Why You Should Not Smoke Essays - Smoking, Tobacco, Habits, Smoke

Why You Should Not Smoke I am sure that you know that smoking harms your body. Then why do you continue smoking? Maybe you do it because you haven?t really become conscious about all the effects that smoking has. There are a lot of reasons why you shouldn?t smoke. Some of them are that smoking affects your health, that you spend a lot of money on cigarettes, and that when you smoke you are not respecting people around you. The first reason why you shouldn?t smoke is that smoking affects your health. If you smoke, your physical condition will be negatively affected, so it will be very difficult for you to succeed in sports. Also, smoking produces lethal diseases like cancer and reduces the length and quality of your life. Maybe you don?t notice all the physical effects of smoking immediately, but you surely will be sorry one day. The second reason why you shouldn?t smoke is because of all the money that you spend on it. Maybe you start smoking only when someone offers you a cigarette, but there will be a day when you will feel the need of a cigarette. By this time, you will pay whatever to smoke, and each time you will smoke more, so you will spend more money. All the money you would spend on cigars could have be spent in something better, don?t you think? The last reason why you shouldn?t smoke is out of respect for the people around you. When you smoke, you not only harm yourself, but you also harm all the people around you. So you mustn?t be selfish; you should at least avoid smoking in front of people who don?t smoke. Also, many people don?t like the cigarette?s smell, so they won?t enjoy your company. Would you like that? I have said just some reasons of why you shouldn?t smoke, so I hope that now those of you who smoke are able to think a little and try to make a smart decision. In addition to all the reasons I?ve said, I would like you to think about how much you love yourself and then whether you want to continue harming yourself. Think also about all the people who love you, like your family who doesn?t want to see you suffering or sick. If you decide to continue smoking, what a pity. But if you decide to stop smoking, congratulations! Remember that ?If you can dream it, you can do it.?

Top 5 Challenges for a Detroit Veteran

Top 5 Challenges for a Detroit Veteran Top 5 Challenges for a Detroit Veteran In Detroit,  veterans  of the U.S. military face many challenges each day. From acclimating to civilian life after lengthy deployments to  applying for and receiving disability benefits, navigating the world of veterans’ assistance programs can be complicated. What are some of the most significant challenges facing veterans in Detroit today? Let’s take a look at the top issues faced by members of the armed forces. Applying for and Receiving Disability BenefitsAccording to the U.S. Bureau of Labor Statistics (BLS), current veterans in Detroit and across the country are more likely to suffer from a service-related disability than in previous years. Currently, nearly 30 percent of unemployed veterans suffer from a service-related disability, compared with about 15 percent prior to 2001.In general, disability benefits may be available for any veteran in the Detroit area who was wounded or injured while he or she was on active duty. Even in certain situations, preexist ing conditions that were aggravated by your military service may render you eligible for disability benefits. If you’re unsure about whether you have a service-connected disability or whether you qualify for benefits, you should contact a Michigan disability attorney. Applying for and Receiving Special Monthly Compensation (SMC)It can be difficult to know whether your disability makes you eligible for Special Monthly Compensation (SMC), which is an additional tax-free benefit to disability compensation. It’s intended to help veterans with specific disabilities, â€Å"such as loss of use of one hand or leg,† according to the U.S. Department of Veterans Affairs. It requires the â€Å"need of aid and attendance by another person.† Do you qualify for this benefit? And if you think you might be eligible, how do you apply? You should contact an experienced disability benefits lawyer in Detroit as soon as possible. Seeking a Specially Adapted Housing (SAH) Grant In general, the Veterans Benefits Administration provides grants for current service members and veterans who have certain permanent and total disabilities related to their service when they’re seeking to purchase or build an adapted home, or when they’re seeking to modify their current home to accommodate their service-related disability.Specially Adapted Housing  (SAH) grants are one way that the VA helps disabled veterans with housing options. SAH grants are intended for certain veterans who have service-connected disabilities who plan to continue living â€Å"independently in a barrier-free environment,† according to the U.S. Department of Veterans Affairs. If you have questions about your eligibility for such a grant, don’t hesitate to discuss your situation with an experienced  Michigan Social Security Disability  attorney. Getting Help with Vocational RehabilitationUnemployment is a serious problem affecting thousands of veterans across the c ountry, and those in Detroit in particular. Indeed, according to the BLS, the city of Detroit often has one of the highest unemployment rates in the country. As of April 2015, the unemployment rate in Detroit came in at more than 10 percent- a figure nearly four points higher than that in the neighboring metropolitan area of Chicago.When it comes to veterans dealing with unemployment, the BLS estimates that, among those serving since September 2001, the  unemployment rate for veterans  is around 10 percent across the country, with female veterans facing an unemployment rate of nearly 12 percent. Many veterans don’t know that they may be eligible to receive certain  vocational rehabilitation and employment services, according to the U.S. Department of Veterans Affairs. Such services can help veterans to start their own businesses, for example, or can help severely disabled veterans to find opportunities outside traditional employment. Getting Back to Work if You’r e DisabledOne of the goals of the vocational rehabilitation services offered by the VA focus on helping disabled and paralyzed veterans return to work in some capacity. Although the wounds or injuries suffered while on active duty may mean that you’re unable to return to the type of work you held previously, your disability doesn’t mean that you can’t stay active in your community. Indeed, according to  Paralyzed Veterans of America, the Paralyzed Veterans’ Vocational Rehabilitation Program helps to match veterans with severe disabilities to vacancies in the job market.Contact an Experienced Detroit Benefits LawyerMany veterans are eligible for disability compensation, which is â€Å"a tax-free monetary benefit paid to veterans with disabilities that are the result of a disease or injury incurred or aggravated during military service.† However, many service members and veterans aren’t certain if they qualify for these benefits, and applyin g for them or  appealing a denial  can be a confusing and complicated process.If you’ve served in the Armed Forces and suffered an injury or illness, you should discuss your case with a  disability attorney in Detroit  today.  Contact  the Disability Attorneys of Michigan, to learn more about how we can assist with your claim.

Libertarian and Non-Authoritarian Schooling Systems Essay

Libertarian and Non-Authoritarian Schooling Systems - Essay Example It is evidently clear from the discussion that one of the most popular free schools in the UK is Summerhill, formed by A.S Neil in 1924. Today, the school is still witnessing sharp government criticisms and constant inspections, which resulted in a court case in 2000. The White Lion Street Free School is also one of the popular free schools in Britain. This school offers a space where kids can exercise freedom and democracy. The libertarian element of the school is based on the principle of equitable distribution of power. To achieve this objective, there are no distinctions between teachers and workers at school, like maintenance of personnel and chefs. To the proponents of such schools, the process of learning should start with the assessments of the individuals’ needs and objectives, as opposed to the societal demands. The basis of the establishments of free schools is that the students set limits to their own independence and freedom and decide on their own when they will learn and what they need to learn. As a result, this form of schooling usually stands in the way of critical pedagogy. Summerhill School and White Lion Free School are some of the examples of freedom-based schools. Summerhill School is one of the famous free schools in the United Kingdom, formed by A.S Neill in 1924. Today, the school is still being run by the management of Leiston, Neill’s daughter, in spite of the constant government criticisms and scrutiny which resulted in a court case in 2000.

Visual analysis paper Assignment Example | Topics and Well Written Essays - 1500 words

Visual analysis paper - Assignment Example It was painted when the artist had just returned to Italy after spending 14 years at a Spanish court. By this time, she had married Orazio Lomellini, a Genoese ship captain. The artists obtained her inspirations and subjects for painting from the many visits to various courts and her contacts with painters of great renown such as Luca Cambiaso (Pizzagalli, p. 12). Through these contacts, Anguissola stayed in touch with current developments in art. The art is unique and more interesting to study than others by the painter are because the artist usually painted portraits. The art is oil-on-canvas and measures 49.5" x 43.5" or 125.7x110.5 centimeters. It is one of the Lowe Art Museum collections at the University of Miami. This masterpiece is among the well-known Counter-Reformist works, which portrayed the interests of counter-reformists in devotional images. The main purpose of these arts was to appeal to the viewers in an emotional manner, never achieved by reformist painters (Pizzagalli, p. 15). As a counter-reformation art, ‘The Holy Family with St. Anne and John the Baptist’ is depicted in a clear and accurate fashion with little imaginary or unnecessary embelishments and decorations. As is the case with other Renaissance paintings, this painting has teh features of the then developments in the depiction of light through space. In addition, light is representaed through its reflection from different surfaces. This representation of light through refleciton from surfaces and space helps the painting to achieve extreme realism. The use of oil paint instead of tempera  or  fresco, really helped the painter to achieve light representation. In this art, oli painting helped the artists to achieve a richer colour, finer detail and greater realism. Like other oil painting, these features must have been achieved by many weeks of reworking the paining.The artist, through the use of the visual features of the counter-reformation and reinassance

Visual analysis paper Assignment Example | Topics and Well Written Essays - 1500 words

Visual analysis paper - Assignment Example It was painted when the artist had just returned to Italy after spending 14 years at a Spanish court. By this time, she had married Orazio Lomellini, a Genoese ship captain. The artists obtained her inspirations and subjects for painting from the many visits to various courts and her contacts with painters of great renown such as Luca Cambiaso (Pizzagalli, p. 12). Through these contacts, Anguissola stayed in touch with current developments in art. The art is unique and more interesting to study than others by the painter are because the artist usually painted portraits. The art is oil-on-canvas and measures 49.5" x 43.5" or 125.7x110.5 centimeters. It is one of the Lowe Art Museum collections at the University of Miami. This masterpiece is among the well-known Counter-Reformist works, which portrayed the interests of counter-reformists in devotional images. The main purpose of these arts was to appeal to the viewers in an emotional manner, never achieved by reformist painters (Pizzagalli, p. 15). As a counter-reformation art, ‘The Holy Family with St. Anne and John the Baptist’ is depicted in a clear and accurate fashion with little imaginary or unnecessary embelishments and decorations. As is the case with other Renaissance paintings, this painting has teh features of the then developments in the depiction of light through space. In addition, light is representaed through its reflection from different surfaces. This representation of light through refleciton from surfaces and space helps the painting to achieve extreme realism. The use of oil paint instead of tempera  or  fresco, really helped the painter to achieve light representation. In this art, oli painting helped the artists to achieve a richer colour, finer detail and greater realism. Like other oil painting, these features must have been achieved by many weeks of reworking the paining.The artist, through the use of the visual features of the counter-reformation and reinassance

Visual analysis paper Assignment Example | Topics and Well Written Essays - 1500 words

Visual analysis paper - Assignment Example It was painted when the artist had just returned to Italy after spending 14 years at a Spanish court. By this time, she had married Orazio Lomellini, a Genoese ship captain. The artists obtained her inspirations and subjects for painting from the many visits to various courts and her contacts with painters of great renown such as Luca Cambiaso (Pizzagalli, p. 12). Through these contacts, Anguissola stayed in touch with current developments in art. The art is unique and more interesting to study than others by the painter are because the artist usually painted portraits. The art is oil-on-canvas and measures 49.5" x 43.5" or 125.7x110.5 centimeters. It is one of the Lowe Art Museum collections at the University of Miami. This masterpiece is among the well-known Counter-Reformist works, which portrayed the interests of counter-reformists in devotional images. The main purpose of these arts was to appeal to the viewers in an emotional manner, never achieved by reformist painters (Pizzagalli, p. 15). As a counter-reformation art, ‘The Holy Family with St. Anne and John the Baptist’ is depicted in a clear and accurate fashion with little imaginary or unnecessary embelishments and decorations. As is the case with other Renaissance paintings, this painting has teh features of the then developments in the depiction of light through space. In addition, light is representaed through its reflection from different surfaces. This representation of light through refleciton from surfaces and space helps the painting to achieve extreme realism. The use of oil paint instead of tempera  or  fresco, really helped the painter to achieve light representation. In this art, oli painting helped the artists to achieve a richer colour, finer detail and greater realism. Like other oil painting, these features must have been achieved by many weeks of reworking the paining.The artist, through the use of the visual features of the counter-reformation and reinassance

The History and Development of the ECCE in Ireland Essay Example for Free

The History and Development of the ECCE in Ireland Essay A, The History and development of the ECCE in Ireland The environments in which our youngest children live, grow and play have changed dramatically over the past century. For the best part of the twentieth century, young children were cared for in the family home and went to school sometime after the age of three. For much of that time, Irish society was largely agrarian based and children worked on the farm; work which had economic value to the family. Families were large, twice as large on average as those in the rest of Europe for most of the century. Children lived in households which frequently comprised members of the extended family. Emigration was a way of life and many children must have grown up in the knowledge that they would leave and not return. The Catholic Church and the State operated a symbiotic relationship in relation to many aspects of Irish life, including education, following Independence. In particular, the Church appears to have had considerable influence in terms of family life, a position consolidated by the 1937 Constitution. Changes began to occur in the 1950s when increasing industrialisation and urbanisation began to have an impact. Around this time, too, family size began to reduce. It was not until the 1970s, though, that substantial numbers of women began to enter – and stay in – the paid workforce. This was partly due to the lifting of the marriage bar in the civil service and the beginnings of movement towards parity of pay and rights for women with their male colleagues following Ireland’s entry into the European Economic Community (EEC). Out-of-home care arrangements for children then became a necessity for some families. Contemporary experience With changes in family patterns, more children are now living in smaller families, one parent families or in disparate families. Young children in contemporary Irish families are experiencing substantially different parenting trends, not least of which is that many now have the more active involvement of their fathers as well as their mothers. Traditionally, parents tended to concentrate more on the physical well-being of their children, whereas now they are increasingly concerned with their children’s holistic development, including their cognitive, emotional and social development. Widespread dissemination of research on child development in popular and accessible media formats, such as television programmes and self-help books on child development and parenting, indicate interest among the population on such issues. Such a media profile for child development also suggests an increased awareness among parents of the importance of this stage of life, and of the importance of supporting children’s optimal development. However, there is also the possibility that such media will exert pressure on parents in suggesting that parenting is a complicated and fraught occupation, with the margins for error being frighteningly wide, and the possibilities for success intimidatingly narrow. In fact, parents get it right even in difficult circumstances. Impact of socio-economic change While there is greater sensitivity to children’s needs in the holistic sense, there are depleted resources, notably time, within families and communities to meet them. Many aspects of the socio-economic context, including the organization of work and work/life balance, are not child friendly. House prices have risen enormously and consequently, the difficulty in finding affordable housing in central parts of cities such as Dublin has meant that many people, particularly young couples, have had to move out into the surrounding counties. The road and rail infrastructure is unable to meet the new demand and many people have had to succumb to lengthy hours of commuting. Stress and tiredness caused by parents’ commuting and work is likely to put pressure on children’s quality of life within their families. There is an element of irony in the fact that while children are experiencing more environments in their day-to-day lives in comparison to children even thirty years ago, we now find it necessary to plan for children’s access to, in particular, the outdoor environment. Parental and adult concern for the child’s safety and security means that the range of places in which children can play has shrunk, particularly in urban areas. Traffic volumes, development of green spaces and fear for children being out and about without adult supervision contributes to a contraction of freedom for children. Additionally, it would appear that children are spending increasing time in front of computers and televisions with consequent health risks, including diminished outdoor play, physical inactivity and obesity. Employment and childcare While unemployment was endemic during most of the 1980s, Ireland has experienced increasingly high levels of employment over the past ten years or so. Employment growth and a greater demand for labour, coupled with the need for dual income households to meet the cost of housing, impacted on female work force participation rates. Mothers’ employment participation rates in Ireland are comparatively high. Because of relatively short leave entitlements after the birth of a child, more mothers of young children are in employment in Ireland than in other Organisation for Economic Co-operation and Development (OECD) countries. The obvious consequence of these circumstances is that more children are now being cared for outside the home than heretofore, despite continuing shortages of provision. Much of the increase in supply has occurred in the private commercial sector where costs to parents are among the highest in Europe. Substantial percentages of mothers working full-time and part-time use no paid childcare at all, indicating a reliance on informal provision provided by family or friends. There is very limited information on the nature and quality of the many and varied forms of childcare and pre-school provision for children who attend out-of-home settings. Implications for ECCE provision There are several implications emanating from this position, but just one will be considered here; that of the young child’s right to educational provision. To be meaningful, life-long learning must be conceptualised on a continuum which begins at birth. There are good reasons, based on the knowledge we now have on the efficacy of early education and the magnitude of young children’s potential for learning, for making provision for children from birth. However, a more fundamental argument relates to the young child’s right to education in the same way that older children are entitled to educational provision. This position is underpinned by the UNCRC (UN, 1989). Care and Education Provision for young children in Ireland has been fragmented and many of the fault lines can be traced to the historical understanding of care and education as being separate forms of provision. It is not difficult to see how this fracture developed historically here in Ireland. Home and School The national school system was established in 1831 and there were enough infants (3-5 year olds) in the system by 1872 to warrant a specific infant programme. Figures from the mid-1940s indicate that by then, over 48,000 children between the ages of three and five were in the system. These figures represent substantial numbers of young children in school. It is possible that this indicates that parents placed a high value on their children’s education and may explain why the national or primary school system here in Ireland has, since its inception, been regarded as concerned exclusively with ‘education’. Throughout the period referred to above, children were ‘cared for’ at home up until the point at which they began to attend school. These two contexts of ‘care’ and ‘education’ were quite different, and that difference seems to have been translated to mean mutually exclusive. While there is very little documented evidence about the care of young children at home, it appears that care was primarily the responsibility of the mother. Families were large and older siblings were involved in looking after younger children. While there were differences in urban and rural contexts, the extended family, particularly grandmothers, who often lived in the family home, were involved. Home and school were the two contexts in which children spent time so, even before the concepts were considered, it is possible to see the genesis of our traditional conceptualisation of care as what happens up to the age of three or so, and education as what happens after that. Revised Programme, 1900 One of the most remarkable stages in that history was the Revised Programme of 1900 (Commissioners of National Education in Ireland, 1901), though this is a somewhat arbitrary starting point. Even before this time, the philosophies of Rousseau, Froebel, Pestalozzi and Dewey had influenced individuals who put such theories into practice here. In fact, one might locate the provenance of the concept of child-centred practice with these theorists. The Revised Programme is strikingly familiar to the modern reader. It was influenced by Frobelian principles and incorporated heuristic approaches to teaching and learning. It advocated development from within rather than moulding from without, promoted the integration of subject areas and emphasised the environment as a context for the child’s learning. The Revised Programme advocated teaching content in an integrated manner, breaking with the tradition at that time of compartmentalising knowledge. Unfortunately, however, the necessary finances for equipment, training and implementation were never put in place. While the Revised Programme led to improvements in the dire state of infant education, the Dale Report (Dale, 1904) still found that this was one of the weakest elements of the system. Then, as now, no matter how good the curriculum, it is dependent for effectiveness on resourcing, training and investment. 1922 and 1948 curricular change A very different approach was taken in the curriculum introduced in 1922 following the foundation of the Irish Free State (National Programme Conference, 1922). This approach moved the focus off the young child onto curriculum content, specifically the Irish language, which was to be re-established as part of the socio-political transformation of Ireland following independence. The curricular changes introduced meant that the restoration of the Irish language became the primary aim of infant education. Following some years of implementation of this programme, teachers expressed deep reservations about its effect, stating that it inhibited the child intellectually, repressed the natural urge for self-expression and led to some children being mentally and physically damaged. This programme was replaced by the Revised Programme for Infants (Department of Education [DoE], 1948) in 1948, which returned to the values and direction espoused by the 1900 Revised Programme. However, due to continuing requirements regarding the teaching of Irish, it proved difficult to implement the philosophy of this programme. New Curriculum, 1971 Major curricular change occurred in 1971 with the introduction of the New Curriculum (DoE, 1971). Play was an integral part of this curriculum which was designed to cater for the full and harmonious development of each child, with an inherent flexibility to adapt to the needs of children of varying abilities and cultural backgrounds. However, the economic recession of the 1970s meant that the comprehensive network of supports for teachers which was envisaged did not materialise. Class size remained very large during the period following the introduction of the New Curriculum. Spending on education increased over the following decades, and while class size remained an issue at this time, the number of teaching posts in the system increased substantially. This relates to the introduction of schemes such as Home/School/Community Liaison (HSCL) and the expansion of Special Needs provision. Revised Curriculum, 1999 The 1999 Revised Curriculum (DES, 1999b) is designed to nurture children in all dimensions of their lives. In-service training is ongoing for teachers and structures (e.g. the Primary Curriculum Support Programme [PCSP] and the School Development Planning Service [SDPS]) have been put in place to support its roll-out into schools. A close study of these consecutive curricula illustrates the evolving understandings of concepts such as childcentred and holistic education in Ireland. Developments in provision One of the consequences of the relative economic prosperity of the 1960s was to increase interest and focus on education. From around this period, education became a new catalyst for social mobility, possibly on account of the introduction of free secondary education. Parents became increasingly anxious that their children’s future opportunities would be enhanced through education. Ireland’s increased involvement with international organisations such as the United Nations Educational, Scientific and Cultural Office (UNESCO), the OECD and the UN, allied with the aspiration to become a member of the EEC, contributed to a lessening of the insularity which had been a feature of the previous period. There was a shift in focus from social expenditure in relation to education and children to one of investment in the individual, the economy and society.