewomen posed severe social problems in a period when ‘lady’ and ‘work’ were contradictions in terms†12. The fact is that British patriarchal society continued to impose restrictions on females’ occupation, wishing to preserve their position of a wife and another and forbidding them to interfere into males’ jobs. As â€Å"the majority of girls in Britain received a crucial part of their education in the home†13, they could only work as governess, nurses or teachers. If women in Britain wanted to receive another occupation, such as drawing or banking, they had to acquire specific vocational training. Although some educational establishments, like Bedford College, the Female School of Design and Queen’s College were established to provide females with necessary knowledge in teaching skills and art, the number of women in these colleges was disastrously low. British society continued to maintain its previous stereotypes and considered it inappropriate for females to be earnestly engaged in such activity as art or writing, because â€Å"the serious pursuit of art was incompatible with the demands of marriage and domesticity – it unsexed women†14. When the First World War began, British females received an opportunity to replace men in the working places. Women of the middle-class society were mainly engaged in civil activity, while females of the working-class society worked on munitions factories and other industries. As Pugh states, in 1918 more than 110,000 females worked indifferent places15. However, by 1919 the situation in Britain had changed and women started to gradually return to domesticity and motherhood. On the other hand, this return was different for working-class females and middle-class females. The first group of women had used to work before the First World War and their position did not change much in the post-war period, except some improvements unemployment. But the second group of females â€Å"entered occupations which they would have never dreamt of pursuing in normal circumstances†16. As a result, some of them abandoned the work after the end of the First World War, while others continued to perform their professional duties, though the British government made everything to suppress such females ‘activity. 5.2. Domesticity and motherhood in Britain in the years 1919-1939 The First World War aggravated the living conditions of British people and intensified the problems that had already existed in the country in the pre-war period. For instance, the spread of venereal diseases began to threaten women’s fertility17, and various social changes inspired by the War resulted in the decrease of the country’s power, especially in the sphere of economics. The conditions of females and children in Great Britain were especially complex. In the absence of men, females began to realise that they had to take responsibility for their homes and children on themselves; however, they were also forced to substitute males on their working places. In addition, those males who were not killed in the War were psychologically destroyed by the war experience and the difficult economic conditions, with which people collided in the post-war period. As Sally Alexander puts it, â€Å"After the War, the sexual division of labour was again a source of friction†18. Thousands of British males who came back home in 1919 realised that their jobs were taken away by females. Thus, men could no longer support their families in inappropriate way and women refused to abandon their jobs. Such a shifting economic positions of women and men resulted in men’s unemployment that was proved by the official data of the twentieth century19. Some men had to send their children in search of a work to South or even sell them, this especially regarded young girls of British miners who lost their jobs in the post-war period. Men started to experience the lack of dignity that usually resulted in the destruction of a family or their own personalities. The situation was complicated by serious economic depression of 1921that was a direct consequence of the First World War, as many industries in Britain were destroyed. Besides, the country that lost great part of male population during the War was impaired and required fresh force to cope with the negative consequences of the War. As Kent claims, â€Å"marriage and marital sex bore the brunt of restoring social harmony in post-war Britain†20. The British government understood that it was crucial to restore the traditional division of gender roles. As women returned to domesticity and motherhood, they were gradually transformed into new females. In the pre-war period British women occupied lower legal, cultural and social position than males, but the changes inspired by the War and the suffrage movement resulted in the improvement of women’s conditions21. In particular, females turned from passive creatures to active figures, while men changed into indifferent personalities. In addition, â€Å"the British parliamentary franchise was extended to women aged 30 years Andover who were occupiers, or wives of occupiers, of land or premises of not less than five pounds annual value†22. It was also given to those females who had a university degree. This was an important change in females’ position, because since 1832 franchise had been given only tamales in Britain, according to the Great Reform Act23. New females made constant attempts to improve their marriages and their education, following the ideas of freedom and equality. For instance, they managed to create a great number of Women’s Clubs and gathered there to discuss various females’ issues or oppose some legal decisions. The fact is that, although British government provided females with the voting rights, it still restricted their participation in certain spheres of political, economic, cultural and social life24. Some British politicians considered that young females would support only one political party, thus they challenged the necessity to give legal rights to women, instead suppressing their freedom of actions and choice. As a result, â€Å"the impact of women as voters on politics and policy was slight, except possibly to reinforce conservative and Conservative Party values, including traditional values ofdomesticity†25. However, as women began to succeed in both domestic and working spheres, they proved their abilities to combine professional careers with the position of a wife and a mother. Females realised that family is their main responsibility, but according to Rhea Dorr, â€Å"Home is not contained within the four walls of an individual home, Home is the community. The city full of people is the Family. The public school is the real Nursery. And badly do the Home and the Family and the Nursery need their mother†26. If British females failed to prove their rights in peace negotiations with political leaders, they turned to active military actions that usually ended in their imprisonment. The years 1919-1939 in Britain are characterised by the spread of hunger-strikes among women that were usually suppressed by the government. Therefore, these women passed the way from ‘the gallant girls’ of the eighteenth century to ‘domestic women’ and feminists of the twentieth century. Some females worked as hard as men both during and after the First World War, running the risk of miscarriage, starvation or death, though British media, as Deirdre Beddoes claims, concealed these facts, instead introducing the stereotypic ideals of females that were changed from time to time due to social, cultural and political changes27. The British government continued to implicitly oppose women’s involvement into the working industrial process, maintaining the notion that if married females earned money, they deprived men and unmarried females of the opportunity to earn theirliving28. Such a viewpoint can be understood, if taken into account serious unemployment in Britain in 1920s. As a result, the greater part of married British women was unemployed in the period of 1919-1939. Even in 1928 when females managed to achieve equality in voting rights, their â€Å"political involvement declined still further, reinforced by powerful and effective social pressure upon women to give primacy to their domestic roles†29. Specific official policies were implemented in Britain to make women return to domesticity, as the First World War wasover30. Those married women who still worked were exposed to social rejection and punishment; in other cases, women were driven over the edge, as owners of industrial companies made them perform the same amount of work as men who were physically stronger than women. As one female worker claimed, â€Å"He [husband] might as well have a wooden woman. We’re that tired by the end of the evening we’re fit for nothing†31. As a result, many British companies preferred to hire men for different kinds of work, especially in factories, while women were hired only for seasonal or temporary activities, if there was shortage of man power during complex periods of manufacturing. As British women received training only in housekeeping and crafts, they were not allowed for qualified jobs in offices or banks32. Infect, they were suited only for household work, especially if women were more than thirty. Young girls were more appropriate for a job, because they required less salary than men and older women. Thus, women had no choice but to fully involve in domesticity and motherhood, finding new interests in this routine. It was only in 1939 that the attitude towards women began to change, and many industries preferred to hire women rather than girls or men. The formation of trade unions in Britain greatly contributed to these changes. However, British women were still forbidden to work at night and, in this regard, their earnings were comparatively low33. Such a situation had existed until the end of the twentieth century. British literature of the twentieth century reflects the conditions of women after the First World War, simultaneously revealing that women’s return to domesticity and motherhood did not deprive females of the opportunity to take part in certain occupations, especially, art, writing, home design, nursing, gardening, banking34. For instance, in Diary of a Provincial Lady Elizabeth Monica Delafield creates a woman who lives in English countryside in the midst of Two World Wars and who tries to combine her household duties with her attempts to become writer. This female character has to deal with a lazy and tedious husband, disobedient children, quarrelsome servants and other arrogant people who surround her in the village, such as Lady Bakeshop and Lady Boxed. She tries to please the members of her family in all possible ways, but receives nothing in return, except complaints and whims. In particular, her husband Robert constantly keeps silence and ignores her, as the Provincial Lady claims, â€Å"Speak of this to Robert, who returns no answer. Perhaps he is afraid of repeating himself?†35Robert is used to sit lazily and read a newspaper or a book, while his wife controls everything in the house: â€Å"Robert comes very late and says he must have dropped over the Times†36. Robert makes no attempt to understand his wife and does not want to help her; instead he is absorbed in his inner world, in his thoughts and affairs. However, the Provincial Lady is truly devoted to Robert and her children Robin and Vicky, although she tries to conceal her feelings from other people, especially her neighbours. Delafield shows that British society does not understand such devotion and love; instead, it forces people to adhere to strict norms and act like machines that possess no emotions and feelings. When the Provincial Lady talks with Lady B. about Robin, she states that â€Å"I refer to [him]in a detached way as ‘the boy’ so that she shan’t think I am foolish about him†37. In fact, the Provincial Lady implicitly criticises society, in which she lives, when she uncovers her inner thoughts through her diary. On the other hand, Delafield embodies her ideals of domesticity in the character of the Provincial Lady, portraying her as an ideal mother, a wife and a woman who successfully copes with all affairs, including children’s upbringing. The writer intensifies these images of domesticity and motherhood by contrasting the Provincial Lady with other characters, such as Robert, Lady Boxed and Lady Bakeshop. As the narrator claims at the beginning of the Diary, â€Å"Plant the indoor bulbs. Just as I am in the middle of them, Lady Boxed calls. I say, untruthfully, how nice to see her†38.These words reveal that the Provincial Lady tries to maintain good relations with everyone, including her family, friends, relatives and neighbours, but simultaneously they demonstrate that she is overwhelmed with household duties, while other people lead lazy existence. Although her family belongs to middle-class society, the Provincial Lady considers that it is her responsibility to take control over her household. She realises that in such a complex inter-war period she needs all her strength and wit to support her family and save it. On the contrary, her husband avoids any household work, failing to realise that his wife is the only person who tries to save her family from destruction. In this regard, the Provincial Lady proves to be stronger than her husband who is portrayed as a passive creature without any hopes and desires. However, the principal female character perceives reality with enthusiasm and understanding. It is an unusual sense of humour that helps the Provincial Lady to perfectly deal with various people and events. For instance, when she goes to her son’s school for a meeting, she ironically describes this visit: â€Å"Find that history, as usual, repeats itself†¦Discover strong tendency to exchange with fellow-parents exactly the same remarks as last year, and the year before it†39. In this regard, this female character demonstrates not only a complete devotion to her family, but also wit and politeness. The latter features also allow her to write essays and sketches for The Provincial Lady Goes Further. Although this woman is used to live in middle-class society that is obsessed with gossips and secrets, she constantly reveals her difference from other members. The Provincial Lady often challenges daily life of women throughout the narration, claiming that she is not able to understand them and their style of life. According to the feminist approach, women were usually misrepresented in literature40; however, such female writers as Elizabeth Monica Delafield, Jan Struthers and Virginia Woolf make attempts to overcome the traditional image of women, instead introducing a truthful portrayal of middle-class females. The female character of Jan Struthers’s literary work Mgrs. Minivan is also a symbol of British domesticity before the Second World War. Portraying daily life of Mgrs. Minivan, the writer uncovers the tensions between domestic ideologies of 1919-1939 and the feminist movement that emerged at the end of the nineteenth century. However, through the principal female character that belongs to the middle-class society Struthers reveals that at the beginning of the twentieth century women managed to overcome domestic restrictions by reviving domesticity and motherhood, but not by opposing these ideologies. In fact, Struthers demonstrates the attempts of females to balance new domestic ideology with traditional domesticity. Similar to the Provincial Lady, Mgrs. Minivan describes her household duties and her struggle for independence in the inter-war period. As Jan Struthers herself managed to combine her duties of a wife with a career of a writer, she was well aware of the inability of some females to accept the pressure of social norms. In Mgrs. Minivan the writer depicts domestication through the character’s privacy and self- respect. She is an ideal of a good woman and a wife who is not destroyed by household duties and children’s upbringing. Instead, Mgrs. Minivan utilises domesticity to shape her personality and improve her inner world. As Judy Giles puts it, â€Å"educated women may have enjoyed a degree of privacy, directly connected to the home and its pleasures, in which to nurture forms of selfhood unknown to either their mothers or their daughters†41. Despite the fact that Mgrs. Minivan has fewer servants than she used to have in the pre-war period, she has more freedom and more opportunities. After the War middle-class society lost their servants, as they were young girls who began to work on factories; however, some devoted servants remained in the disposition of these people. As Mgrs. Minivan does not have to work hard to earn her living, she utilises her knowledge to reveal herself through domestic activity, including cooking, upbringing, childcare and interior design. Gradually, a woman manages to create a true home, ‘a private room of one’s own’, as Virginia Woolf claims in her essays42. As a housewife has much free time, she is able to improve her skills income occupations. A woman no longer feels herself in a prison, but instead she transforms her home into a sacred place; such a change is obvious throughout Struthers’s narration. As Mgrs. Minivan states, â€Å"Not that she didn’t enjoy the holiday: but she always felt†¦ a little relieved when they were over. Her normal life pleased her so well that she was half afraid to step out of its frame in case one day she should find herself unable to get back†43. The principal female character does not make an attempt to run away from reality, but she finds many pleasurable things in her home, unlike females of the nineteenth century who suffered much under the control of their parents and husbands. Domesticity becomes an important part of her soul; the writer describes her domestic activities in much detail to reveal Mgrs. Minivan’s obsession with her work: â€Å"Tea was already laid†¦ Three new library books lay virginally on the fender-stool†¦ The clock on the mantelpiece chimed, very softly and precisely, five times†44. Mgrs. Minivan, similar to the Provincial Lady, likes her home and is truly devoted to her family. She manages to find her independence in domesticity and motherhood; besides, she receives an opportunity to think much about her life and the world around her. Mgrs. Minivan’s domestic activity satisfies her needs, although she collides with difficulties from time to time. But the character’s intelligence allows her to create an unusual approach to domestic affairs: â€Å"she managed to keep household matters in what she considered their proper place. They should be no more, she felt, than a low, unobtrusive humming in the background of consciousness: the mechanics of life should never be allowed to interfere with living†45. Mgrs. Minivan follows such an approach in everything, even in children’s upbringing. She reveals certain respect towards children – Judy, Vin and Toby and provides them with freedom of actions, simultaneously maintaining her own independence. This viewpoint positively contributes to her relations with a husband Clem, because Mgrs. Minivan considers â€Å"every relationships a pair of intersecting circles†46. Although Mgrs. Minivan is really close to her husband, she is also separated from him, as she preserves some parts of her identity to herself. Therefore, this female character is portrayed as a splendid mother and wife, but she is also a great individual, because she does not allow domesticity to destroy her identity, although many females were psychologically destroyed by household duties in the nineteenth century. Mgrs. Minivan strives for privacy; thus almost nothing is known about her, except her thoughts and humour. However, it is through her words, domestic affairs and relations with other people that Struthers uncovers Mgrs. Minivan. Applying to the character of Mgrs. Minivan, the writer wants to prove that domesticity provides an opportunity for self-development. In this regard, domesticity is not a barrier to independence and growth; on the contrary, as the feminist approach demonstrates, it can bring many positive results for both a woman and her family, if a person knows how to rightfully utilise them47. does not lose her sense of humour, her power and independence even under really complex conditions. When the Second World War begins, she makes constant attempts to preserve her home and save the members of her family. The character does everything with enthusiasm and reveals unusual spirit in all affairs. When Mgrs. Minivan goes shopping, she observes other people; when she does some work, she tries to diversify this daily routine. Similar to the Provincial Lady, Mgrs. Minivan mainta

British Imperialism and the Crisis in the Sudan Essay -- Darfur Region

British Imperialism and the Crisis in the Sudan Introduction One of the world’s worst humanitarian crisis is currently unfolding in the Darfur region of the Sudan. For the past 22 months, more than 70,000 Sudanese have been killed, and nearly 2 million people have fled their homes to neighboring countries. This paper attempts to explore this present day civil war and genocide taking place in the Sudan. This is an event of epic proportions that will have vast implications for the future of the country and the continent. Understanding the history of European colonialism in Africa, as focused through the lense of the Sudan, is the purpose of this paper. Primarily, the paper will analyze the history of European imperialism in the region of the Sudan, and attempt to understand how the British occupation of the country provided the framework and foundation for many of the problems today. Furthermore this paper will explore the implications that this genocide will have in the international realm of politics; the lack of media expos ure of such an horrific event is another avenue of exploration in this paper. In present day Sudan the country is divided across political and religious lines that are so deeply rooted that a peace resolution does not seem likely in the near future. The world is simply waiting and hoping that the conflict will be resolved internally without aid from the outside world. The manner in which the world is responding to the conflict in the Sudan is indicative of the manner in which the world has always viewed Africa and its people. Dating back to as early the 1400s the world has always viewed the people of Africa as second-class citizens and have treated them as such. This mindset still p... ...aphy Anderson, G. Norman. Sudan in Crisis: The Failure of Democracy. Gainesville: University Press of Florida,1999. Khalid,Mansour. War and Peace in Sudan.London: Kegan Paul, 2003. Thomas, Graham F. Sudan: Struggle for Suvival. London: Darf Publishers Ltd., 1990. Voll, John O. Sudan: State and Society in Crisis. Bloomington: Indiana University Press, 1991. The Economist. 31 July 2004. â€Å"Human Rights Watch.† http://www.hrw.org/english/docs/2004/08/27/darfur9268.htm 27 August 2004. â€Å"Socialist Party.† http://www.worldsocialism.org/spgb/sep04/ â€Å"Oxfam News†.http://oxfam.ca/news/Sudan/Q&A2.htm. November 2004. â€Å"Socialist.net†.http://www.socialistworld.net/index2.html?/eng/2004/09/07sudan.html. â€Å"BBC News†.http://news.bbc.co.uk/1/hi/world/africa/3496731.stm. â€Å"U.S. Department of State†.http://www.state.gov/r/pa/ei/bgn/5424.htm. October 2004.

Not a Problem :: Argumentative Internet Equal Access Essays

Not a Problem In today's hi-tech world, there are millions of people who are connected through the internet. Almost all of these users are living in industrialized nations, such as the United States. But there are many nations that lack the infrastructure necessary to support such forms of communication. Many of these nations are third world countries. In this essay, I am going to discuss the benefits and drawbacks of providing deprived regions of the world with such technology, and I will offer some better ways to spend our limited resources. I would have a difficult time arguing the case that no good could come from a world where everyone is connected to the internet. In fact, the world could benefit greatly if everyone was connected. The challenge lies in weighing the costs and the benefits. Is it worth the time and money needed to bring these people together? If general population of internet free individuals had the capabilities to connect to the rest of the world, would they utilize the technology? Do other issues need to be taken care of before we about giving everyone access to a computer? These are all things that need to be considered when addressing the topic of fair access. To get things started, how would giving people, who are currently without access to the internet, some form of connectivity help the rest of the world? I think that bringing the deprived people a tool as useful as the internet would do great things. Granting accessibility to the near endless expanse that we call cyberspace would bring a wealth of information to the destitute and uninformed. People would be able to communicate and express themselves in ways that had never been possible. They would be able to make educated decisions about issues that they may have otherwise not known about. The internet would bring another dimension to millions of people's lives. But how useful would this information be when more than nine hundred million adults cannot read, and millions more are considered functionally illiterate (Mooney 366). I will admit that bringing the internet to these people would bring them vast quantities of information, but that information is useless if they do not have the fundamental knowledge needed to decode the text that is the foundation of every webpage. Consider this for example: I could hand you a book containing all the secrets of the universe, but if the book was written in code, you would not be able to do anything with that knowledge.

Four Theoretical Approaches to Metaphysics Essay

There are four theoretical approaches to the metaphysics and they include Dualism and the theory that what exists on can do so on two levels the physical or the mental. The next approach is Materialism which theorizes that everything exists on a physical level. Then there is the Idealism approach which states that everything that exists is mental or spiritual. Finally, there is Alternative Views which theorizes that what exists in neither mental nor spiritual but believed that what exists is both, which means that what exists is neutral. In the Materialism theory of metaphysics it is said that everything is made of some kind of structure that are now called atoms. These atoms are governed entirely by physical laws and are thought to make up everything that we know and see. There were and are still many men in the scientific community that feel this way, but the most pronounced one was named Thomas Hobbes. Hobbes implied â€Å"clearly that all things are made of material particles and that all change reduces to motion. † (cite) His theory states that everything is matter in motion to include an individual’s thought process. Hobbes goes into detail about how this process works and called it perception or sense. His way of describing it is the fact that things have different properties and that the properties do not really exist. The properties of an object are based on what we perceive them to be. We perceive a rose to be beautiful, smell nice, and have red pedals. Those properties according to Hobbes are all based on perception and the rose does not actually have any of these traits. â€Å"The things that really are in the world outside us are those motions by which these seemings are caused. (cite) Hobbes describes perception as motion from the outside effects the motion of the inside of a person. The motion on the outside affected the motion on the inside and leaves a lasting effect after the motion is complete or dispersed then the motion that remains behind on the inside is left as a memory. The motion that is still on the inside is a perception and in turn is the root cause for thinking, imagination, and memory. As humans we describe this reaction by assigning words to these perceptions and Hobbes labeled that as reasoning. The way that people reason is nothing sort of â€Å"adding and subtracting of the consequences of general names. † (cite) The easiest way that this can be explained would be to refer it to a computer. The hard drive is considered as the movement on the inside and the keyboard and mouse as the outside. The hard drive is made up of a disk and magnet and works by taking the disc and spinning is around at a rapid pace. Next the magnet is moved around to encode the data to the hard drive. This whole process is done through movement and if stationary there is nothing that can be done to retrieve or store information. First to store or retrieve information an external source of movement needs to happen. Movement from the outside was represented as a keyboard and mouse. The keyboard and mouse which is movement from the outside affects the hard drive which is the movement from the inside and vice versa. Now that movement has been represented the reasoning of information needs to be considered. Now we understand what movement effect movement means we can now address the fact of reasoning and perception. All of the information that the computer takes in needs to go somewhere and needs to be retrieved again. The computer makes sense of all the data by assigning numbers to all of the data so that it can be retrieved again. This aspect would be considered our perception which is reasoning which as Hobbes stated before is our thinking, memory, and imagination. Now some people would argue that Hobbes theory does not take into accounts decision making and other voluntary actions, but he does go into detail about how that process works. Hobbes addresses the finer points of the decision process by stating that every decision or movement starts of as an â€Å"endeavor† which was caused by perception. He then breaks it down even into two groups consisting of desire and aversion. When the endeavor is toward something then it is considered a desire and when it is away it is considered an aversion. We associate desire and aversion with words like love and hate or good and bad. So according to Hobbes the basic principle of our decision making is like a magnet. Let’s look at the magnet that is in the computer and affects the hard drive. Sometimes data can be corrupted and the information will not take to the hard drive. The process of corrupt data being entered from the outside can be considered as an aversion. Now any information that the system lets in can be considers as desire. If that did not make sense then lets look at a magnet in general. A magnet has a positive and a negative side. Anything that is attracted to the positive side can be considered a desire and anything that is repelled by the negative side can be considered an aversion. In the recent years there has been some advancements in technology that allows us to uncover the mysteries of the universe. Scientists have found matter that is smaller than atoms and they are calling them subatomic particles. It has been discovered that these particles make up every aspect of the universe and are comprised of some type of energy that is connected with everything else. After this discovery a lot of scientists are rattled about their theory and if Materialism is really the right type of metaphysical theory to go with. However, this does not completely rule this theory out it just seems like that needs to some changes or tweaks to the way that we think about Materialism.

Creon’s Soliloquy: A Cathartic Ending Essay

A number of scenes in â€Å"Antigone† are equally significant. These include the confrontation between Antigone and Creone, the confrontation between Creon and his son, Haemon, and the death of Haemon, which signifies the fall of Creon. However, there is one scene that cannot be omitted from the play. In fact, it is the scene that everyone awaits, when the king cries in agony for the great tragedy that happens in his kingdom. This is the final scene showing Creon’s soliloquy as he reflects upon his ill-doings and his ill fate. The scene is very sensitive. Any actor performing it cannot overdo it or underperform because doing so would lead to a different interpretation. Considering that Creon is a king, the actor cannot overdo the performance because it will destroy the characterization that Sophocles established from the very beginning. Therefore, the actor should act it out with much intense demonstrating the depth of Creon’s emotional suffering and at the same time with some poise, somewhat showing the king’s apathetic nature. Some may argue that the final scene in the play demonstrates nothing but Creon’s remorse over the deaths of his loved ones but reading between the lines will give one the perception relating to his apathy towards his wife and the tragedy that happened. His inquiry about his wife’s death illustrates his apathetic nature. As he questions the messenger, â€Å"In what wise was her self-destruction wrought?† he shows an example of a hardened man, who can accept news about the death of his wife. Similarly, the inquiry he makes could also be due to the confusion he suffers from at the moment. He is taken aback by what happened, thus unable to accept it, he suddenly becomes tongue tied, unable to express his real emotions. This may be the reason why the author chose to end the play in this way, with some degree of silence, unlike other tragic plays or movies where characters scream upon discovering the death of their loved ones. Aside from the confusion that he experiences, Creon is subdued at the end due to his status in the kingdom. Because of his reputation as a king, he cannot express his agony by screaming or weeping out loud because he is trying to conceal his shame from all who would scorn at him. In his heart, this arrogant king knows that the tragedy in his own house would cause others to ridicule or laugh at him, especially since he once ignores the prophecy of the wise old man Tiresias, who warns him of his fall before it occurs. In this consideration, the scene showing Creon’s soliloquy must be performed exactly with some blend of temperance and agony to show confusion and pride. Despite the temperance that King Creon shows in his soliloquy, the scene is very important because it signifies Creon’s purgation of remorsefulness and fear. The scene adheres to Aristotle’s requirement for catharsis (as mentioned in Matthews) because it shows that despite the cruel and malevolent behavior of Creon, he is still capable of love, self-reflection, and sorrow. From the beginning till the death of Antigone, Creon is pictured as a fierce and strong’s king, which somehow dehumanizes the character. However, at the end, as he utters his sorrow for the deaths of his son and wife, the audience realizes that behind this man is a heart that can love, a mind that can bend when his loved ones’ welfare is at stake. Even though the remorse is expressed only at the end, it is very important and cannot be omitted. Without it, people will not be pleased by the ending, because they have to experience catharsis at the end. Catharsis is achieved by the king’s pouring out of emotions, although restrained to the very end. What happens is, as the character feels sorry for his fate, the audience reacts and agrees to his penitence, making them feel the catharsis at the same time. The cathartic ending will not be complete without the element of music. To make the scene convincing to the audience, it is important to choose a dramatic melody, one that suggests requiem not only for the deaths of the mother and son but also due to the fall of the king and his death-like sadness. Also, the scene will not be complete without dimming lights, which slowly vanishes on the part of Creon as the scene ends. Work Cited   Storr, F. Trans. â€Å"Sophocles’ ‘Antigone’.† London: Harvard University Press and William Heineman, Ltd, 1912. Matthews, H. â€Å"Catharsis in Antigone.† N.d. 19 May 2009 < http://www.bishops.k12.nf.ca/english/lit3201/cathrsis.html>.