Reservior Dogs Essay Example | Topics and Well Written Essays - 1750 words

Reservior Dogs - Essay Example They are completely optimistic that the robbery will be successful. They are thus taken by a surprise when law enforcers emerge at the exact place and time they are executing the deal. In the course of the ensuing confrontation with the police, one of their own is killed with a few police officers and civilians escape with gun wounds. When the surviving gangsters meet at the designated meet point after the ordeal they begin to infer that one of them is working as an undercover cop. Joe Cabot a crime planner contracts five thugs to rob a diamond hoard. Although the criminals are almost certain that the plan will succeed, the police botched the robbery. As the criminals regroup in the warehouse to discuss the unsuccessful robbery, they ponder the possibility of a set-up. The story is expressed in form of a flashback while Tarantino maintaining an element of suspense by not revealing the actual diamond store (Berardinelli, "Reservoir Dogs"). Plot construction and background Tarantino ha s used a complex plot construction which is very effective in the development of the story line. He has taken out the warehouse setting’s claustrophobia and has instead offered a sparkling background on the robbery plot, the undercover police officer’s activities and the thugs’ aggressive relationships. ... Sally Menke is very effective at cutting and helps maintain the entire scenes firm and the time-jumping plot conclusive. The time jumping plot of the film ensures that the film is short but interesting. Some of the details especially the actual robbery in the diamond store is kept off-camera. This helps in creating a kind of mystery in the plot construction. Although the movie is exceptionally violent from the first scene to the last, Tarantino has maintained the confrontation between the thugs and the cops off camera (Berardinelli, "Reservoir Dogs"). Since the botched robbery is the major part on which the film is created, leaving the details unrevealed is a unique way of creating suspense. The director describes the confrontation and the ensuing results through a dialogue between different actors in the cast. The entire movie is shot after the botched robbery and the discussions and mysteries facing the thugs make the film very captivating. This is thus not a normal crime movie bec ause the crucial part of the confrontation between the thugs and the cops is not shown to the audience. This makes the movie pure and natural hence making it appear as a reality (Berardinelli, "Reservoir Dogs"). Film position Tarantino managed to minimize the discovered covered while making the movie by ensuring that the casting took long in one location. This enabled him to save a lot on the limited resources that were available to make the film. Productions that are length usually spend a lot of money and can be very costly. In Tarantino’s case, time and resources are saved by limiting the movements in shooting and ensuring that no time is lost while moving from

The Benefits of Dance for Dyspraxics and Dyslexics Essay Example for Free

The Benefits of Dance for Dyspraxics and Dyslexics Essay As a consequence of my career in the teaching of dance, I have had some practical experience working with dyslexic and dyspraxic children for a number of years now and have become increasingly interested in the problems they face. In having this study to write an ideal opportunity arose to research the subjects in more detail. In doing so I have discovered how vast it really is and how difficult it is to write even an explanation of the conditions. â€Å"No two dyslexics are alike† ,[1] so how can one state precisely what it is? Even the different institutions who are expert in their fields differ. My aim is to open up the subjects, provoking some interest in the reader to learn more about them and then to focus on how I feel dance can be of assistance in the child’s life, albeit in very different ways. To cover just one subject thoroughly would be impossible, but I hope, in skimming the surface, I can demonstrate how important these issues are. I do not claim expertise. The information that I have used comes from reliable sources (see Bibliography) and includes personal opinions. The essential fact is that although the two words sound similar, they are very different problems. There are many definitions of dyslexia. The International Dyslexia Association states that;â€Å"dyslexia is a neurologically based, often familial, disorder which interferes with the acquisition and processing of language† .[2] British Dyslexics say simply â€Å"individuals†¦.struggle to learn through the medium of written or spoken language† ,[3] but have a list of definitions from other sources which includeâ€Å"dyslexia is the ability to see multidimensionally, all at once, or from any one place at a time. The ability to think in pictures and to register those pictures as real. Thus, you mix in creative thinking with reality and change what is seen or heard† .[4] The percentage of dyslexia sufferers varies from source to source, it may be up to 20% of the population (Dyslexia U.K information on ‘Incidence ’[5]) in varying degrees. That is a vast amount! Three times more males are affected than females probably because it is usually hereditary being passed down through males. In my experience boys heavily outweigh the ratio of boys to girls. Ron Davis, a dyslexic who suffered as a child wrote the book â€Å"The Gift of Dyslexia†. It left me both more confused about the problem and yet more understanding of it too! Why do dyslexics who are usually normal to above average intelligence often have difficulties at school even though hopefully nowadays teachers are taught to be more aware of learning disabilities? My understanding of Davis’ book allows me to see that dyslexics need a completely different teaching method because their thought processes are different. Dyslexics think in pictures, non-dyslexics think verbally (using words). These pictures/thoughts happen at a rate of approximately 32 a second, as opposed to 2-5 thoughts a second for the verbal thinker.[6] Dyslexics are not aware of most of their thoughts as they happen too quickly, but the subliminal part of the brain takes them in and it is this ability that gives them highly tuned intuition and creativity. They become so involved in their thoughts that these become reality- they see, hear, smell and feel what is in their heads. This causes me some confusion as I am a verbal thinker and it is difficult to conceptualise another way of thinking. How can any one teacher be expected to teach in two different ways at the same time? It is a little like having one half of the class thinking in French and the other in English but all speaking English (to use rather an extreme analogy). The reason behind thinking in pictures comes from the relative sizes of the brain’s hemispheres. The right side is often larger in dyslexics and this is the ‘picture’ side, the creative centre. The left side is the language side. This becomes a problem when the child goes to school and does not understand the written word. A different learning process is needed as our current methods rely heavily on written language and verbal thought. There becomes a big discrepancy between their intellectual ability and their reading performance. This lack of understanding in one area is also the reason why individuals are gifted in another area. Highly tuned intuition is a dyslexic talent, as is a greater curiosity the â€Å"dynamic force behind creativity† .[7] Dyslexics can ‘see’ things from all angles and from outside themselves. They can put their â€Å"mind’s eye† [8] anywhere, seeing the whole picture rather than fragments of the whole. â€Å"Dyslexia would not be so common if its effects were purely detrimental†. [9] Many of the great geniuses were dyslexic- Einstein for example once said, â€Å"if I can’t picture it, I can’t understand it† ;[10] Da Vinci, Walt Disney and Winston Churchill all suffered with this ‘affliction’. Living dyslexics include Cher, Whoopi Goldberg, Guy Ritchie and Eddie Izzard â€Å"the bizarre connections he makes in his unscripted shows may be a dyslexic dividend† .10 A recent article in the Daily Telegraph features a severely dyslexic entrepreneur, Ben Way who at 20 is a multimillionaire! His grandfather was dyslexic and his mother is which may be one reason for his exceptional skills. When he gets an idea he says â€Å"it all comes together like a whirring candy floss machine, turning in my head, making connections from all over the place. In an hour I find I can see the solution to a problem† .[11] He also says about people he has worked with of higher IQ than himself â€Å"but they don’t see things from so many angles†. 11 It is probably becoming apparent that the negative side of dyslexia has an equal and opposite positive side that would not be so developed if there were no dyslexia present. The way they think leads them to be potentially talented in many areas unrelated to their language skills. Their â€Å"special talent comes from the same mental functions that prevent them from being able to read, write or spell well† .[12] Intuition has already been mentioned, this ability to understand and picture the whole. Creativity relates directly to dance (and other visual subjects; art, design, technology etc). Their thought processes which allow them to picture something, even themselves from another point in space is highly desirable in artistic subjects. â€Å"Dancers and athletes (two favourite professions of dyslexics) ordinarily have their minds eye positioned above their heads† .[13] As babies and toddlers dyslexics are more curious than other children are, often walking before crawling. This curiosity leads to creativity and this creativity is the gift they have. In dance, imagination and creativity are vital. Dyslexics are usually good musically and inner rhythm is another important element we look for. In summary the abilities that dyslexics have that potentially would make dance a good medium are-1:Thinking in pictures; dance is a visual art form that requires the participant to see shapes and copy shapes. It is moving art. 2:Thinking and perceiving multi-dimensionally. All the senses are utilised, seeing the whole picture rather than fragments. Ideal when choreographing. 3:A vivid imagination. 4:Extraordinary creative skills. â€Å"Tasks which require the ability to visualise something in a creative or different way are often simple for the individual with these talents†.[14] Achievement is vital for anyone’s self esteem but especially for a child who may perceive themselves a failure in other aspects of their lives. To my mind if children are struggling at school for whatever reason, but find a niche for themselves in the dance class or any other activity, then we are obliged to nurture it. This should build their confidence and self worth and hopefully help them in other aspects of their lives and so prevent negative feelings of frustration and failure. It may also offset other related problems that could arise such as bad behaviour and depression. Thomas Scheidler (co-founder of The Greenwood School) discovered a â€Å"big discrepancy between their [dyslexics] ability to perform artistically and their ability to perform in language areas†. [15] In sports that needed good balance and co-ordination they excelled; dyslexics that are well co-ordinated â€Å"tend to also be especially good in sports that require balance and a sense of flow†. 14 It is so important to encourage children in disciplines where they demonstrate some aptitude, especially children who obviously suffer in basic learning areas. Dyspraxia or â€Å"developmental co-ordination disorder† is â€Å"an impairment or immaturity of the organisation of movement and, in many individuals, there may be associated problems of language, perception and thought†. [16] Between 2-10% of the population are affected, 70% being boys. (Dyspraxic Foundation). I intend to concentrate on the problem of co-ordination and only touch on other difficulties when they are relevant or link to the role of dance/movement. Almost from birth children with dyspraxia will show signs of movement impairment. They lack motor competence and have often been labelled ‘clumsy’. It is thought, †parts of the brain have failed to mature properly†. [17] Without delving into the reasoning behind this too much, it is noteworthy that when taking a ‘history’ questions concerning pregnancy and diet are included (p.19 Developmental Dyspraxia by Madeleine Portwood). Dyspraxia â€Å"affects how a child manages and co-ordinates his or her movements† [18] because â€Å"reinforced interconnections between nerve cells in the cerebral cortex are reduced in number†. [19] Normally automatic movements in the dyspraxic have to be taught and used repeatedly to create these connections. Dyspraxic babies often ‘bottom shuffle’ then walk because the brain can not give the limbs independent messages they need in order to crawl. Children display awkward movement, have limited creativity and concentration. They lack strength and tone in muscles and subsequently have poor posture. Each of the ‘skills’ we take for granted i.e. walking with co-ordinated arm movements, jumping, climbing etc, have to be learnt by the dyspraxic child. The neural pathways need to be reinforced quickly. It is the â€Å"execution of motor skills which encourages the development of the neural pathways in the brain†. [20] They find it â€Å"difficult to execute tasks which involve co-ordination of arms and legs†, 19 although they become good at a skill they have practised. Unfortunately it is specific to that particular skill and they find transferring information from one area to another difficult. They almost end up relearning the same thing to be used elsewhere. â€Å"Tasks requiring balance, rhythm and co-ordination are most useful†. [21] One of the single most important areas that dyspraxic individuals need to work on is their co-ordination and their gross motor skills. This word, co-ordination, has already come up and it and dance are synonymous. This is the starting point that makes me feel dance can really play an important part in a dyspraxics life and their subsequent development. Dance can help promote their gross motor skills, their balance, mastering common movements, for example, standing on one leg, hopping, hop scotch, skipping, controlling their arm movements and synchronising arms and legs. It will also develop the body’s postural muscles which will go a long way to assisting in the control of their body as a whole, making them more spatially aware of themselves. We use nursery rhymes with young children that require putting actions to words, these can be most fun and beneficial in learning to co-ordinate and move the body in a variety of ways (the teacher helping as needed). When the child goes from nursery school to reception there is â€Å"less opportunity to improve his gross motor skills† [22] and so attendance of a dance class will continue to improve and build on motor skills outside the school environment and in an enjoyable and more relaxed atmosphere. The dyspraxic child â€Å"will avoid activities essential for development if he is not directed towards them†. 21 If used alongside other intervention methods early enough, dance can enhance the child’s self esteem and teach the motor skills required to avoid physical conflict. This will encourage their peers to include them in activities and help them to feel less isolated. This is essential to the child’s welfare and may offset, like the dyslexic child, other emotional problems. It can be seen that the two conditions bear little resemblance to each other. A dyspraxic child can often have a reading age two years above themselves whereas a dyslexic will probably always find reading a chore. Dyspraxics have limited creativity but dyslexics show extremely high levels of imagination. A dyslexic is often very good at sports and balancing, co-ordination type activity whereas a dyspraxic has to work very hard to become as skilled. There are common areas though. Both generally have normal to high intelligence. Dyslexics will experience some degree of dyspraxia due to seeing their thoughts as reality and so losing their sense of space in actual reality, thus becoming confused and disorientated. In my experience both respond to routine and if this is upset it often leads to disruption and this will cause them to achieve less than when the routine is consistent. With a dance class repetition is necessary in order to acquire a skill. For a dyspraxic or dyslexic child to see what is ahead is reassuring, especially when they feel themselves improving. One last point of similarity and interest is that both affect more boys than girls. If we can entice many more boys into the pre-school dance class we can start intervention and indeed see the signs of a problem earlier. We tend by default to help more girls, either intentionally or unintentionally, simply because they present themselves in larger numbers. Learning basic movement skills and firing off imagination is important for both sexes, as is interacting socially in a controlled environment. If we could get the boys into the classes and into our imaginative world we could begin to help many more youngsters with or without learning difficulties. Dance to me has an obvious place here, whether it be tuning into an individuals talent and providing an outlet to a very creative mind, or giving a child confidence in moving their own body and having control over that body. I have experienced the positive effect dance can have in both these areas and seen children gain in confidence in other aspects of their lives as a result. Having studied these ‘disorders’ I feel I have acquired much more of an insight into the approach needed when teaching in this area and consequently greater confidence that using dance is a positive addition to intervention methods currently in use. In my opinion, dance is a world that should be open and enjoyed by all and be beneficial as a whole mind and body approach for a healthy life, emotionally, mentally and physically. Bibliography: The Gift of Dyslexia by Ron Davis Developmental Dyspraxia – Identification and Intervention by Madeleine Portwood (Second Edition) A First Guide to Developmental Co-ordination Disorder. Published by OAASIS. (Office for Advice, Assistance, Support and Information on Special Needs). What is Developmental Dyspraxia? By Dyspraxia Foundation ‘He’s not stupid, he’s Dyslexic’ article- The Sunday Times 23 July 2000 by Peter Martin ‘One day we’ll take over the world’ article- Daily Telegraph 10 January 2001 by Cassandre Jardine. The following are articles found on the internet under Dyslexia;- Dyslexia U.K: Dyslexia and its Implications. What is Dyslexia? By Bright Solutions for Dyslexia, LLC What is Dyslexia? By British Dyslexics What is Dyslexia? By Roger P Harrie and Carol Weller Dyslexia and Creativity. An interview with Thomas Scheidler by Rondi Lightmark.

Causes of Homelessness

Causes of Homelessness Homelessness can significantly impact on the health, welfare and employment prospects of those unfortunate enough to experience it. The life expectancy of rough sleepers is 42 years. Children living in temporary or shared accommodation have their education disrupted and are more likely to suffer from behavioural problems (House of Commons Committee of Public Accounts 2005). Whilst lack of educational achievement is classed as disadvantage in the jobs market, those with no qualifications (who do not suffer from any other form of disadvantage) have a relatively high rate of employment. However, where there is additional disadvantage such as homelessness, substance misuse or criminal record these factors combine to depress employment rates. The client group approach has been successful in targeting specific groups such as single mothers and the disabled, assisting them to move out of welfare dependency. This approach has been less successful with respect to clients who suffer from multiple disadvantages (Freud 2007). In 1998, the then Prime Minister pledged to reduce the number of rough sleepers by two-thirds by 2002. Many of those who have made the transition from rough sleeping have done so by using hostels as a first step (Department for Communities and Local Government 2006). However, fundamental to the achievement of successful outcomes with respect to homelessness is to encourage homeless people into meaningful activity, training and ultimately employment (Office of the Deputy Prime Minister 2005, Department for Communities and Local Government 2006). There is also a recognition that services for the disadvantaged should be joined-up, which will assist in providing co-ordination to those who face homelessness (Department for Communities and Local Government 2003). Research indicates that there are two approaches apparent as the most successful with respect to homeless people those that are holistic and tailored (Freud 2007, Butcher et al 2007). This implies addressing all of the problems faced by the individual including employment, health as well as housing. The key benefits of this approach are sustainable outcomes and effectiveness in tackling homelessness and multiple needs (Butcher et al 2007). However, the homeless face significant issues relating to training and employment. This review seeks to examine the key issues with respect to homeless people and their ability to access training and employment opportunities. This is fundamental as employment is considered one of the primary pathways addressing social exclusion and leading to financial independence (Lownsbrough 2005, Sodha and Grant 2010). Homelessness Legally, the law classes a person as homeless if they do not have the legal right to occupy any living accommodation, or the accommodation they occupy is not suitable or habitable. Many regard homelessness as rough sleeping but this disguises other forms of homelessness such as those living in temporary accommodation, bed breakfast, hostels etc. (Shelter 2007). The obligations on local authorities are included in the Housing Act 1996, which was amended by the Homelessness Act 2002. This places a duty on local authorities to house people who fit the homelessness criteria. However, not everyone defined as homeless will be entitled to accommodation. To qualify for housing under the homelessness legislation an applicant must meet eligibility criteria, be legally defined as homeless, be in priority need and not have become intentionally homeless. Whilst a person may have a serious housing need, if they do not fulfil the criteria, the local authority does not have a duty to house them (Shelter 2007). It is difficult to quantify numbers of homeless people due to the extent of hidden homelessness. In addition there are those who experience episodes of homelessness between more stable periods (Shelter 2007). Opinion Leader Research (2006) found that the majority of homeless were in a cycle of repeated episodes of homelessness and this was related to debt problems, drug and alcohol dependency and the nature of hostel accommodation i.e. noisy, violent, costly. Daytime homelessness has also been identified (Jones and Pleace 2005). Originally used in the USA, the term refers to the situation where hostel dwellers are ejected from their accommodation during the day so whilst they may have over-night accommodation, the lack of a home during the day results in daytime homelessness. Causes The causes of homelessness are many and varied, but generally fall into the categories of structural factors (unemployment, poverty, lack of suitable housing, the extent of legal rights, social trends, benefits issues and policy development such as the closure of long-stay institutions) and personal factors (drug / alcohol misuse, problems at school, debts, physical and mental health issues, family breakdown, leaving the care system or armed forces) (Shelter 2007, Butcher et al 2007). A spiral or chain of events could also lead to homelessness. An event such as a family breakdown leads to loss of home or family support, which triggers a response such as substance misuse, loss of self-esteem and motivation (Butcher et al 2007). There are also a series of risk factors or indicators that confront the homeless or potentially homeless (Jones and Pleace 2005). These are: school exclusion and lack of qualifications; time in local authority care; multiple needs: combined mental health drug / alcohol problems; contact with the criminal justice system; time in the armed forces; previous experience of homelessness; lack of a social support network; difficulties in furnishing or maintaining a home; debts, especially rent or mortgage arrears; causing nuisance to neighbours (often linked to multiple needs). Impact Homelessness is traumatic. In addition, many have suffered a trauma leading homelessness such as home repossession, drug and alcohol misuse, domestic violence etc. Homelessness can lead to disempowerment, isolation and poverty. Homeless people rely on benefits and this in-turn can lead to dependency due to the high rents payable in supported housing such as hostels (Shelter 2007). Evidence suggests that homeless people will remain in supported housing such as hostels for some time, impacting on their attempts to re-enter the mainstream (Singh 2005). The reliance on benefits due to the high rents in temporary accommodation has a significant impact on a homeless persons ability to get a job and move on. As income rises Housing and Benefit and Council Tax Benefit are reduced. If a homeless person manages to find a job, they may be no better of as their benefits are reduced accordingly. When travel and other costs related to working is accounted for the homeless person may be no better off (Shelter 2007) this is examined in greater detail below. Young homeless people face a struggle in the transition to adult life (Foyer Federation 2001). They face issues such as poverty, lack of qualifications, family encouragement and self-esteem. Those who were homeless and those providing services have often referred to a homelessness culture (Crisis 2005), but this was in fact a reference to the most damaging aspect of many homeless peoples former way of life i.e. drug and alcohol dependency. The importance of Life Skills Many authors have examined and highlighted the value of life skills in tackling homelessness and social exclusion (Foyer Federation 2001, Department for Communities and Local Government 2003, Parsons and Palmer 2004, Lownsbrough 2005, Lownsbrough et al 2005, Singh 2005, Department for Communities and Local Government 2006, Opinion Leader Research 2006, Whitehead 2006, New Economics Foundation 2008, Quilgars et al 2008). However, Jones and Pleace (2005) suggest that research from as far back as the 1980s indicates that there are more complex issues leading to the risk of homelessness, rather than just a lack of life skills. They cite Jones et al (2001) assertion that life skills training is carried out with homeless people because it is accepted practice rather than because of an evidence base related to its efficacy. Employers and those in education are paying increasing attention to skills rather than just knowledge. This relates to how someone might react to a particular situation rather than how much they know. The work environment is increasingly focussed on key skills, learning skills and life skills. This focus has coincided with a similar debate about the acquisition of life skills to tackle social exclusion and address welfare reform. Life skills are recognised as being essential for people to managing their lives and relationships. They are also vital with respect to finding and sustaining a job (Lownsbrough et al 2005). There is an underlying assumption of a correlation between lack of life skills and being part of a socially excluded group. This raises two important questions; do people become excluded as a result of poor life skills? Or are life skills forgotten as a result of social exclusion and dealing with the challenging circumstances that exclusion throws-up? Whilst there is no evidence to suggest a causal link there is an interaction, which means families can spend generations trying to escape (from exclusion) (Lownsbrough et al 2005). Life skills are the activities that relate to daily living such as washing, cleaning and managing a household budget together with the soft skills such as communication that allow individuals to form and manage relationships. Singh (2005) found that some homeless peoples lack of life skills meant they were not able to access services and behavioural norms such as punctuality were not developed. Acquiring and maintaining life skills has been found to act as a gateway to more formal training in the same skill, which has ultimately led to employment. There are a number of examples where learning basic cookery skills have stimulated an interest in undertaking technical training and subsequent employment in catering (Lownsbrough 2005). When a person becomes excluded for a particular reason, the issue defines them in society and they are offered services that aim to alleviate the issue that has caused the exclusion, such as the provision of hot meals, clean clothing etc. They are then offered services that enable them to overcome the exclusion such as training, job search etc. Life skills training can provide a vital bridge between these services (Lownsbrough et al 2005). Whilst for some, undertaking formal training will ultimately lead to independence; others may need to acquire more basis skills in the short term. Homeless people generally need a wide range of training from formal education to support with respect to support services including general life skills, psychological support, social skills, financial management, basic skills and job related skills (Opinion Leader Research 2006). Meaningful Activity Lack of motivation is a common issue among homeless people (Jones and Pleace 2005, Singh 2005, Centrepoint 2006, OSW 2007, New Economics Foundation 2008). However, participating in meaningful activity is seen as a way of engaging the socially excluded and disadvantaged in activity that, whilst not actually concerning education, job-search etc, incorporates activities that teach those involved about teamwork, social skills etc., which are useful in the jobs market. Activities can be volunteering, art-based activity (theatre, painting, photography) or those involving health such as Tai Chi. Engaging with the homeless via the use of meaningful activity can provide a gateway into more formal training and job search and has been found to have an impact on social issues such as self-esteem and the ability to form and maintain relationships (Jones and Pleace 2005, Department of Innovation, Universities and Skills 2009). Meaningful activity around arts based projects also has a number of advantages such as the opportunity to be creative. In addition, there are no entry requirements or skills requirements so participants feel less exposed and can progress at their own speed. It also affords the opportunity of allowing the person to express and reflect what has happened to them (Cameron et al 2003). Government Policy relating to Work The government has made good progress in its Welfare to Work agenda and the creation of New Deal and Jobcentre plus has been instrumental in achieving this success. However, the government needs to build on its achievements so far to ensure that the most disadvantaged in society are also given opportunities to move from benefits dependency, but this should recognise that they may have special needs which need to be addressed in a holistic way (Freud 2007). As a result of improved economic prosperity, government has transformed work and opportunity in Britain. The goal of full employment matters because work provides the opportunity for development, progression and financial independence (Department for Work and Pensions 2007a). Governments intention is to create the circumstances whereby people move from being spectators to becoming participants, actively seeking and preparing for work (Department for Work and Pensions 2007b). There are five key elements that will be used to achieve the aim of full employment: A stronger framework of rights and responsibilities to move benefit claimants from being passive recipients to being active jobseekers A personalised and responsive approach will empower advisers and give increased discretion to Jobcentre Plus staff Partnership the public, private and third sectors working together on the basis of what works best Targeting areas of high worklessness by devolving and empowering communities Not just jobs, but jobs that pay and offer opportunities for progression There are also plans to improve support and provide work incentives in conjunction with a benefits system that rewards responsibility together with a greater choice over the support that is provided (Green Paper Department for Work and Pensions 2008a). The intention is to: Simplify benefits with the result that there will be two payments, Employment and Support Allowance (ESA) for those with a condition that prevents working and Job Seekers Allowance (JSA) for those actively seeking work. Ensure that there is a no right to life on benefits. Disregard child maintenance payments when calculating entitlement. The subsequent White Paper (Department for Work and Pensions 2008b) sets out a programme to implement proposals with respect to changing the benefits system, improving job search services, adding conditionality to benefits entitlement, providing and defining additional support and ending child poverty. In January 2009, the Welfare Reform Act 2009 translated into statute the foregoing policy and discussion documents, aiming to increase the employment rate to 80%, end child-poverty, offer tailored support to job-seekers and place conditionality on benefits entitlements. There are a number of initiatives that are aimed at helping to move homeless people into work (Crisis 2007). These are: Pathways to Work: Aimed at supporting those claiming Incapacity Benefit to make the transition into work. This is particularly relevant to the homeless as circa 70% of homeless people claim this benefit (Crisis 2007). The New Deal / Flexible New Deal: Offering counselling and guidance, training and education. In 2004, the initiative was adapted to make it more suitable to the homeless (Department for Work and Pensions 2004). However, as eligibility is restricted to those in receipt of Job Seekers Allowance for at least six consecutive months, this may prove to be a barrier to the homeless as their lifestyles often result in gaps in claims (Crisis 2007). Jobcentre Plus: 2006 saw the opening of a centre in London devoted to working with the homeless and this coincided with a national commitment to prioritise the needs of the homeless (crisis 2007). progress2work and the progress2work-LinkUP: These pilot schemes recognise that disadvantaged clients need more time together with specialist interventions from statutory and other agencies to make lasting impact on employment outcomes. The target system used to measure Jobcentre Plus and others recognises that there are some clients that may require specialist, long-term assistance (Department for Work and Pensions 2004). However, there is concern over the ability of the model to justify its existence over the three-year term before the committed funding runs out (Crisis 2007). New Deal and Flexible New Deal together with Jobcentre Plus have proved effective assisting circa 90% back into work within twelve months. Prior to the recession Job Seekers Allowance claim levels were the lowest for thirty years. Unemployment levels during the recession were at lower rates than predicted by the government (Sodha and Grant 2010). Whilst the welfare-to-work programme has undoubtedly had assisted in creating a population of more skilled, educated and active, the homeless continue to face exclusion and run the risk of suffering more disadvantage (Sodha and Grant 2010). Homelessness and Work In 1986 83% of homeless people were in some form of paid employment but by 2005 this figure had dropped to 5% and by 2007 only 4% were in work (St Mungos 2005 and 2007). Singh (2005) found that 77% of those surveyed wanted to work. 97% of hostel residents would like to work (St Mungos 2007) and a 2010 survey conducted by St Mungos revealed that 80% agreed with the statement one of my goals is to get back into work. Research has reliably indicated that rates of employment among young homeless people are very low and that they face a combination of significant barriers that impact on their educational achievement and employment potential (Centrepoint 2006). worklessness lies at the root of deprivation (Meadows 2008). Employment is one of the key routes toward addressing social exclusion and achieving independence, both socially and financially (Lownsbrough 2005, Sodha and Grant 2010). However, financial rewards are not the singular motivation for the homeless wanting to find work (New Economics Foundation 2008). Barriers Homeless people face a range of issues, which form barriers to their progression from benefits into training, work and independence. These barriers are person-related and systemic or structural. Person-related barriers include: Lack of skills (including life-skills) and / or qualifications Low motivation Lack of confidence and self-esteem Poor job search skills Lack of work experience Health, both physical and mental Addictions Cultural / language barriers Fear of change and the unknown Low respect for / mistrust of authority Criminal record The structural / systematic barriers include: Living in concentrations of worklessness Living in social housing / hostels and the stigma attached Poor local transport Limited local job opportunities High cost of hostel rents Poor financial incentives and the benefits trap Lack of ongoing support Discrimination (Parsons and Palmer 2004, Jones Pleace 2005, Lownsbrough 2005, Singh 2005, Centrpoint 2006, Opinion Leader Research 2006, Butcher et al 2007, New Economic Foundation 2008, Sodha Grant 2010, Business Action on Homelessness 2009) 37% of homeless people have no formal qualifications whilst 13% have Level 3 qualifications (more than 1 A Level) or above. This compares to just fewer than 50% of the general population (New Economic Foundation 2008). In addition, many suffer barriers relating to competing issues (Singh 2005, Jones Pleace 2005). Competing issues arise where a pressing need such as dealing with addiction prevents the person addressing the issue of finding work. Singh (2005) cites Maslows Hierarchy of Needs model, which suggests that fundamental needs such as finding a home take precedence in the hierarchy over, for example, addressing issues around self-esteem. Lower level barriers include lack of suitable clothing to attend an interview, inadequate access to a telephone or computer and the lack of somewhere suitable to complete an application (Parsons and Palmer 2005, Singh 2005). Pathway to Employment The traditional pathway to employment model employed by the homelessness sector is a three-stage process where the first engagement stage is centred on addressing the issues that led to homelessness such as treatment for substance misuse. In the second stage of pre-work support the process is about attempting to get clients work-ready and can include volunteering, job-search, training, work placements etc, which will hopefully result in a job offer. The last stage involves in-work support which can take the form of job-coaching and at-work training (New Economics Foundation 2008). However, a revised model should be used that more readily reflects the journey into employment (New Economics Foundation 2008). The new model highlights the need for intensive support during the first twelve weeks of employment, as this is the period when homeless people struggle financially, emotionally and practically. The model is based on four key stages i.e. Engagement, Pre-work support, Settling into work, Sustainable employment. Whilst this new model represents a linear path to employment it may need to be modified to reflect the reality that a person with high support needs may drop out at any stage. So if a person drops out at the Settling into work phase, this may result in further work on the Pre-work or even Engagement phases (New Economics Foundation 2008). Butcher et al (2007) reported a seven-stage journey to employability comprising engagement, needs assessment, individual action plan, support, and labour market preparation, in work support, sustainable employment. The content of this seven-stage route shares many similarities with the revised model above. Fothergill (2008) develops the model to create The Right Deal for Homeless People to prove a holistic and co-ordinated range of support to assist the homeless into work and independence. Meadows (2008) indicated that homeless people come from a range of backgrounds with different needs relating to education, health (both physical and mental), contact with the justice system etc. The most effective interventions with respect to homeless people and their pathway to employment are those that address the needs of the individual, which may involve interventions via referrals to specialist agencies. As a result of the Places of Change programme (Department of Communities and Local Government 2006), St Mungos instituted a five-stage Pathways to Employment programme, beginning with an Occupational Health Check which then proceeds with activities such as basic skills training, vocational guidance, long-term meaningful activity, external accredited training, job search, coaching and end with in-work support. Clients are also provided with suitable clothing to attend interviews. (St Mungos 2007). Evaluation of this programme noted the project having a significant impact on participants lives. The journey towards increasing independence and employment has begun for participating clients. The programme can achieve significant outcomes but interpretation of outcomes must recognise the progress that clients can realistically make (Sodha and Grant 2010). The Ready for Work programme under the auspices of Business Action on Homelessness (BAOH) targets those who may be ready for work but lack skills, confidence or are long-term unemployed. In a two-week work placement they are allocated a buddy, together with support from BAOH trained staff for six months following the placement. Since its inception 2000 out of 5000 people have found work and of the participants 38% go on to full time work. 500 businesses are involved and they report the valuable contribution that the homeless can make (Sodha and Grant 2010). There is scope to employ homeless people in the homelessness field (Ireland 2010). Circa 20% of the staff within Thames Reach, Tyneside Cyrenians and P3 are former service users. There are 17,000 employed in the sector and if all organisations employed service users at this 20% rate, this would realise some 3,400 positions. Although there is no single pathway model, the similarities of each organisations approach are a lead from senior management, incorporating the model into business planning and ensuring staff buy-in. Staff who are former service users display a high level of commitment to the job, other service users and are able to use their experience to benefit their case-load. There are a number of benefits in employing service users: Beneficial impact on culture Credibility and influence with policy makers Adding value to service delivery as a result of the experience of staff (Ireland 2010) Sustaining employment can be a particular issue with respect to the homeless and reasons for not being able to sustain work include transport, not being mentally ready and difficulties with integration into the workforce. This reinforces the need for tailored one-to-one support during the early stages of employment (Singh 2005, Sodha and Grant 2010). In addition to facing problems fitting in (Business Action on Homelessness 2009) in the initial stages of employment, there are other issues which can prove significant in determining whether a homeless person is able to sustain the new job. They are poor financial planning, which relates to the transition from benefits, particularly where the persons income is cost neutral or where they are only slightly better off, the effect of temporary, casual contracts as the benefits system is not geared up to address this type of work and social isolation particularly where the move into employment is accompanied by a move from a hostel into more permanent accommodation, resulting in less or no contact with existing social networks. Barriers to sustaining employment also include drug / alcohol dependency, emotional problems, particularly during tense or stressful periods and the likelihood was that the job would be low skilled and low-paid resulting in little job satisfaction (Opinion Leader Research 2006). Meadows (2008) also highlighted the need to work with young homeless and disadvantaged people to develop a work-focussed lifestyle can assist in tackling other areas of disadvantage. Benefits System Generally referred to as the benefits trap, this situation occurs when the reduction in benefits as a result of having a job means that the person is marginally, or no better off. When questioned, however 56% of homeless individual stated they would take a job in these circumstances whilst 21% would take other issues into account before coming to a decision (Singh 2005). Many people find that they are no better off in work: Taking into account the costs of work (travel or work-related clothing, for example) a JSA claimant over the age of 25 faces a participation tax rate exceeding 100% for most of the first 20 hours of work (and just below 100% for the hours after. As a result, the individual gains only  £29.06 after 40 hours of work (Sodha and Grant 2010). Caseworkers, clients and experts in the field of homelessness find that the tax and benefits system is confusing. The benefits system plays a fundamental role in the transition from benefits dependency into work, but the perception is that the system operates as a bureaucratic function that militates against support into work. These difficulties result in people not claiming entitlements, particularly with respect to in-work, benefits and tapering payments. There is also the concern amongst claimants that benefits entitlements have been calculated incorrectly, resulting in claw-back at a later date. The system of Working Tax credits has also resulted in some being worse off after following a recalculation of entitlement after 12 months in work (New Economics Foundation 2008). Bearing in mind that many homeless people are already in debt, poor transitional arrangements resulted in many taking on more debts, thereby increasing the likelihood of a further episode of homelessness. This difficult experience in moving into work reduces the motivation to try again (New Economics Foundation 2008). Difficult benefits to work transitions can result in a four-week period between benefits concluding and the arrival of the first pay-slip (Sodha and Grant 2010). Workless people are not well informed about the availability of Working Tax Credit, Housing Benefit, Childcare Tax Credit and additional forms of support. The complex inter-relationships of these benefits together with family circumstances, earnings and location mean that the system has a limited role to play in encouraging the transition to work (Meadows 2008, Sodha and Grant 2010, Business Action on Homelessness 2009). There is also a perception amongst homeless people that working will not make them better off, particularly as the jobs they could apply for are low skilled and low paid. There is also evidence that pressure from government agencies to take work has driven many to forego benefits in favour of begging or part time casual work (Opinion Leader Research 2006). The system of benefits is poorly structured, particularly with respect to sign-on days so there is evidence of those on Ready to Work placements having to take days off in order to avoid loosing benefits payments. The complex nature of Housing Benefit recalculations makes it problematic for those on variable hours or short-term contracts (Business Action on Homelessness 2009). Attitudes of Employers In a survey of fifteen employers, all thought that commercial and non-commercial employers had a duty to help socially disadvantaged people such as the homeless. Employers consider that Corporate Social Responsibility at a local level is particularly important as it affords them the opportunity of putting something back. Although most employers had recruitment policies, they tended to be influenced by equal opportunities legislation rather than addressing the needs of disadvantaged groups such as the homeless (Singh 2005). Involving employers can be complex as they are likely to be resistant to anything that is time consuming and does not have clear outcomes. However, good relationships with employers can provide opportunities for work placements and the potential to have an effect on recruitment policies (Meadows 2008). Of those organisations that offered work placements to homeless people, they suggested a number of benefits to the organisation: Improved understanding of the issues. Challenge to existing policies within the organisation. Utilisation of untapped skills. Seeing first hand someone reclaiming their lives, dignity and self-respect. The negative aspects were reported as: Some candidates not being work

Educational Goals and Philosophy :: Personal Narrative Teaching Education Essays

Philosophy Declining, decaying, and disappearing are just a few of the words that can be used to explain the emphasis put on art programs in schools. Art is not seen as a necessity. Standardized tests are now dictating not only what is taught in school but what is more important to teach. Seldom do you see a question pertaining to art or even art’s history on a standardized test. I think that art is a very important subject. Not only does it act as a creative outlet allowing students to express feelings that may be forbidden to act on, but art is deeply rooted in our history from the cave paintings first found in France to the modern uses in advertisement. Our world would be boring without art right down to our cornflakes because they would no longer have a rooster on the box. The fact that I think that art is important is just one reason why I would like to be a teacher. More importantly, I want to do what I love and teach others how to do it as well. As generic as it may sound, I want to broaden students’ minds by teaching them that art is a serious creative process. I want them to understand that they can use it to speak, especially when they think no one is listening. In fact until recently, I never wanted to be a teacher at all. I wanted to be a doctor. However along the way, I have had so very inspiring teachers who had a great impact on me. I want to do what I love. I want to be around people, and I want to be around art. I am pursuing a degree in Art Education K-12 and plan to get a masters degree in art once I graduate from Concord College. My ultimate goal is to teach at a high school locally. I feel that the rural schools in this area do not challenge their students enough and do not provide them with information on the various opportunities available to them after graduation. I also realize that the local culture can be blind to the value of art. Educational Goals and Philosophy :: Personal Narrative Teaching Education Essays Philosophy Declining, decaying, and disappearing are just a few of the words that can be used to explain the emphasis put on art programs in schools. Art is not seen as a necessity. Standardized tests are now dictating not only what is taught in school but what is more important to teach. Seldom do you see a question pertaining to art or even art’s history on a standardized test. I think that art is a very important subject. Not only does it act as a creative outlet allowing students to express feelings that may be forbidden to act on, but art is deeply rooted in our history from the cave paintings first found in France to the modern uses in advertisement. Our world would be boring without art right down to our cornflakes because they would no longer have a rooster on the box. The fact that I think that art is important is just one reason why I would like to be a teacher. More importantly, I want to do what I love and teach others how to do it as well. As generic as it may sound, I want to broaden students’ minds by teaching them that art is a serious creative process. I want them to understand that they can use it to speak, especially when they think no one is listening. In fact until recently, I never wanted to be a teacher at all. I wanted to be a doctor. However along the way, I have had so very inspiring teachers who had a great impact on me. I want to do what I love. I want to be around people, and I want to be around art. I am pursuing a degree in Art Education K-12 and plan to get a masters degree in art once I graduate from Concord College. My ultimate goal is to teach at a high school locally. I feel that the rural schools in this area do not challenge their students enough and do not provide them with information on the various opportunities available to them after graduation. I also realize that the local culture can be blind to the value of art.

E-commerce

Throughout my four years at the universe sits of Gullah, I have learned one very important thing: learning does not end once you graduate high school or university, it is a continuous facet of life that should never be ignored but embraced. I am sure that learn something new every day. It may not be life altering; It may be something so minute that I missed the fact that I learned it. For example, each day In my anatomy class I learn how the human body works. Monday, I didn't know that each vein doses' have corresponding arteries, but on Wednesday, I did.Just last week, I learn d how easy It Is to make tomato sauce. These little events led me to believe that learning never ends and I can use this new knowledge to better my life. The knowledge I gained in high school helped me to succeed in University, and the knowledge I gain In University will help me to succeed In the Job field. I know that over the past four years, I ha eve developed my skills and learned quite a lot. For instance , when I study for a test, it is not Just to memorize the material like I did in high school, but also to under stand the material presented to me.This method not only helps me get great mark s on tests, but now can utilize this knowledge in my every day life. My faith re was a big coffee drinker. He drank 6 cups of coffee a day. After my first year of university, I Lear Ned how to research a topic and present In a simple, effective e manner. I researched the disadvantages and side effects of drinking coffee and GA eve this information to him, in the hopes that he would cut back, which he did. I have also learned that there AR information.For instance, some people are better learners who n they are being lectured to: others learn better independent TTYL, I learn the best when it is hands- on. For instance, in my organic chemist ray class, I understood the concepts a lot better in the laboratory than in class. This as peck of learning also applies to my life as a peer helper. When I first became a peer, there were many procedures, and formats that I needed to learn. I found it very difficult to read a hand out, as my supervisor was lecturing me too. I decide deed that in order to understand these procedures, I need to physically go through h them.This hands- on approach allowed Bases of Competence Skills Portfolio Specifications Fred Veers page 26 of 34 September 2005 me to understand this new information the best and help me to be the most effective at my Job. The development of my ability to learn is also apparent in my social life. In many aspects of my life, I have to be professional, something I never thought I needed to be. In high school, I acted however I wanted, whenever I wanted, even if it left a poor impression of me. I can remember this one incident when I was being particularly rude to my mother at the bank. E-commerce Throughout my four years at the universe sits of Gullah, I have learned one very important thing: learning does not end once you graduate high school or university, it is a continuous facet of life that should never be ignored but embraced. I am sure that learn something new every day. It may not be life altering; It may be something so minute that I missed the fact that I learned it. For example, each day In my anatomy class I learn how the human body works. Monday, I didn't know that each vein doses' have corresponding arteries, but on Wednesday, I did.Just last week, I learn d how easy It Is to make tomato sauce. These little events led me to believe that learning never ends and I can use this new knowledge to better my life. The knowledge I gained in high school helped me to succeed in University, and the knowledge I gain In University will help me to succeed In the Job field. I know that over the past four years, I ha eve developed my skills and learned quite a lot. For instance , when I study for a test, it is not Just to memorize the material like I did in high school, but also to under stand the material presented to me.This method not only helps me get great mark s on tests, but now can utilize this knowledge in my every day life. My faith re was a big coffee drinker. He drank 6 cups of coffee a day. After my first year of university, I Lear Ned how to research a topic and present In a simple, effective e manner. I researched the disadvantages and side effects of drinking coffee and GA eve this information to him, in the hopes that he would cut back, which he did. I have also learned that there AR information.For instance, some people are better learners who n they are being lectured to: others learn better independent TTYL, I learn the best when it is hands- on. For instance, in my organic chemist ray class, I understood the concepts a lot better in the laboratory than in class. This as peck of learning also applies to my life as a peer helper. When I first became a peer, there were many procedures, and formats that I needed to learn. I found it very difficult to read a hand out, as my supervisor was lecturing me too. I decide deed that in order to understand these procedures, I need to physically go through h them.This hands- on approach allowed Bases of Competence Skills Portfolio Specifications Fred Veers page 26 of 34 September 2005 me to understand this new information the best and help me to be the most effective at my Job. The development of my ability to learn is also apparent in my social life. In many aspects of my life, I have to be professional, something I never thought I needed to be. In high school, I acted however I wanted, whenever I wanted, even if it left a poor impression of me. I can remember this one incident when I was being particularly rude to my mother at the bank. E-commerce Throughout my four years at the universe sits of Gullah, I have learned one very important thing: learning does not end once you graduate high school or university, it is a continuous facet of life that should never be ignored but embraced. I am sure that learn something new every day. It may not be life altering; It may be something so minute that I missed the fact that I learned it. For example, each day In my anatomy class I learn how the human body works. Monday, I didn't know that each vein doses' have corresponding arteries, but on Wednesday, I did.Just last week, I learn d how easy It Is to make tomato sauce. These little events led me to believe that learning never ends and I can use this new knowledge to better my life. The knowledge I gained in high school helped me to succeed in University, and the knowledge I gain In University will help me to succeed In the Job field. I know that over the past four years, I ha eve developed my skills and learned quite a lot. For instance , when I study for a test, it is not Just to memorize the material like I did in high school, but also to under stand the material presented to me.This method not only helps me get great mark s on tests, but now can utilize this knowledge in my every day life. My faith re was a big coffee drinker. He drank 6 cups of coffee a day. After my first year of university, I Lear Ned how to research a topic and present In a simple, effective e manner. I researched the disadvantages and side effects of drinking coffee and GA eve this information to him, in the hopes that he would cut back, which he did. I have also learned that there AR information.For instance, some people are better learners who n they are being lectured to: others learn better independent TTYL, I learn the best when it is hands- on. For instance, in my organic chemist ray class, I understood the concepts a lot better in the laboratory than in class. This as peck of learning also applies to my life as a peer helper. When I first became a peer, there were many procedures, and formats that I needed to learn. I found it very difficult to read a hand out, as my supervisor was lecturing me too. I decide deed that in order to understand these procedures, I need to physically go through h them.This hands- on approach allowed Bases of Competence Skills Portfolio Specifications Fred Veers page 26 of 34 September 2005 me to understand this new information the best and help me to be the most effective at my Job. The development of my ability to learn is also apparent in my social life. In many aspects of my life, I have to be professional, something I never thought I needed to be. In high school, I acted however I wanted, whenever I wanted, even if it left a poor impression of me. I can remember this one incident when I was being particularly rude to my mother at the bank.

Political Attitude

Essay #3 Emily Sawyer Civics and Economics H: Mr. Gain 3rd block 10/28/11 An individual’s political attitude can transpire from many sources. These sources can be identified as one’s Personal Background, the media’s influence, and an individual’s claimed opinion. Personal Background has a large effect on a person’s political attitude because it includes family, experiences in a person’s life, and that person’s age. People become accustomed to their own lives, and don’t realize how much every little thing about you makes you who you are.Political attitude can be based on what an individual’s family has been telling them about the United States Government, but these things parents are telling their children, are the parent’s outlooks and attitudes. Such as a person who grew up with a full family of Republicans will most likely be a Republican. It’s almost like their family brainwashed them into having an exclu sive political perspective. People can develop a political attitude through the experiences in their life such as where that person grew up as a child, or their family’s economic class.A person who grew up in the southern states might be influenced to be a republican because in recent elections, southern state’s votes such as Alabama and Georgia’s came out as Republican. Age can also play a role in this because as everything changes and everyone changes, as so do times. Important events that would influence a person’s political view occur at different times. Media plays a role in the influence of political attitudes of American citizens today because within the last 50 years, there has been a significant advancement in technology.First there was the telegraph, then the radio, the newspaper, magazines, television and now the internet. A regular person wakes up in the morning and either reads the newspaper or a magazine, or some type of news. So, just becau se one article says something about their political view, a person who often reads and agrees with the magazine might start thinking the same thing. Again, some type of brainwashing. In work we usually know what we have to do based on our experiences and studies, however in our daily lives we rely on the media to get the current news and facts about what is important and what we should be aware of.An individual’s opinion is usually a combination of everything they know on the subject and what they are told and are willing to believe. So, our decisions, beliefs and values are based on what we know for a fact, our assumptions and our own experience. An individual’s political attitude can transpire from many sources. These sources can be identified as one’s Personal Background, the media’s influence, and an individual’s claimed opinion. A person’s political outlook can also change due to many of these things.