Who Is Blame For Gregor s Unfortunate Fate - 1550 Words

Kate Vicars April 6, 2017 Who to Blame for Gregor’s Unfortunate Fate Changes in your life, depending on how you see it, can be good or bad. In Franz Kafka’s The Metamorphosis, we come across Gregor, the protagonist of this story, whose miserable life takes a turn when he turns into a vermin, resulting as a burden to his family. He then later dies at the end of the novella causing a relief to the family. With that being said, who can we ultimately blame for Gregor’s own transformation and death? Although Gregor is largely responsible for his unfortunate fate, his parents are the biggest culprit for Gregor s atrocities. Before Gregor’s transformation, he was a busy traveling salesman. He did this because he was a the†¦show more content†¦Once I’ve got together the money to pay off the parent s debt to him— that should take another five or six years—I’ll do it for sure. Then I’ll make the big break.†(pg.5) In other words, Gregor is working so much for his parents and the debt that he needs to pay off. As a result of that, Gregor is overworked, he never really goes out, and spends his time reading the newspaper or looking at the bus schedule. Kafka writes, â€Å"The young man has nothing in his head except business. I’m almost angry that he never goes out at night. Right now he’s been in the city eight days, but he’s been at home every evening. He sits there with us at the table and reads the newspaper quietly or studies his travel schedules.† (pg. 15) Gregor has lost his sense of humanity and spends his time thin king about business. He has also lost all sorts of creativity he had before he started working so much. He is pretty much used to a routine based lifestyle, which lacks creativity because he has a set schedule that he follows almost everyday. This resulted into his metamorphosis. His parents relied on him to work so much, they forgot that Gregor is human just like themselves. Gregor is human who needs basic human essentials. Like going out with his friends, relaxing, and learning to appreciate the things and people around him. He could not do so because he was stuck paying off debt with a job that he hated. Franz Kafka was a German writer whose worksShow MoreRelatedLogical Reasoning189930 Words   |  760 Pagesthe sign, and she agrees with Emilio that the nearby stream might not even contain Giardia, so she decides to do whatever the majority wants. She adds that the three of you might get lucky while you are hiking out and meet someone who can help, maybe a hiker who knows more about Giardia or has extra watersterilization tablets. Then again, you might not be so lucky; you didnt pass anybody on the way in. Hiking out while you all have a bad case of Giardia might even be life threatening. Emilio

World War II Battle of the Bulge

The Battle of the Bulge was German offensive and key engagement of World War II, which lasted from December 16, 1944 until January 25, 1945. During the Battle of the Bulge, 20,876 Allied soldiers were killed, while another 42,893 were wounded, and 23,554 captured/missing. German losses numbered 15,652 killed, 41,600 wounded, and 27,582 captured/missing. Defeated in the campaign, Germany lost its offensive capability in the West. By early February, the lines returned to their December 16 location. Armies and Commanders Allies General Dwight D. EisenhowerGeneral Omar BradleyField Marshal Sir Bernard Montgomery830,000 men424 tanks/armored vehicles and 394 guns Germany Field Marshal Walter ModelField Marshal Gerd von RundstedtGeneral Sepp DietrichGeneral Hasso von Manteuffel500,000 men500 tanks/armored vehicles and 1,900 guns Background and Context With the situation on the Western Front rapidly deteriorating in the fall of 1944, Adolf Hitler issued a directive for an offensive designed to stabilize the German position. Assessing the strategic landscape, he determined that it would be impossible to strike a decisive blow against the Soviets on the Eastern Front. Turning west, Hitler hoped to exploit the strained relationship between General Omar Bradley and Field Marshal Sir Bernard Montgomery by attacking near the boundary of their 12th and 21st Army Groups. Hitlers ultimate goal was to compel the U.S. and U.K. to sign a separate peace so that Germany could focus its efforts against the Soviets in the East. Going to work, Oberkommando der Wehrmacht (Army High Command, OKW) developed several plans including one that called for a blitzkrieg-style attack through the thinly defended Ardennes, similar to the assault conducted during the Battle of France in 1940. The German Plan The final objective of this attack would be the capture of Antwerp which would split the American and British armies in the area, and would deprive the Allies of a badly needed seaport. Selecting this option, Hitler entrusted its execution to Field Marshals Walter Model and Gerd von Rundstedt. In preparing for the offensive, both felt that the capture of Antwerp was too ambitious and lobbied for more realistic alternatives. While Model favored a single drive west then north, von Rundstedt advocated for dual thrusts into Belgium and Luxembourg. In both cases, German forces would not cross the Meuse River. These attempts to change Hitlers mind failed and he directed his original plan to be employed.   To carry out the operation, General Sepp Dietrichs 6th SS Panzer Army would attack in the north with the goal of taking Antwerp. In the center, the assault would be made by General Hasso von Manteuffels 5th Panzer Army, with the goal of taking Brussels, while General Erich Brandenbergers 7th Army would advance in the south with orders to protect the flank. Operating under radio silence and taking advantage of poor weather which hampered Allied scouting efforts, the Germans moved the necessary forces into place. Running low on fuel, a key element of the plan was the successful capture of Allied fuel depots as the Germans lacked sufficient fuel reserves to reach Antwerp under normal combat conditions. To support the offensive, a special unit led by Otto Skorzeny was formed to infiltrate the Allied lines dressed as American soldiers. Their mission was to spread confusion and disrupt Allied troop movements. Allies in the Dark On the Allied side, the high command, led by General Dwight D. Eisenhower, was essentially blind to German movements due to a variety of factors. Having claimed air superiority along the front, Allied forces typically could rely on reconnaissance aircraft to provide detailed information on German activities. Due to the decaying weather, these aircraft were grounded. Additionally, due to the proximity to their homeland, the Germans increasingly used telephone and telegraph networks rather than radio for transmitting orders.  As a result, there were fewer radio transmissions for Allied code breakers to intercept. Believing the Ardennes to be a quiet sector, it was used as a recovery and training area for units that had seen heavy action or were inexperienced. In addition, most indications were that the Germans were preparing for a defensive campaign and lacked the capabilities for a large-scale offensive. Though this mentality permeated much of the Allied command structure, some intelligence officers, such as Brigadier General Kenneth Strong and Colonel Oscar Koch, warned that the Germans might attack in the near future, and that it would come against the U.S. VIII Corps in the Ardennes. The Attack Begins Commencing at 5:30 AM on December 16, 1944, the German offensive opened with a heavy barrage on the 6th Panzer Armys front. Pushing forward, Dietrichs men attacked American positions on Elsenborn Ridge and Losheim Gap in an attempt to break through to Lià ¨ge. Meeting heavy resistance from the 2nd and 99th Infantry Divisions, he was forced to commit his tanks to the battle. In the center, von Manteuffels troops opened a gap through the 28th and 106th Infantry Divisions, capturing two U.S. regiments in the process and increasing pressure on the town of St. Vith. Meeting increasing resistance, 5th Panzer Armys advance was slowed allowing the 101st Airborne to deploy by truck to the vital crossroads town of Bastogne. Fighting in snowstorms, the foul weather prevented Allied air power from dominating the battlefield. In the south, Brandenbergers infantry was essentially stopped by the U.S. VIII Corps after a four-mile advance. On December 17, Eisenhower and his commanders concluded that the attack was an all-out offensive rather than a local assault, and began rushing reinforcements to the area. At 3:00 a.m. on December 17, Colonel Friedrich August von der Heydte dropped with a German airborne force with the goal of capturing crossroads near Malmedy. Flying through foul weather, von der Heydtes command was scattered during the drop, and forced to fight as guerillas for the remainder of the battle. Later that day, members of Colonel Joachim Peipers Kampfgruppe Peiper captured and executed around 150 American POWs at Malmedy. One of the spearheads of 6th Panzer Armys attack, Peipers men captured Stavelot the next day before pressing onto Stoumont. Encountering heavy resistance at Stoumont, Peiper became cut off when American troops retook Stavelot on December 19. After attempting to break through to German lines, Peipers men, out of fuel, were forced to abandon their vehicles and fight on foot. To the south, American troops under Brigadier General Bruce Clarke fought a critical holding action at St. Vith. Forced to fall back on the 21st, they were soon driven from their new lines by the 5th Panzer Army. This collapse led to the encirclement of the 101st Airborne and the 10th Armored Divisions Combat Command B at Bastogne. The Allies Respond As the situation was developing at St. Vith and Bastogne, Eisenhower met with his commanders at Verdun on December 19. Seeing the German attack as an opportunity to destroy their forces in the open, he began issuing instructions for counterattacks. Turning to Lieutenant General George Patton, he asked how long it would take for Third Army to shift its advance north. Having anticipated this request, Patton had already begun issuing orders to this end and replied 48 hours. At Bastogne, the defenders beat off numerous German assaults while fighting in bitter cold weather. Short on supplies and ammunition, the 101sts commander, Brigadier General Anthony McAuliffe rebuffed a German demand to surrender with the famed reply Nuts! As the Germans were attacking at Bastogne, Field Marshal Bernard Montgomery was shifting forces to hold the Germans at the Meuse. With Allied resistance increasing, clearing weather allowing Allied fighter-bombers to enter the battle, and dwindling fuel supplies, the German offensive began to sputter, and the farthest advance was halted 10 miles short of the Meuse on December 24. With Allied counter attacks increasing, and lacking fuel and ammunition, von Manteuffel asked for permission to withdraw on December 24. This was flatly denied by Hitler. Having completed their turn north, Pattons men broke through to Bastogne on December 26. Ordering Patton to press north in early January, Eisenhower directed Montgomery to attack south with the goal of meeting at Houffalize and trapping German forces. While these attacks were successful, delays on Montgomerys part allowed many of the Germans to escape, though they were forced to abandon their equipment and vehicles. In an effort to keep the campaign going, a major offensive was launched by the Luftwaffe on January 1, while a second German ground offensive began in Alsace. Falling back the Moder River, the U.S. 7th Army was able to contain and halt this attack. By January 25, German offensive operations ceased.

An Exploratory Middle Ground Position Between Atheism And...

David Eagleman, during an interview with National Public Radio in February of 2009, coined the term â€Å"Possibilianism†. An exploratory middle ground position between atheism and theism. In this essay I argue that possibilianism as a new standpoint in the debate on the existence of God is irrelevant, as it holds the same ideological stance as agnosticism. In an article written by Eagleman titled â€Å"Beyond God and atheism: Why I am a possibilian† he says that â€Å"we know too little to commit to strict atheism, and too much to commit to any religion† (Eagleman, 2), this is the driving force behind his possibilianists standpoint. From my understanding, possibilianism is a philosophy that rejects the certainties held by both atheists who would argue in the complete non-existence of God and similarly theists who would vouch for His definite existence. In this situation we take God to refer to the monotheistic and orthodox depiction, as seen in the Christian, Judaism and Islamic faiths. Possibilianists are open to the ideas that we currently have no way of testing the existence of God, however we should hold off a definite judgement until further evidence can be provided through scientific research and exploration. Possibilianists emphasize the active exploration of new, unconsidered notions whereby anything goes at first (Eagleman, 3), but science is then added into the equation to rule out the impossible, and often to provide insights into new parts and possibilities. The overall

Diabetes Mellitus Type 1 And Type 2 - 1675 Words

According to The American Diabetes Association, â€Å"Diabetes mellitus is a group of metabolic diseases characterized by hyperglycemia resulting from defects in insulin secretion, insulin action, or both. The chronic hyperglycemia of diabetes is associated with long-term damage, dysfunction, and failure of various organs, especially the eyes, kidneys, nerves, heart, and blood vessels† (p.1). There are two types of diabetes, type 1 and type 2. Insulin management is needed for type 1 diabetes, because it is an autoimmune disease. Diabetes Mellitus type 2 is controlled by a strict diet. If the diet is not followed, then hypoglycemic proxies and insulin may be necessary to control a steady blood sugar level (Burden M, 2003). The main symptoms of diabetes common in type 1 are, lethargy, stupor, weight loss, breath which smells like acetone, kussmaul breathing (hyperventilation), nausea, vomiting, and abdominal pain. Signs and symptoms that associate with both diabetes type 1 and 2 are, polydipsia, polyphagia, blurred vision, polyuria, and glycosuria. A diagnostic test which supports the signs and symptoms of diabetes is the fasting plasma glucose. This test diagnoses diabetes primarily during pregnancy. Diabetes is confirmed with a level of greater than 126 mg/dl. The patient must remain NPO for at least 8 hours with the exception of water. An oral glucose tolerance test or glucose challenge test is when a patient drinks a beverage containing glucose. The levels being greaterShow MoreRelatedDiabetes Mellitus : Type 1, Type 2, And Gestational Diabetes3102 Words   |  13 PagesIntroduction Diabetes Mellitus, also known commonly as diabetes, is a chronic condition in which the body doesn’t produce or misuses insulin in the body. There are different classifications of diabetes: Type 1, Type 2, and gestational diabetes. Type 1 is when the body does not produce any insulin. It is usually diagnosed in children and young adults. Type 2 is when the body doesn’t use insulin properly and can develop in anyone and seen at any age. Both types require strict management whichRead MoreThe Pathophysiology Of Diabetes Mellitus Type 1 And 21496 Words   |  6 PagesThe Pathophysiology of Diabetes Mellitus Type 1 and 2 According to the National Diabetes Statistics Report from The Centers for Disease Control and Prevention in 2012, it revealed that 29.1 million of the American population has diabetes with 1.7 million new diagnoses each year. Diabetes is the seventh leading cause of death in the United States and costs over 176 billion dollars per year. Diabetes mellitus is a metabolic disorder characterized by hyperglycemia due to the dysfunction of the pancreasRead MoreType 1 Or Type 2 Diabetes Mellitus During Pregnancy, Self1477 Words   |  6 PagesType 1 or Type 2 Diabetes Mellitus During Pregnancy, Self Care Caring for yourself during your pregnancy when you have type 1 or type 2 diabetes (diabetes mellitus) means keeping your blood sugar (glucose) under control with a balance of: †¢ Nutrition. †¢ Exercise. †¢ Lifestyle changes. †¢ Insulin and other medicines, if necessary. †¢ Support from your team of health care providers and others. The following information explains what you need to know when managing your diabetes at home duringRead MoreDifferentiating Between Type 1 and 2 Diabetes Mellitus1497 Words   |  6 PagesIntroduction Diabetes Mellitus is a disease of the endocrine system primarily differentiated between type 1 and type 2. Type 1 diabetes occurs when the pancreas is unable to produce insulin and was previously seen in the younger generation which is no longer the case.1 Type 2 diabetes is the more prevalent of the two types and involves elevated blood sugar levels due to the insufficient production of insulin. Risk factors that make an individual higher risk for type 2 diabetes include increasingRead MoreDiabetes Mellitus : The Leading Chronic Disease1102 Words   |  5 PagesDiabetes Mellitus Diabetes mellitus is one of the leading chronic diseases that can cause high rates of morbidity and mortality worldwide. Diabetes mellitus is characterized by hyperglycemia due to a lack of insulin, insulin resistance, or both. The four main types of diabetes mellitus include type 1 diabetes mellitus, type 2 diabetes mellitus, gestational diabetes mellitus, and other specific types (Darby, 2015, 824). A high rate of periodontal disease has been reported with type 1 and 2 diabetesRead MoreInterview A Registered Nurse From Georgia University Medical Center Essay878 Words   |  4 Pagesinformation about a disease that she mentioned she sees commonly in her in-patient unit. The disease she noted was diabetes mellitus. During the interview, she gave me information about the disease in terms of its causes, its frequency, and the reason she decided to identity this disease. When speaking with healthcare provider Denead Buoy, RN, MSN, she explained that diabetes mellitus is a condition in which one has elevated blood glucose levels due to an inadequate insulin production or because theRead MoreHigh Incidence Of Early Onset Type 2 Diabetes1613 Words   |  7 PagesThe High Incidence of Early-Onset Type 2 Diabetes Introduction Diabetes is a metabolic body condition in which the pancreas is unable to secrete enough insulin, hence leading to increased levels of blood sugar. Age, genetics, weight and ethnicity are the four main risk factors of Type 2 diabetes. Common symptoms include frequent urination, persistent fatigue, slow healing process for cuts and wounds and blurred vision. Type 2 diabetes affects 1 out of 10 people in America, as research has concludedRead MoreDiabetes Mellitus Essay1600 Words   |  7 Pages Diabetes Mellitus Type 2 In Children INTRODUCTION: Diabetes is not a single disease it is a multifactorial group of syndromes all characterized by an increase in the level of blood glucose that occurs due to lack of presence of insulin. Mainly, the less release of insulin leads to excess deposition of glycogen which is a peptide hormone synthesized by the pancreas and plays a role in raising the level of glucose in blood. (Mycek, 2007). Diabetes is usually divided into two types, insulin dependentRead MoreDiagnosis Of Diabetes Mellitus ( Dm )843 Words   |  4 PagesDiabetes or clinically referred to as Diabetes Mellitus (DM), is part of several groups of metabolic illnesses where there are high glucose levels for an extended period of time. Diabetes happens if there is not enough insulin produced by the pancreas or the body cells are not adequately responding to the insulin produced. (Ciccone, 2016 p510-511). Delving into its early history, diabetes was one of the early illnesses described, from a tablet found in Egypt from the year 1500 BC that statedRead MoreTrick or Treat Diabetes863 Words   |  3 Pages Trick or treat diabetes Diabetes also known as diabetes mellitus is a disease related to metabolism, caused due to high level of glucose present in the blood. Diabetes is caused because pancreas is not able to produce enough insulin or cells are not able to respond to the insulin. The most common symptoms include periodic urination, increase thirst and hunger. There are different types of diabetes mellitus some are listed below: 1) Type 1 diabetes is caused because of the destruction of ÃŽ ²-cells

Labour Relations Management Public Servants Strikes

Question: Discuss about the Labour Relations Managementfor Public Servants Strikes. Answer: Strike is the unilateral stoppage of work with intention to impact on negotiations revolving around wage or work conditions. Throughout the world, workers employ a number of strategies in the process of trying to achieve better working conditions and remuneration. However it appears collective bargaining is not a popular method for most workers. More often than not, they resort to go on strike. As much as this sometimes gets workers issues resolved, it does not justify such industrial action. This paper evaluates the argument of strike by focusing on some of the major reasons employees often go on strike as well as the impact it has on the business. In his study, Hui (2016) points out that the civil servants often go on strike when the employers partially or totally break their employment agreement, do not accept some or all of the work they normally do, or even reduce their rate of work, performance, and normal output. Hence to be considered a strike, the employees action must be part of or a combination of agreement, common understanding, or a joint action done by the employees. The employees often take this action with the aim of trying to make the employers accept or give in to their demands. Brym, Bauer, and McIvor (2013) also points out that if the strike is legal, a party is allowed to apply to the Employment Court for an injunction of stopping it or even sue individuals for the loss caused by the strike such as the loss of working time. Strike should not be allowed due to the impact it causes, some of which include; The Collective Bargaining Framework To say that strikes and lockouts are a legitimate part of the collective bargaining agreement would be a valid argument. For instance the right of employees to strike against employers and that of employers to lock them out in an attempt to persuade them is recognized and protected in Canada according to the Canada Labor Laws (Part-1 Industrial Relations). Whether or not a strike is a protected right is not in contention, the matter at hand is how workers go about it (Zhang, Zuberi, 2017). This is especially important because the same labor laws provide for an elaborate and extensive framework for addressing the workers welfare. As such parties can resolve bargaining disputes through appointed conciliation officers, conciliation boards and commissioners and even the Federal Mediators and Conciliation services of Canada (FMCS). Employers and workers unions have a way therefore of reaching an agreement without recourse to industrial action. With all these provided for in the constitut ion, there is not much reason to justify workers strike. Violence Labor laws in most democratic countries world over just like in Canada recognize and protect the right of workers to hold peaceful demonstrations. However, if the recent happenings worldwide are anything to go by, this is far from the truth. Violence is increasingly becoming the face of workers protests. From the French workers protests against the contested Labor Reform Bill-where more than two dozens of police were seriously injured and more than seven people were arrested put behind bars for the industrial action by garment workers in Dhaka, Bangladesh protesting where several dozens of people sustained injuries. An even worse case in point is the strike at BHP Billiton's Escondida copper mine in Chile that saw a fire break out and more than 300 masked people storm the site in February this year. A close look at such events is evidence that it is increasingly become too costly to allow strikes. According to Slinn (2014), time has come when we must carefully consider labor laws and policy reform that must be abolished. Disruption of Essential Services The recent few years has seen the rise in strikes by workers in essential service providing sectors. These include services such as healthcare (a case in point would be a 100-day strike by doctors in Kenya in from January 2016), education, transport and communication. In Kenya a concurrent strike by doctors that lasted 100 days led to the loss of more than a hundred lives. Within the same period in that country, a lecturers strike that lasted slightly over two months caused a delay in the opening of the semester in public university. The transportation services in Greeces capital witnessed one of the worst strikes in their history which caused serious disruptions in the major transport system in the city in September 2016. The transportation workers were protesting austerity measures instituted by government to pay back creditors on time. Still in Canada, a month long strike during the spring involving more than 6000 teaching assistants at the University of Toronto cannot be overlooked. At the heart of the strike was the issue of graduate students funding. To this affect Deacon (2014) argues that there is need to strike a balance between the constitutional right to strike and the right to education for students. The university management fortunately won the labor arbitration case but not without an unnecessary disturbance in the learning of students. In all these mentioned cases in recent times one thing is common-crippling of essential services to the public. This is not a good place to be as it creates a multiplicity of inconvenience to various sectors of the economies of countries affected. Measuring and responding to precocity in the labor economy should involve more than just strikes (Zhang Zuberi, 2017). Knzler (2016) submits that the solution to workers welfare issues is elaborate reforms in social security .The very existence of strike as a protected right for workers in the most democracies constitutions is a setback. This provision is bound to and has more often than not been abused by union officials whose real intentions are usually to extort from the government. As a result union leaders from time to time declare strikes only to call them off after they are compromised by cash handouts from corrupt regimes. Abolishing strikes would effectively prevent such incidences from happening as there would not be a mechanism for such unscrupulous unionists to leverage on the government officials. Strikes are an Economic Setback When workers withdraw their labor from whatever sector, the economy suffers as a result in the decline in economic activity in the affected sector. The recent years have been characterized by a trend where Western owned companies shift operations base to low cost labor countries in Asia such as China, Thailand, Malaysia and Mexico South America. This is partly because the workforce in these countries is less likely to go on strike hence manufactures are guaranteed of cheap and efficient labor. Industrial action is very infrequent in most of these countries thanks to capitalist hegemony and class politics (Hui, 2016).This is the example that other nations of the world need to emulate. It is no wonder that China for instance has the largest manufacturing sector ion the world. Unless there is a mechanism in place like abolishing workers strike especially in Western countries, this trend is likely to continue. This has the potential to lead to loss of jobs. The Public and Private Sectors are Different The reason why public servants were not allowed to strike in the 70s in Canada was primarily because of the fact that the public and private sectors are not similar in a variety of ways.Brym, Bauer and McIvor (2013) describe strikes as the 21st Century anomaly. It is a global phenomenon that governments exercise a monopoly over the provision of vital services in a manner that no private sector can. Today, the government, of Canada is grappling with a wave of public sector unrest. When unionized workers in any a private company go on strike,say Ford or General Motors, people can still get the same goods or services from another provider, but when nurses, doctors or teachers down their tools the effect is that the services they provide are withdrawn. When it is a vital sector like healthcare involved, the results are disastrous. Van Rensburg van Rensburg (2013) raise questions to the extent that it is unethical for nurses to go on strike. As a result the public is sucked into the public sector wage disputes in a manner that can never occur in the private sector. This then becomes a front for opposing political sides to clash since politicians have a keen eye and a fat appetite for public discontent. To reclaim the veto power that the state once had over the public sector ensuring that their services were available, the ability of public servants to strike should be withdrawn. This is the only way governments can restore vital services to the people. Another glaring difference between the private sector and the public sector is this. The former face the discipline of the bottom line, hence they have to provide goods and services at the prices that consumers would have willingness to pay (Zhang, Zuberi, 2017). When private companies fail to achieve this it means that they are edged out of business. The latter though cannot go out of business. Public sectors are government agencies which pay their bills through taxes-they must ensure that the public gets value for every dollar paid in taxes. As such public servants cannot and should not be allowed to hold them at ransom through frequent strikes .Stern Lehrer (2017) recommend that in modernizing labor laws, rules governing labor organizations must be explored. Conclusion Strikes are legitimate actions that are adopted by parties with the aim of advancing their bargaining objectives in the workplace. However, it is an action that a destructive impact on both the employers and the civil servants thus should not be taken slightly. Strike has major economic and emotional effect on the families, parties, or in the society as well. It can also significantly harm the parties involved in terms of job loss as well as loss of life and property. However, the employers do not have to shut down their businesses as they are often to hire a replacement worker during the strike. At the end of the strike, the decision of hiring back the striking worker will be determined by the reason that caused the strike. While still on the same line of thought, it is important to note that the consumers of public services usually do not pay the total cost of labor settlements like is the case with the private firms. The taxpayer bears a portion of the cost of public sector settlement. This obviously means the cost ends up entangled in a more complex tax burden as opposed to a direct bill for a private sector that the consumers can easily understand. On a positive note, the fact that the power of unions is on a terminal decline especially in the private sector is a good indicator even for the public sector. Workers are becoming more and more confident in their own abilities and are less attracted by the idea of a third party being a mediator in their welfare issues to the employer. In the face of globalization and the growing free trade, workers and firms alike must pull in the same direction to overcome foreign competition. The interests at the end of the day ought to be aligned and not opposed. References Brym, R., Bauer, L. B., McIvor, M. (2013). Is Industrial Unrest Reviving in Canada? Strike Duration in the Early Twenty-First Century. Canadian Review Of Sociology, 50(2), 227-(Robert Brym, 2013)238. doi:10.1111/cars.120. Cake, S. (2016). Worker Movement as a Union issue: An Examination of Collective Bargaining Agreements in the Construction Sector in Alberta, Canada. Canadian Journal of Sociology, 41(3), 327-348. file:///C:/Users/Raey%20Joshua/Downloads/28275-73948-1-PB.pdf Deacon, H. (2014). The balancing act between the constitutional right to strike and the constitutional right to education. South African Journal Of Education, 34(2), 1-15. Hui, E. S. (2016). The Labour Law System, Capitalist Hegemony and Class Politics in China. China Quarterly, 226431-455.doi:10.1017/S0305741016000382. Retrieved from https://sajournalofeducation.co.za/index.php/saje/article/viewArticle/816 Knzler, D. (2016). Social security reforms in Kenya: Towards a workerist or a citizenship-based system?. International Social Security Review, 69(1), 67-86. doi:10.1111/issr.12095. Slinn, S. (2014). Whither Wagner? Reconsidering Labor Law and Policy Reform. Minnesota Law Review, 98(5), 1805-1841. Stern, A., Lehrer, E. (2017).How to Modernize Labor Law. National Affairs, 3052-67. Retrieved from https://www.nationalaffairs.com/publications/detail/how-to-modernize-labor-law Van Rensburg, A. J., van Rensburg, D. J. (2013). Nurses, industrial action and ethics: Considerations from the 2010 South African public-sector strike. Nursing Ethics, 20(7), 819-837.doi:10.1177/0969733012473771. Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/23454981 Zhang, S., Zuberi, D. (2017). Evening the keel: Measuring and responding to precarity in the Canadian labour economy. Canadian Public Administration, 60(1), 28-47. doi:10.1111/capa.1220 https://onlinelibrary.wiley.com/doi/10.1111/capa.12206/fulln

Early Childhood Education and Care for Curricular- myassignmenthelp

Question: Discuss about theEarly Childhood Education and Care for Curricular. Answer: The early childhood care and education sector is known for its practice of using numerous structural, curricular and pedagogical techniques which are based on different theoretical underpinnings and philosophies to provide comprehensive educational experience to the children. Similar to other education sectors, the early childhood education sector is also marked by shift in theory or practice so that effective education can be provided in the classroom. The early childhood education focuses on several national and international initiatives as well as current direction in the development of curriculum development. In order to develop proper curriculum, several curriculum frameworks and guidelines have been adopted which encompasses planning, teacher interaction methods, monitoring and learning activities. In Australia, each state and territory has worked to develop their own curriculum for the early childhood and care sector (Staples Cochran, 2007). The educational program will focus on making the children more creative and expressive with the help different pedagogical techniques. The early childhood is a vulnerable time and requires physical and perceptual skill development of the children. The pedagogical techniques should focus on the development of different behavioral, cognitive and conceptual aspects of children (Odom Wolery, 2003). In this regard, the present essay will discuss the impact of different historic, political, social and cultural influences in shaping the early childhood care and education of the children. Currently, the children pedagogical techniques and methods are well-formed and designed to impart maximum meaning to children education. There are four major perspectives or discourses which are influential in the development of these policies. Firstly, the development perspective which examines the regularities and changes in the physical and the psychological growth of the children and the vulnerability and the psychosocial growth of the children and how pedagogical techniques can foster this growth. Another perspective is the political or the economic perspective which is influenced by the development principles of the country. It focuses on social and educational interventions which can develop the economic model of the human capital in a country. Another development perspective is that of social or the cultural perspective wherein childhood in considered as a constructed status and the diversities in the manner in which they are understood or practiced impacts the development of children (Dahlberg, Moss Pence, 2007). Another perspective in the development of policy is the human right perspective which reframes conventional pedagogical approaches in the manner that they respect the dignity, entitlement and the capacity of the children so that they can contribute to the development of services of people (Pianta, Barnett Justice, 2012). Historically, the early childhood care and education has focused on play and childhood education. In the last few years, the educationalists and the policy-makers have elaborated the purpose of education in early childhood care. The early theorists have stated that the children are active learners and the best learning method is when the children are given opportunity to increase their interaction with the nature and the life. According to this belief, children are naturally good and the education and the social goals should focus on nurturing the natural talent of the country (Woodhead, 2006). The Piagetian theory and philosophical ideas are based on the development of research-based guidelines which responds to the changes in the recent education and technological changes. It focuses on developing early childhood curriculum overly academic or provides a theoretical and research evidence base curriculum to provide maximum development opportunities to the children. Initially, there was focus on play also to support the active engagement of children in play and matching the childrens development capacities with their play activities. Later, it was examined that learning with the help of play can create issues in the learning process and can be leading for the children. It can be discussed that in learning while playing, there is essential requirement of adult intervention. However, the interaction with an adult can be damaging to the self-agency of the children. There is balancing issue in child-centered activities and adult interaction (Dahlberg, Moss Pence, 2007). There are also several contemporary perspectives related to early childhood education such as post-modernism, post-structural, sociocultural and sociology. According to these contemporary theories, the childrens mastery of play, imagination development and role of teacher has a strong role of in learning process (Moore, Edwards, Cutter-Mackenzie Boyd, 2014). Another approach is the children early education and development is that the acquisition of language, culture and other tools or signs impact on the learning process. With the acquisition of culture, children gather the knowledge of generation (Shonkoff, 2010). The sociocultural perspective states that the teachers have a strong role and proactive role in the pedagogical approaches. It focuses on a childs free path in the learning process. However, when an adult or teacher interferes in the learning process, it violates the basic principle of learning in which the learning is centered on the learning process of the children. The increased role of the adults in the childrens learning can impact on the conventional idea that the children are the center of the learning and should be given free opportunity to develop their own cognitive and other ability (Shonkoff, 2010). There was shift in the perspective of pedagogical techniques towards the intentional thinking wherein the children and the educator engage in conversation and other interaction methods to promote learning. The open ended plays and acting can also be used to facilitate the learning and the teacher can work on the role of facilitator in the learning process (New Cochran, 2007). Currently, there is ongoing research regarding the role of content access in the learning process. The current research highlights the relationship between children and the teacher as the basis of the learning process. The plays and opportunities for plays are important; however, how the content knowledge is gathered as an association between the teacher and the children also impact on the overall teaching. If a play or game is considered as educational, it should teach the students something. As of now, there is shifting emphasis on the interaction between the children and the adults in early childhood setting which suggests that the course content should be explicitly engaging to the students along with the children (Woodhead, 2006). The cultural, social, economic and other factors impact on the pedagogical techniques and the behavior and learning process of the children. The culture and other biological factors also impact on the learning capabilities of the children. In the learning and development of the children is affected by several social, economic and environmental factors which impact on the learning process of the people. There are several other factors such as parental interaction and the learning environment which may influence the learning process. The parental interactions have a strong method on the child development as the parents who spend their time in playing and teaching their kids different things positively impact on the overall development of the kid. However, parents who ignore interaction with their parents may hinder the development of their children (Vescio, Ross, Adams, 2008). Along with it, the learning environment of the children at the school also influences the development of the child. The learning environment should be informative and supportive so that the child can achieve better career and growth. Several research have highlighted that the children obtaining poor and underprivileged educational environment will get negatively developed. The social interaction or the lack of it also results in early childhood development issues. It hinders the ability of child to socialize with others in a positive manner. Therefore, it is important to provide a comprehensive learning environment to the students. The teachers should invest in high-quality pre-school or school transition programs. The early childhood programs can provide stability to the learning of students and can result in smooth transition of the children from pre-school to higher grades of the school. These programs also assure that the people from disadvantaged families do not encounter any di fficulties in their school. It can be critiqued that the early childhood pedagogical techniques can improve the academic skills of the students and can result in their cognitive development even in later years of their school (Durlak, Weissberg, Dymnicki, Taylor Schellinger, 2011). There is consensus that the early years of development are particularly important for the development of the basic skills which will be beneficial in the development of other skills acquired later on. Other skills such as social skills, motivation, self-esteem, health status and the attitude towards the school are influenced by these early intervention techniques. The socio-economic factors also have a strong influence on the development of children. It refers to the relative position of an individual, family or group in the society. It is directly associated with the social recognition, privileges and wealth of a person (Linda, 2011). The parental occupation, family income, prestige and power are the major indicator of the socio-economic status of a person. The children from lower socio-economic group are at the risk of not successfully developing the skills required at school. The children from different socio-economic background are more likely to repeat grades, develop special ed ucation needs or to withdraw from the school before completing the program; therefore, it is important to develop programs with special needs. The aim of the early childhood care and education techniques is to establish equality in educational opportunity to the children from different economic and social backgrounds and reduce their negative impact such as school failure, grade retention or special educational needs. These intervention methods enhance a childs capacity to learn and improve their performance at the school at elementary level. By providing proper social and cognitive experiences, the teachers and the curriculum developers can supplement the home environment of the student (Burger, 2010). Currently, there is no systematic provision for early childhood education and care in Australia. However, both state as well as Commonwealth government provides certain services at the current level. In the country, the safety and care services fall under the category of childhood education and the policy coordination at the national level is dependent upon different portfolios in the early childhood services (Bruce, 2015). The education department is focuses on pre-school sector have limited scope for the service provision. The early childhood education and educational attainment is given high importance and recognition is given to the early childhood education and training policy as it impacts on the school readiness and learning ability at later stage of life (Burger, 2010). Conclusively, it can be stated that in early childhood education and stage, the intervention methods should have a broad and versatile approach for the learning. The parent involvement is also crucial and the parent involvement should be used along with the center-based provision. The strategies which use parental engagement in home learning should enhance the performance of the preschool attendance. The government intervention is also necessary to make the early childhood education and care program accessible to the children which would otherwise remain inaccessible due to economic issues. The children brought up in adverse economic and social conditions should be supported to a specific extent with the help of educational intervention programs as they increase the childrens competency and increase the educational opportunity. References Bruce, T. (2015). Early Childhood Education. Hachette UK. Burger, K. (2010). How does early childhood care and education affect cognitive development? An international review of the effects of early interventions for children from different social backgrounds.Early childhood research quarterly,25(2), 140-165. Burke, R. W. (2010). Historical Development of Early Childhood Education. Dahlberg, G., Moss, P., Pence, A. 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