Strategy For Sustainable Construction 2008

Strategy For Sustainable Construction 2008 According to OGC Guide (2003), sustainability includes environmental, social and economic factors, and construction affects all three areas. HM Treasury launched a three-year Sustainability Action Plan in June 2000 which sets out how the government client would take forward the sustainable development agenda through better procurement of new works, maintenance and refurbishment. The Strategy for Sustainable Construction aims to achieve sustainable construction through procurement, good design, innovate the construction process, continuous professional development of people, better regulation, climate change mitigation, climate change adaptation; reduce per capita consumption of water, enhancement of biodiversity, reduction of construction waste to landfill and using materials having least environmental and social impact. (HMG, 2008) According to Glover (2008), the following points should be taken into account while drafting construction contracts Identify the client and principal contractor; Identify who is responsible for complying with the regulations and drafting and updating the SWMP; Decisions in relation to sustainability provisions; Identify the different types of waste that will be produced in the course of the project and describe what waste management action will be taken; Identify who is responsible for removing the waste Construction Projects and contracts are already subject to certain sustainability provisions like clause 4.18 of the FIDIC Red Book entitled Protection of the Environment. Similarly, clause 16 of the JCT 2007 form states that the provider will assist the employer and the other project participants in exploring ways in which the environmental performance and sustainability of the Tasks might be improved and environmental impact reduced, for instance, selection of materials and adoption of construction techniques which result in reductions in waste. The wording of Clause 16 of the JCT 2007 form is similar to paragraph 56 of JCT Framework Agreement Guide. The government has introduced a number of legislative provisions like Site Waste Management Plans Regulations 2008, Energy Performance of Buildings Regulations 2008, Housing and Regeneration Act 2008, Landfill Tax and Code for Sustainable Homes 2008. (Glover, 2008) Having identified sustainability as a key issue, the JCT conducted preliminary discussions with senior industry figures. As a result of those discussions, the JCT launched a consultation, to deal with sustainability in construction contracts and ultimately the issue of how sustainability should be addressed in JCT contracts. The findings of the consultation were published in a guidance notes called Building a sustainable future together. It revealed that detailed requirements should be contained in the project specification rather than in the contract. The guidance notes also sought to address the feeling amongst participants that guidance was needed for tackling sustainability in contractual documentation. (Law-Now, 2009) The incorporation of suitable provisions in guidance notes or clauses in construction contracts offers the clients to incentivise to improve sustainability. Areas for possible inclusion under the heading of sustainability, are: sustainability targets, desired levels of energy, and water use; targets for waste minimisation and recycling; requirements for use of materials that come from sustainable sources; targets for health and safety of the workforce on site; targets for training and appropriate skills levels; requirements for use of up-to-date integrated supply chain methods including improved logistics and use of logistics plans; and targets for improved working conditions for staff both on and off site. Considerations on the transport side, both for bringing staff on site and bringing materials to the site will also be important to the overall carbon footprint of the project. (JCT Consultation Paper, 2008) Sustainability Objectives have to be reflected in the employers requirements and carried through into contract drafting. There are already a number of existing contractual provisions in many standard form contracts which can be tailored to address sustainability, for example, clause 2.15 of JCT 2005 Design and Build regarding Changes of law. A mechanism similar to liquidated and ascertained damages can be an effective means of ensuring delivery of sustainable requirements. Use of clear objectives and deliverables linked to a compensation mechanism is the key to delivering sustainable development through contract drafting. (Douglas and Oats, 2008) The principal purpose of Revision 2 is to recognise the increasing importance of sustainability and to provide a flexible framework. The sole alteration has been the insertion of the new Seventh and Eighth Recitals (Framework Agreement and Supplemental Provisions). Entries are provided against the references to them in Part 1 of the Contract Particulars. The default position for each Supplemental Provision is that it applies unless otherwise stated. (JCT Guide, 2009) The sustainability wording encourages the contractor to suggest economically viable changes to the works, which might result in environmental benefits to the works and requires the contractors to provide the employer with information on the environmental impact of the materials they select and use. (Law-Now, 2009) JCT SBC 05 has fall-back provision regarding sustainable development, which is according to clause 2.1 which deals in compliance with the contract documents, the construction phase plan and the statutory requirements. The key to sustainable construction is that the sustainability provisions are incorporated in the design and specification. In sustainability terms (as with any contract), there are two questions that need to be asked which are, what is the loss and what are the ordinary standards applicable when asked to incorporate sustainability provisions. (Glover, 2008) Under the Society of Construction Law Delay and Disruption Protocol, it is possible to build sustainability provisions into the definition of practical completion i.e. a project is not complete unless certain sustainability standards have been achieved. The contractor might require the addition of a new relevant event under clause 2.29 of the JCT Standard Building Contract to account for the risks of such provisions. Clause 2.29.12 already deals with the risks of a change in the law i.e. the introduction of new environmental regulatory provisions. The client and the contractor have to decide who carries the risk for increase in prices of commodities for sustainable construction. (Glover, 2008) According to Glover (2008), the collateral warranty in terms of sustainability can be stated as The consultant warrants and undertakes to the employer that it has and will continue to use reasonable skill and care that it shall endeavour at all times to specify for use materials from the BRE Green Guide to Specification. To conclude, the JCT seems to be deciding between Aspirational clauses and specific obligations. The key to incorporating sustainability provisions into your contract lies with getting your specification right. When it comes to enforcing that specification, there are two options. Firstly, monitor the performance of the contractor through the use of Key Performance Indicators, which must of course be agreed in advance. Secondly, make sure that the achievement of practical completion is linked to the achievement of the sustainable goals you want incorporated into your project. (Glover, 2008) 2. According to NEC3 clause 10.1, the Employer, the contractor, the project manager and the supervisor shall act as stated in the contract and in the spirit of mutual trust and co-operation. This is similar to JCT 05, Schedule 8 (Eighth Recital) paragraph 1, which states that the parties shall work with each other and with other project team members in a co-operative and collaborative manner, in good faith and in spirit of trust and respect. In the NEC3, when Option C, D, E F are used, Clause 20.3 states that the contractor advises the project manager on the practical implications of the design of the works and on subcontracting arrangements. Clause 20.4 states that the contractor prepares forecasts of the total defined cost for the whole of the works in consultation with the project manager and submits them to the project manager. According to NEC3 clause 25.1, the contractor cooperates with others in obtaining and providing information which they need in connection with the works. According to NEC3 clause 40.3, the contractor and the supervisor each notifies the other of each of his tests and inspections before it starts and afterwards notifies the other of its result. These clauses illustrate the collaborative working environment. (Telford, 2008) JCT SBC 05 contains an express undertaking to comply with the statutory requirements and Construction Phase Plan in clause 2.1 which covers Health and Safety legislation. According to clauses 3.23 and 3.24, the contract also makes provision with respect to the CDM Regulations and a CDM Co-ordinator as well as a Principal Contractor is appointed by the Employer. The Part 2 of the CDM Regulations sets out the duties of clients, designers and contractors. According to JCT 05 Schedule 8 (Eighth Recital) paragraph 2, the parties will endeavour to establish and maintain a culture and working environment in which health and safety is of paramount concern. This supplement provision adds an obligation to comply with non-statutory HSE and HSC codes. (JCT Guide, 2009) This is similar to NEC3 clause 27.4, the contractor act in accordance with the health and safety requirements stated in the works information. It is necessary to include in the contract any particular requirements which the employer has and are in parallel with statutory requirements. These requirements may include such matters as the safety regulations of the factory, a health and safety plan for the whole site, submission of safety policies and which party is responsible for maintaining areas used by several contractors in a safe condition. (Telford, 2008) Also, clause 91.3 of NEC3 deals with the termination of the contractor in substantially breaking a health and Safety Regulation. For further reading on Health and Safety issues, there is a guide on Health and Safety in the Achieving Excellence suite which identifies how client decisions and activities impact on health and safety. (OGC, 2003) According to NEC3 clause 16.1, the contractor and the project manager give an early warning by notifying the other as soon as either becomes aware of any matter which could increase the total of prices or impair the performance of the works. Also, the intention of clause 16.3 in NEC3, regarding risk reduction meeting is to take action or make decisions which avoid or mitigate the effects of identified risks on cost, quality and time which helps in saving cost. The concept of Contractors share is used in Option C D of NEC3. The purpose of the Contractors share is to encourage effective management control of the final Price of Work Done to Date relative to the target i.e. for saving cost and value improvements. (Telford, 2008) The clause 63.10 of NEC3 deals with the reduction of price if the effect of the compensation event is to reduce the total defined cost. Similarly, the intention of clause 63.11 is to encourage the contractor to apply value engineering principles to the works inf ormation and save cost and improve value. (Telford, 2008) This is similar to JCT 05 supplement provision Schedule 8 paragraph 3, according to which, the contractor is encouraged to propose changes to designs and specifications for the works and to the programme that may benefit the employer in the form of reduction of cost of the works. It is during the pre construction phase that most value improvements are derived by value engineering exercises. Further opportunities for value engineering exercise arise in context of variations where cost saving can be done. (JCT Guide, 2009) For further reading, there is a guide on Whole-life costing and cost management in Achieving Excellence Procurement Guide suite which provides advice on producing whole-life cost models and explains what needs to be done to keep costs under control at key stages in the project. (OGC, 2003) Sustainability Development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs. (Glover, 2008) According to JCT 05 supplement provision Schedule 8 paragraph 4, the contractor is encouraged to suggest economically viable amendments to the works which may result in an improvement in environmental performance in the carrying out of the works and the contractor shall provide all such information that the employer requests regarding the environmental impact. According to clause 2.3 and clause 2.9, the JCT has taken an active role in establishing the importance of proper information being available on the environmental impact of materials and goods selected by the Contractor. (JCT Guide, 2009) Also, JCT SBC 05 has fall-back provisions regarding sustainable development, which is according to clause 2.1; the contractor shall carry and complete the Works in a proper and workmanlike manner and in compliance with the contract documents, the construction phase plan and the statutory requirements. This is similar to NEC3 Option X2 regarding Changes in the Law. Any legislation or regulation by the government regarding sustainable development can be incorporated in the NEC3 through this clause. As well as Option Z can be used in NEC3 to incorporate sustainable construction in the contract by adding additional conditions to the contract. Performance can be measured by Standard Key Performance Indicators, Post-project implementation reviews and Client performance surveys. The Improving Performance: project evaluation guide as well as benchmarking can be used to measure performance throughout the life of the project. (OGC, 2003) According to NEC3 Option X20, the contractor reports to the project manager his performance against each of the Key Performance Indicator (KPI) stated in the Incentive Schedule and if the target is not achieved then the contractor submits a proposal to the project manager for improving his performance. If the target is achieved or improved then the contractor is paid the amount stated in the Incentive Schedule. Also, the employer may add a Key Performance Indicator and associated payment to the Incentive Schedule. (NEC3, 2008) This is similar to JCT 05 supplement provision Schedule 8 paragraph 5, according to which, the employer shall monitor and assess the contractors performance by reference to any performance indicators stated in the contract particulars and where the employer considers that the target may not be met, he may inform the contractor who shall submit his proposals for improving his performance. Another feature of NEC3 Option X17 is that, if a defect included in the defects certificate shows low performance with respect to a performance level stated in the contract data, the contractor pays the amount of low performance damages stated in the contract data. The performance of the contractor is certified by the supervisor following a specified performance test to be carried out between completion and defects date. (Telford, 2008) In JCT 05, according to Section 108 of the Housing Grants, Construction and Regeneration Act (HGCRA) 1996, a construction contract should enable a party to give notice at any time of his intention to refer a dispute to adjudication. If a dispute arises, the parties should consider whether to allow a reasonable period for negotiation before recourse to adjudication or other external means of resolving the dispute. (JCT Guide, 2009) This is similar to NEC3 which has also incorporated HGCRA 1996 in Option Y (UK) 2. According to NEC3 clause 13.7, a notification which this contract requires is communicated separately from other communications. In NEC3, Dispute Resolution is dealt using two options namely Option W1 which is used in international contracts outside UK and Option W2 which incorporates HGCR Act 1996 and is used in UK. According to NEC3, Option W1, disputes are notified and referred to the Adjudicator in accordance with the Adjudication Table. While in case of Option W2, a party may refer a dispute to the Adjudicator at any time. According to clause W2.3, a party gives a notice of adjudication to the other party with a brief description of the dispute. Within seven days of a party giving notice of adjudication he refers the dispute to the Adjudicator, provides information and send a copy of the information to the other party. If the subcontract allows, the contractor may refer the subcontract dispute to the Adjudicator at the same time. The Adjudicator may review and revise any action or inaction of the Project Manager or Supervisor, take the initiative in ascertaining the facts, instruct a party to provide furt her information or instruct a Party to take other action. The Adjudicator decides the dispute and notifies his decision and his reasons within twenty eight days. If a party is dissatisfied by the decision of the Adjudicator, he may notify the other party within four weeks that he intends to refer it to the tribunal. The tribunal has the power to reconsider any decision of the Adjudicator. The parties can settle the dispute through arbitration as well. (NEC3, 2008) According to JCT 05 clause 9, the parties can settle the dispute in four ways i.e. through mediation by using a third party to assist the negotiation process(Clause 9.1),refer disputes to Adjudication (Clause 9.2) and the procedure is similar to NEC3, refer disputes to arbitration (Clause 9.3 to 9.8) and litigation (Article 9). According to JCT 05 supplement provision Schedule 8 paragraph 6, each party shall promptly notify the other of any matter that appears likely to give rise to a dispute or difference. The senior executives nominated in the contract particulars shall meet as soon as practicable for direct, good faith negotiations to resolve the matter. In the case of the sixth Supplemental Provision (Notification and negotiation), there is a further entry for nominated employees. (JCT Guide, 2009) Word Count: 2862 References: Issaka Ndekugri and Michael Rycroft, 2009, the JCT 05 Standard Building Contract: Law and Administration JCT Consultation Paper, 2008, Sustainability JCT 05 Standard Building Contract Guide, 2009 JCT (2009), Standard Building Contract with Quantities 2005 Jeremy Glover, 2008, Sustainable Development in the Construction Industry, Retrieved from: http://www.fenwick-elliott.co.uk/files/Sustainable%20Development%20in%20the%20Construction%20Industry.pdf (Accessed on 25th January, 2010) Law-Now, 2009, Construction industry body embeds sustainability in its standard form contracts, Retrieved from Blackboard NEC3 (2008), Engineering and Construction Contract 2005 Simon Oats and Tom Douglas, 2008, Sustainability Contracts Strategy for Sustainable Construction, 2008, retrieved from: http://www.strategicforum.org.uk/pdf/1381-Report.pdf (Accessed on 25th January, 2010) Sustainable construction, Retrieved from: http://www.berr.gov.uk/whatwedo/sectors/construction/sustainability/page13691.html (Accessed on 25th January, 2010) Thomas Telford, 2008, NEC3 Engineering and Construction Contract 2005 Guidance Notes

Phobia, Afraid of Death Essay -- Psychology, The Nick Adam Stories

Most people are afraid of death. Some people are scared of being dead; others are terrified of the act of dying. However, the fear of death does not occur naturally; usually little kids do not even know what death is. This kind of fear can originate from early childhood, especially in brutal environments. Facing a horrifying experience may result in psychological trauma, which causes fears and nightmares. When we are little we have our family to take care of us and make fears manageable. But what if parents are not capable of doing that? What if they think that it is better for their child to go through fears alone? Ernest Hemingway in The Nick Adams Stories provides an example of the consequence of parents’ refusal to guide their child through his early and difficult experiences. Nick Adams is afraid of death as a result of his violent environment and lack of parental support. Nick’s childhood begins in the Michigan woods where his father takes him to fish and hunt. From those early years Nick is scared of the unknown and indefinite which is an indication of death: â€Å"He was not afraid of anything definite as yet. But he was getting very afraid.† (14). Then he realizes that he would die someday too. Here the child firstly realizes what the death is and then gets scared. However, his parents do not help Nick overcome those fears earlier, which lead to Nick’s obsession with death later in his life. In â€Å"Indian Camp† where Dr. Adams takes his boy to watch a woman in labor, Nick has his first encounter with both birth and death. Watching his father perform a very rational but fierce surgery and witnessing woman suffer from pain leads to psychological trauma of Nick. Although Nick is trying â€Å"not to see what his father is doing† (19), D... ...llow color of the house signifies Nick’s cowardice† (32). When Captain Paravicini tells Nick that he is very courageous, he answers: â€Å"No†¦ I prefer to get stinking. I’m not ashamed of it.† â€Å"Besides associating yellow with cowardice, most scholars agree that Nick’s mind has provided ‘the yellow house in place of the sensory details of his wounding and death’† (Quick, 32). The phobias people have can be due to different reasons, most of the time these come from something they either experienced or have somebody told them (second hand experience). In Nick's case it was both. More over, the intensity of the events happening in his life is tremendous. The outcomes can be seen in Nick's deep trauma and his psychological disability that causes significant distress and fear of death. The state Nick is in can be very harmful and can even have lethal effect on him.

Essay --

Genetic resources are species, subspecies or genetic varieties of plants, animals and microorganisms that currently provide important goods and services or may be capable of providing them at some time in the future. Given the rapid increase in biotechnology and limitations of current knowledge, virtually all plants, animals and microorganisms qualify as genetic resources. The main focus is plants in medicine where by the points, herbal medicine, aspects of the economy and eventually conflicting interests between local livelihood and commercial industries, the value of exploitation of the ecosystem for the human economy, plants impact on medicine, public concerns and criticisms regarding the use of genetic modified crops usage and the factors that affects socio-economy and economic value of the medicinal plants are addressed clearly. The use of herbal medicine seek to explain whether the products used while extracting the medicine is of best quality or not and if it is health and safe. Plants have been used in medicinal purposes such as well-being enhancing, protection from evil spirits and to protect from lightning. Modern medicine is expensive and cannot be easily accessed by the poor people therefore it is better for them to go for primary healthcare. Herbal medicine is also highly in demand in the developed world because it is believed that it is safe and has fewer side effects. World Health Organization survey indicates that about 70-80% of the world population particularly in the developing countries rely mainly on herbal medicines for their primary healthcare (WHO, 1998). In Nigeria the usage of traditional medicine has been put in place in order to meet everyone’s healthcare system since the western medicine only caters f... ...a socio-economist I might say the use of GM crops in medicine have benefits to the natural ecosystem by greatly reducing the soil erosion, providing habitats to small creatures and reducing the loss of groundwater, this really means the restoration of the exploitation done on the ecosystem for the human economy. â€Æ' REFERENCE LIST Cocks, M. and Moller, V. 2002. Use of indigenised medicines to enhance well-being: A South African case study. Pp.387-397. Gowon, B.A. and Goon, D.T. 2010. Health sector reforms in Nigeria: The need to integrate traditional medicine into healthcare system. African Journal for Physical, Health Education, Recreation and Dance. 16(3). Pp.373. http://bmb.oxfordJournals.org accessed on [25/02/2014] WHO. 1998. Quality control methods for medicinal plants: determination of microorganisms. World Health Organisation. Geneva: Swirtzerland, pp.64-73.

Assess explanations of gender and ethnic inequalities in health chances

* Using your knowledge assess explanations of gender and ethnic inequalities in HEALTH CHANCES * Write about the health chances for the different situations within society. Health Chances- Can be defined as the likelihood and possibility for an individual to become ill or unwell in view of his/hers overall health and well-being also considering the affect on an individual in view of the different situations within society. Health Chances is sometimes overlooked in view of the different situations within society. It can be said firmly that both gender and ethnicity unfortunately create inequalities in health chances within society. Health Chances clearly vary in these two situations and as a result have caused problems within society. Statistics in Gender inequality in health clearly show a high percentage for women in both Morbidity and Mortality Firstly, gender results to inequalities in health chances due to various factors and situations within society. Women's position in society affects their experience of health chances. Women indeed can be said to be more open and co-operative than men in view of their general health and well-being. Women tend to visit doctors more often than men. Statistics show that women visit their G.P. 5x a year whilst men tend to visit their G.P. approximately 3x a year. Furthermore, the health of women may appear to be worse than that of men because their longer life expectancy increases the risk of chronic illnesses, senile dementia and therefore the regular use of medical services. However, statistics do indicate that women suffer more chronic disorders in all age categories. The common saying ‘women are sicker men die quicker' is very realistic, statistics clearly show that women live longer and so are more prone to getting ill, as part of getting old. Moreover, women's position in society affects their health chances; women have the burden of childcare, which affects them both physically and mentally. Also, domestic labour, poor employment conditions because of gender discrimination, greater exposure to poor housing as a result of poor employment, greater exposure to poverty also as a result as poor employment. Women position in society should be regarded very highly as they are situated in such conditions which lead to ‘ housewife syndromes' acknowledged by Jessie Bernard causing ill health. It is the woman's job in society i.e. in the family, to make decisions, bring up the children which is quite stressful along with absorbing and taking on the stress of other family members such as the children, husband which overall in my opinion is the reason to why more women get ill. Furthermore, Women in society generally tend to occupy jobs such; working in the home, the NHS & social services which are generally not highly paid occ upations and the fact that these jobs are a lot more stressful, and according to feminism sociologists they are unrecognised and always undervalued. Moreover, there are obviously differences in the health experiences of men and women that can be attributed to biology, particularly those concerned with reproduction. Hormonal differences can account for some variation in the occurrence of particular illnesses e.g. higher rate of heart disease amongst men before the age of 50 can partly be accounted for by the lack of protection provided by the hormone oestrogen. Genetic and biological research points to certain gender to being more prone to certain illnesses and diseases. Women suffer from certain sorts of health problems because of their distinctive biology e.g. pregnancy and childbirth, contraception and abortion, menstruation and menopause, breast and cervical cancer. They are also more likely to suffer from autoimmune disease e.g. arthritis and degenerative disease (because they live longer), but on the other hand men suffer more heart disease. Health and Ethnicity, the problem of definition; do we use race, ethnicity, or specific culture groups, e.g. Punjabi to define health and ethnicity. Ethnicity results to inequalities in health chances due to various factors and situations within society. Genetic and biological research clearly portray the fact that certain ethnic minorities are more prone to having certain diseases, e.g. Haemophilia is quite common in European men, whilst Sickle Cell Anaemia is quite common in Afro-Caribbean's. However, we could argue that not all health illnesses are necessarily related to ethnicity, for instance, heart disease, bronchitis and strokes which all have a high incidence in the Asian community are linked to socio-economic factors not ethnicity. Moreover, diet/lifestyle/traditions and cultural values also affect the outcomes of health chances within society, i.e. Asian communities e.g. prenatal mortalities is high for Asian women but this may be because many do not attend anti-natal classes. Also, diet- high rate in the use ‘GHEE' in the Asian cooking relating to heart disease. However, many Asian diets particularly the Vegetarian dishes are healthier than they counter parts in the white community. Furthermore, low social class, poor and under-paid occupations, unemployment and dangerous/hazardous jobs are common within the ethnic minority society, which result to poor health conditions resulting to the worst health chances. Which in effect are being persevered through generations resulting to inequality in health within the ethnic minority society. Although the materialist argument is more successful than either the genetic or cultural approaches in explaining health differences between ethnic groups it still fails to adequately explain why they should be so particularly disadvantaged. For example when comparing black and white sharing the same social class position black people are more vulnerable to unemployment. Racism in the private and public housing markets has also been shown to compound inequalities generated by social class. Racism, therefore, is further constraint on the access to conditions of life are more conductive to good health. Also racism may be a reason for a higher death/violence rate in the ethnic minority groups. However, the likelihood of contribution of racism to ill health is complex and varied. Although, high rates of unemployment, redundancy, excessive shift work, compulsion over time and un-social working hours are some issues within the ethnic minority society which contribute to the overall of affect health chances. Finally, both gender and ethnicity create inequalities in health chances within society, as discussed. Some of which can be regarded as acceptable i.e. unavoidable, whilst others can be clearly acknowledged as discriminating, etc.

Foreshadowing In “The Lottery” Essay

Shirley Jackson depicts a special day, June 27, in the lives of the inhabitants of a small, apparently serene village. The use of foreshadowing is applied extensively to hint to the reader that despite the seemingly festive occasion, there is something morbid about the lottery that causes the people of the town to be uneasy. Jackson foreshadows the ironic conclusion with specific examples and both ominous and tense diction. The earliest indication of the peculiarity of the day’s lottery is the little boys had â€Å"already stuffed [their] pockets full of stones† (422). One knows that a lottery in modern societies definitely does not involve rocks, so the idea that the town’s lottery is much different than the ones known in today’s world is introduced. The fact that the men who begin to gather for the lottery stand â€Å"away from the pile of stones† shows that the stones are not a jovial part of the day’s events (422). These examples give the reader the idea that there is something important, yet shady about the pile of rocks. And although the men told jokes, â€Å"they smiled rather than laughed† (422). If the lottery was a carefree event, the men would have had no problem with laughing. The description of the actions of the group of men creates the impression that the lottery is a serious event which is not about laughing matters. During the lottery, after most of the men had chosen and drawn their scrap of paper, they sat â€Å"turning them over and over nervously† (425). If the lottery was being conducted to give out some sort of reward or prize, they would have seemed eager, not nervous. Jackson also describes the way Mr. Summers and Mr. Adams grin at each other as â€Å"nervously† (425). The repetition of the word nervous reinforces that the lottery is not one of fun and games. In addition, Mrs. Dunbar’s anticipation for Mr. Summers to â€Å"hurry† shows that the lottery is not the type of occasion the people enjoy participating in and would rather get over with quickly (425). Therefore it is obvious that the lottery would not have a pleasant outcome. Instead, the lottery must have some sort of negative outcome that is serious enough to make the entire town nervous. The most significant sign of the abnormal nature of the lottery is the introduction of the â€Å"black box† (422). In most people’s minds the color black is associated with death. When it is revealed that there are scraps of paper in the box, the reader is also exposed to what the box is used for: to hold the papers which the villagers will draw. In essence, the connotation of the color black creates the impression that when the villagers draw from the box, they are drawing for a chance at death. This example foreshadows exactly what will happen when the story concludes. Next Jackson describes the lottery as being a â€Å"ritual† that once involved a â€Å"chant† (423). The connotation of these words also supports the idea that the lottery revolves around death. When one thinks of a ritual, pictures of Ancient Aztec or Mayan sacrifices come to mind. And when one thinks of chanting, images of hooded figures preparing someone for a sacrifice surface. So through the use of ominous nouns and adjectives, Jackson is explicitly stating what is going to happen as a result of the lottery; a human sacrifice is going to take place. Although as the story progresses there is more and more of a feeling of doom, the reader does not become acutely aware of what takes place after the lottery until Mrs. Hutchinson cowers in a corner with the mob approaching her. If one analyzes the color of the box and its purpose, it is possible to predict the outcome of the lottery, but otherwise all other methods of foreshadowing provide the reader with a strong feeling that something disturbing is going to occur.

The English Only Movement in US

Language has always been an important part of a country†s culture and way of life. When the U. S. was founded, it was common to hear as many as 20 languages spoken along with many documents that were printed in different languages. There have been many debates over establishing a national language, and a movement arose that strives to establish English as the nation†s official language. This movement is known as the â€Å"English Only† movement, and it â€Å"promotes the enactment of legislation that restricts or prohibits the use of languages other than English by government agencies and, in some cases, by private businesses† (ALCU). Many people whom support the â€Å"English Only† movement believes that multilingualism is too costly and inefficient for the government to operate in. Making English as an official language will have little day-to-day effect on the population and their lifestyles or private lives. They believe that declaring English as the official language is the fairest way to handle over 300 languages spoken in the U. S. (LIA). Many people support multilingualism and oppose having English as an official language because it is unfair to individuals who are not fluent in English. Also, they create false stereotypes of immigrants and non-English speakers. They conclude that it violates the diversity embodied in our Constitution, creating restrictions and limits instead of protecting individual rights, and it does not help the integration of language minority citizens into the American mainstream. I personally support keeping the U. S. as a multilingual nation. I feel that the nation is running smoothly enough and it does not need to be changed in that way. There are many nations that hold multiple official languages that run very smoothly. I do not see why it is necessary for our nation to require English to be an official language with more than 30 percent of the nation coming from a different ethnic group or culture. Therefore, I believe that this nation should not enforce English as the official language. For more than 200 years, Americans have gotten by without declaring English our official language. Congress had never even considered declaring English the nation's official language until 1981. The only previous official-language legislation dates back to 1923: a bill designating â€Å"American† the national tongue. Americans have traditionally resisted language legislation, beginning in 1780, when John Adams proposed to establish an official Language Academy to set standards for English. This idea was rejected by the Continental Congress as an improper role for government and a threat to individual liberties. There was no English proficiency requirement to become naturalized as a U. S. citizen until 1906 – the first major language restriction to be enacted at the federal level. Before World War I, bilingual education was common in areas where nonanglophone groups enjoyed political clout. During the 19th century, state laws, constitutions, and legislative proceedings appeared in languages as diverse as Welsh, Czech, Norwegian, Spanish, French, and of course, German. At other times, Americans have imposed restrictive language policies. California rewrote its state constitution in 1879 to eliminate Spanish language rights. In 1897, Pennsylvania made English proficiency a condition of employment in its coal fields, a none-too-subtle way to exclude Italians and Slavs. Security fears during the World War I era led to unprecedented bans on public use of the German language – in schools, on the street, during religious services, and even on the telephone. (Crawford) Proposition 227 was passed by a substantial majority of California voters. Its passage is the direct result of the state's poor student performance in English. Until its passage, California embraced bilingual education. Proposition 227 virtually ends bilingual education in California and reintroduces phonics based programs. The California Content Standards and California Education Code clearly define the course requirements under Proposition 227 and the goals for grade level performance. Many groups and organizations feel that making English the official language is essential and beneficial for the U. S. government and its citizens. These groups believe that official English promotes unity. â€Å"This long tradition of assimilation has always included the adoption of English as the common means of communication† (USE). Many studies show that immigrants learn English slower when they are supported by their native language. Since multilingual government services actually encourage the growth of linguistic enclaves, this causes the U. S. to divide into separate language groups because of racial and ethnic conflicts (USE). Also, immigrants will benefit from learning English by being able to participate in the government and the workforce. If immigrants were not proficient in English, they would be subjected to the low-skilled and low-paying jobs. â€Å"Knowledge of English leads to the realization of the American dream of increased economic opportunity and the ability to become a more productive member of society, which benefits everyone† (USE). Many organizations also feel that official English can save money from the unnecessary duplication of government services in multiple languages. â€Å"It is not the responsibility of the government to provide services in the 329 different languages spoken in the United States. It is the responsibility of each individual to either learn English or to find a friend or family member to translate† (USE). Of course there are exceptions including emergencies, foreign language instruction, safety and health services, and tourism promotions. Also, official English does not affect private businesses, religious services, or private conversations (USE). On the opposing hand, organizations oppose official English because they feel it is a violation of individual†s rights. They believe that â€Å"such laws are contrary to the spirit of tolerance and diversity embodied in our Constitution. An English Language Amendment to the Constitution would transform that document from being a charter of liberties and individual freedom into a charter of restrictions that limits, rather than protects, individual rights† (ACLU). There are some versions of the proposed English Language Amendment that disregards the government from providing services in languages other than English. These groups that oppose the â€Å"English Only† laws believe that it violates the Equal Protection Clause of the Fourteenth Amendment. It interferes with the right to vote for individuals who can not read English and with the right of workers to be free of discrimination in certain workplaces. â€Å"Today, as in the past, ‘English Only† laws in the U. S. are founded on false stereotypes of immigrant groups. Such laws do not simply disparage the immigrants' native languages but assault the rights of the people who speak the languages (ACLU). With the debate over â€Å"English Only† laws, a topic of bilingual education arose. Many people who support official English oppose bilingual education. They feel that â€Å"bilingual education programs rely on the unproven theory that a child must spend years becoming literate in his native language before he or she can properly learn a second language. Under their own theory, bilingual educators should not have placed an English-speaking child in a Cantonese-speaking class† (USE). Wasted funds have gone into the support of bilingual education with the schools being inefficient at teaching English. Studies have shown that these bilingual education schools have little or no effect. â€Å"At the very least, federal and state bilingual education laws must be reformed to ensure that parents can easily remove their children from bilingual education programs. Because in America, a child shouldn†t be forced to file a lawsuit to get his education in English† (USE). Since the 1960s, research has shown that multiple language skills do not confuse the mind. Quite the contrary: when well-developed, they seem to provide cognitive advantages, although such effects are complex and difficult to measure (Crawford). Another discredited notion is that children will learn a second language rapidly if they are totally immersed in it. â€Å"For generations, this philosophy served to justify policies of educational neglect – assigning minority students to regular classrooms, with no special help in overcoming language barriers. Disproportionate numbers failed and dropped out of school as a result† (Crawford). The sink-or-swim approach was ruled illegal by the U. S. Supreme Court in Lau v. Nichols. Research has shown that the quality of English exposure is the major factor in English acquisition and not the quantity. Many believe that English as a second language is best taught in natural situations, â€Å"with the second language used in meaningful contexts rather than in repetitious drills of grammar and vocabulary† (Crawford). This approach is common in bilingual education programs, coordinated with lessons in students' native language. Also, native-language instruction also helps to make English comprehensible, by providing contextual knowledge that aids in understanding. Since language has always been an important part of a country†s culture and way of life, I feel that the U. S. should keep this nation a multilingual nation. If this nation can go 200 years without making English the official language, I believe that things should continue this way. I do not feel that the possibility of saving money should substitute the ease of life for immigrants and schools. I also believe that â€Å"an English Language Amendment to the Constitution would transform that document from being a charter of liberties and individual freedom into a charter of restrictions that limits, rather than protects, individual rights† (ALCU). Also, I feel that bilingual education should continue. I feel that it is the parent†s decision where their children go to school. I do not think that the government should interfere with that. Again, I do not believe that money should even be an issue in the rights of these individuals. I agree that English as a second language should be taught in a natural, relaxed environment, â€Å"with the second language used in meaningful contexts rather than in repetitious drills of grammar and vocabulary† (Crawford). It would be hypocritical since Americans learn a foreign language using English. For these reasons I believe that English should not be the nation†s official language, and that bilingual education should continue.

I will upload the instruction Coursework Example | Topics and Well Written Essays - 750 words

I will upload the instruction - Coursework Example Our mentorship program led us to do some socially responsible work with the program focusing primarily on hand hygiene. Mentorship programs serve several purposes. Some mentorship programs are designed to develop new skills and nurture existing skill prowess. Additionally, mentorship programs play a variety of roles in introducing new nurses to the field. Mentorship programs can also be designed to build the confidence levels of mentees as well as offering the much needed guidance and direction to novice nurses. The mentor is usually the expert and his or her primary role is to give the nurses a new and exciting outlook on their career. Mentorship programs have been recurrently seen as definers of a mentees success in the field. Mentorship programs, for instance, focuses on several goals. The major goal of mentorship is to achieve the expected goals or anticipation from the mentorship program. For instance, if a mentorship program seeks to build on registered nurses confidence levels, the primary goal or objective for such a program would be more confident mentees. Other goals of mentorship include teaching, skill improvement, firsthand experience and establishing various role models for the nurses (Grossman, 2013). As such, mentorship also centers on creating solid foundations for the nurses, creating a better opportunity for them to derive satisfaction from their careers. The main objective of our mentorship project was to contribute to the society by helping them reduce cases and incidences of contracting ailments. The mentorship program was designed to enable mentees to mentor other children as well. This is part of the social responsibility of the hospital, proactive measures towards health restoration. The program was designed to reinforce the need for washing hands recurrently to avoid germs and bacteria that cause diseases. The project gave all nurses a chance to interact with the children and mentor them into achieving good health.