Equality and Diversity Essay Example for Free

Equality and Diversity Essay It would be very discouraging for children to be subjected to discriminatory beliefs that are held by either myself or other teachers for example my cousin wanted to be a ballet dancer when he was a child but after teasing from other members of the family suggesting that dancing is only for girls and gay men he did not continue to attend classes. This was something that he regrets as it was a dream of his and now he has grown up he wishes he had been encouraged to dance. By taking any of families or, friends or even my own beliefs in to school is unfair on the children I am there to support. They could be made to feel that if because of their background or who they are means they cannot aspire to be what they want to be so will not reach to achieve their full potential.As with another example my father-in-law is sexist and believes that a woman’s place is in the home cooking, cleaning and looking after the children and if I was to take that to school with me I could treat the girls differently dismissing their work and only encouraging the boys, giving the girls the false idea of they are not good enough. For example: â€Å"Both men and women teachers have low expectations of girls intellectual skills’ since it is thought that girls are inherently less intelligent than boys† (www.right-to-education.org) The support I give the children should be fair and equal in order for every child to feel safe, an equal part of society and that they are worthwhile. Each child should feel that their opinions count and that they have a voice that should be heard, they should not feel excluded or feel that they can exclude any other person because their race, religion, background, sex as this can affect their self-esteem, their confidence and will in turn effect their learning as proved by Jane Elliot in the â€Å"brown eyed-blue eyed experiment† (The Eye of The Storm) in 1968 where the children wearing the collar (to show they were the lesser pupils) took longer than they did the day before when they weren’t wearing the collars in a card pack reading practice. The children had low expectations of themselves and their body language changed (they looked shrunkeninto themselves). To challenge discriminatory behaviour there are many different methods that could be used for different types of discrimination for example if I heard a child being racist, calling each other names such as â€Å"paki† I would go to them straight away and say: â€Å" Excuse me children I heard what you just said why are you calling each other names?†Ã¢â‚¬Å" We don’t use language like that at school how do you think that has made Ron feel?†Ã¢â‚¬Å"What do you think would be right thing to say to him†. It is my responsibility and I am legally obliged as a T.A to challenge any kind of discriminatory behaviour. If there were problems in the playground at lunchtime when the boys were excluding the girls from football at lunchtime I could make changes to the playground so I would have an assembly to explain to the children why they would be having a week plan for the use of the footballing area and it would be as follows: Monday: Girls only netball. Tuesday:Boys only football.Wednesday: Mixed netball.Thursday: Mixed football.Friday: Something completely diffrerent, a team building game to get them working together.After this I would find from them what has worked well and what hasn’t.If children in year7 were sending offensive emails I would use the computer to suite to get them to research the consequences of their actions which they will then present to the class or in assembly. This would give them an insight into how such behaviour can affect the victims, they would also be made to apologise to the person or people they were harassing.| | In conclusion by not discriminating we give every child the same opportunities and support them equally, every child has the same right to an education no matter their background, race, religion, sex or disability. Children will have confidence in who they are and will be more productive in the classroom.| | Excellent and thoughtful answer. This also covers 4.2.5 – just add this at the top of the page. SJ 4.3.13

Marijuana Helps in Medicine :: for use of cannabis

Cannabis Sativa (marijuana) has been thought to be an illegal and very harmful drug for many years. But as you read this report you will learn that marijuana has been around for many years (most years legal) and isn't as harmful as some people may think. Marijuana has been used for many things in the past, including medicine, hemp rope, crude cloth and enjoyment. Now it is mainly used as a narcotic. Marijuana is an illegal weed that grows up to eighteen feet tall with little or no cultivation. The plant has many branches that extend with large, hairy, pointed leaves with saw tooth edges. Marijuana grows wild all over the world and in some states and countries it's legal. Cloth and rope are made from the stem which contains a tough fiber called "hence." The mind-altering drug in marijuana is called "Delta-9-Tetrahydrocannibinol," or THC. The mildest form of marijuana contains between zero to three percent of THC. Most of the THC is contained in the resign, which is secreted around the flowers, seeds, and topmast leaves. Until recently it was thought that only the female plant contained the drug. But it is now known that both the female and the male plants contain THC. THC stays in the body for about 28 days. Marijuana can be prepared many different ways therefore it has many different ways of entering the body. When smoked the THC goes into the lungs, directly into the bloodstream and to every cell in your body. The effects depend upon the level of potency and how much is consumed. The main effects of smoking are: the heart rate may increase from 80 beats to 150 beats a minute, the bronchial tubes enlarge and become relaxed allowing extra oxygen to enter the body, giving a "High" like feeling. There are no immediate physiological effects. The feeling usually lasts from one to three hours. Marijuana can also be ingested as a drink, cakes, brownies or many other foods. When consumed in foods the effects start after one half-hour and last from three to four hours. The potency of Marijuana has increased at least ten times or 275% since the 1960's. Marijuana can be measured by it's "therapeutic ratio," (the difference between the size of the dose needed for the desired effect and the! size that produces poisoning). The therapeutic ratio in marijuana has yet to be found. The negative long term effects of heavy marijuana use are, possible lung cancer, heart attacks in juveniles, strokes in people under forty, and it depletes the brain of serotonin and the user may lose his sense of well being or may become depressed.

Acts of Rebellion Essay

In 1984, Orwell presents the act of rebellion through love. â€Å"Listen. The more men you’ve had, the most I love you. Do you understand that?† this whole quote suggest that they are both rebelling, meaning that Julia has already rebelled in the past by having sex with other men. Also Winston is declaring that the more she rebels the more he would love her, which is also an act of rebellion in itself because love is unauthorized, by Big Brother. â€Å"The most† could suggest that Winston is encouraging everyone to rebel against Big Brother, which could mean that as Julia loves Winston, he is taking advantage of her by telling her that whatever Julia is doing is right that he is totally supporting her. Additionally this could mean that he wanted more people to be corrupt, and everyone to go to the wrong path and disobey Big Brother. Orwell presents the act of rebellion through love because in the Dystopian society there are strict rule that need to be followed, s uch as no having sex for pleasure, and this is clearly an act of rebellion as Julia had sex with lots of party member. Similarly in Romeo and Juliet where Shakespeare is presenting their love by rebelling, they are both willing to disobey the orders of the wise ones just to be with each other. â€Å"Therefore stay yet; thou need’st not to be gone† proposes that Juliet is stubborn, as the Daughter of Capulet; she is used to get what she wants. Additionally Romeo declares to her † Let me ta’en, let me be put to death† This could emphasise that he is willing to die for Juliet and stay with her than live his life without her, this clearly shows that he is rebelling against all the rules put upon them, just to stay with Juliet. â€Å"Not to be gone† could suggest that Juliet is being bossy as she is ordering him to stay with her. But alternatively this could highlight that as men in the Elizabethan had power over women, and they were patriarchal meaning that Juliet was a bad influence on Romeo, and that she was almost a threat to his manhood. As he accepts defeat Ro meo says â€Å"let me put to death† which could declare that Juliet is Romeo’s weakness and that if someone breaks Juliet, Romeo will also shatter.

The Most Common Loan Words in Japanese

The Japanese language has borrowed many words from foreign countries, firstly from China as early as the Nara Period (710-794). Gairaigo (Ã¥ ¤â€"æ  ¥Ã¨ ªÅ¾) is the Japanese word for loan word or borrowed word. Many Chinese words were mixed into Japanese to the extent that they are no longer considered loan words. Most Chinese loan words are written in kanji and carry the Chinese reading (on-reading). Around the 17th century, the Japanese language began to borrow from many western languages. For example, from Portuguese, Dutch, German (especially from the field of medicine), French and Italian (not surprisingly many are from the fields of art, music, and food), and most of all, English. Today, English is the origin of most modern loan words.​ The Japanese use English words to express concepts for which they have no equivalents. However, some people simply prefer to use English expressions for practically or because it is fashionable. In fact, many loan words have existing synonyms in Japanese. For example, the Japanese word for business is shoubai 商å £ ², but the loan word bijinesu ãÆ'“ã‚ ¸Ã£Æ' Ã£â€š ¹ is also used. Another example is gyuunyuu 牛ä ¹ ³(Japanese word) and miruku ãÆ'ŸãÆ' «Ã£â€š ¯(loan word) for milk. Loan words are generally written in katakana, except the ones of Chinese origin. They are pronounced using Japanese pronunciation rules and Japanese syllables. Therefore, they end up quite different from the original pronunciation. This makes it hard to recognize the original foreign word. Many loan words are often abbreviated in ways they wouldnt get abbreviated in their original language. Examples of Loan Words Maiku ãÆ'žã‚ ¤Ã£â€š ¯ ---- microphoneSuupaa ã‚ ¹Ã£Æ' ¼Ã£Æ'‘ãÆ' ¼ ---- supermarketDepaato ãÆ'‡ãÆ'‘ãÆ' ¼Ã£Æ'ˆ --- department storeBiru ãÆ'“ãÆ' « ---- buildingIrasuto ã‚ ¤Ã£Æ' ©Ã£â€š ¹Ã£Æ'ˆ ---- illustrationMeeku ãÆ' ¡Ã£Æ' ¼Ã£â€š ¯ ---- make-upDaiya ãÆ'€ã‚ ¤Ã£Æ' ¤ ---- diamond Multiple words are also shortened, often to four syllables. Pasokon ãÆ'‘ã‚ ½Ã£â€š ³Ã£Æ' ³ ---- personal computerWaapuro ãÆ' ¯Ã£Æ' ¼Ã£Æ'â€"ãÆ' ­ ---- word processorAmefuto ã‚ ¢Ã£Æ' ¡Ã£Æ'•ãÆ'ˆ ---- American footballPuroresu ãÆ'â€"ãÆ' ­Ã£Æ' ¬Ã£â€š ¹ ---- professional wrestlingKonbini ã‚ ³Ã£Æ' ³Ã£Æ'“ãÆ'‹ ---- convenience storeEakon ã‚ ¨Ã£â€š ¢Ã£â€š ³Ã£Æ' ³ ---- air conditioningMasukomi ãÆ'žã‚ ¹Ã£â€š ³Ã£Æ'Ÿ ---- mass media (from mass communication) A loan word can be generative. It may be combined with Japanese or other loanwords. Here are some examples. Shouene çÅ" Ã£â€š ¨Ã£Æ'  ---- energy savingShokupan é £Å¸Ã£Æ'‘ãÆ' ³ ---- loaf of breadKeitora è » ½Ã£Æ'ˆãÆ' © ---- light commercial truckNatsumero 㠁 ªÃ£  ¤Ã£Æ' ¡Ã£Æ' ­ ---- a once-popular song Loan words are often combined into Japanese as nouns. When they are combined with suru, it changes the word into a verb. The verb suru (to do) has many extended uses. Doraibu suru ãÆ'‰ãÆ' ©Ã£â€š ¤Ã£Æ'â€"㠁™ã‚‹ ---- to driveKisu suru ã‚ ­Ã£â€š ¹Ã£ â„¢Ã£â€šâ€¹ ---- to kissNokku suru ãÆ'ŽãÆ'Æ'ã‚ ¯Ã£ â„¢Ã£â€šâ€¹ ---- to knockTaipu suru ã‚ ¿Ã£â€š ¤Ã£Æ'â€"㠁™ã‚‹ ---- to type There are also loan words that are actually made in Japan. For example, sarariiman ã‚ µÃ£Æ' ©Ã£Æ' ªÃ£Æ' ¼Ã£Æ'žãÆ' ³(salary man) refers to someone whose income is salary base, generally the people work for corporations. Another example, naitaa ãÆ'Šã‚ ¤Ã£â€š ¿Ã£Æ' ¼, comes from the English word night followed by ~er, means baseball games played at night. Common Loan Words Arubaito ã‚ ¢Ã£Æ' «Ã£Æ' Ã£â€š ¤Ã£Æ'ˆ ---- part-time job (from German arbeit)Enjin ã‚ ¨Ã£Æ' ³Ã£â€š ¸Ã£Æ' ³ ---- engineGamu ã‚ ¬Ã£Æ'   ---- chewing gumKamera ã‚ «Ã£Æ' ¡Ã£Æ' © ---- cameraGarasu ã‚ ¬Ã£Æ' ©Ã£â€š ¹ ---- glassKarendaa ã‚ «Ã£Æ' ¬Ã£Æ' ³Ã£Æ'ۋÆ' ¼ ---- calendarTerebi ãÆ'†ãÆ' ¬Ã£Æ'“ ---- televisionHoteru ãÆ'݋Æ'†ãÆ' « ---- hotelResutoran ãÆ' ¬Ã£â€š ¹Ã£Æ'ˆãÆ' ©Ã£Æ' ³ ---- restaurantTonneru ãÆ'ˆãÆ' ³Ã£Æ' Ã£Æ' « ---- tunnelMacchi ãÆ'žãÆ'Æ'ãÆ'  ---- matchMishin ãÆ'Ÿã‚ ·Ã£Æ' ³ ---- sewing machineRuuru ãÆ' «Ã£Æ' ¼Ã£Æ' « ---- ruleReji ãÆ' ¬Ã£â€š ¸ ---- cash registerWaishatsu ãÆ' ¯Ã£â€š ¤Ã£â€š ·Ã£Æ' £Ã£Æ'„ ---- solid colored dress shirt (from white shirt)Baa ãÆ' Ã£Æ' ¼ ---- barSutairu ã‚ ¹Ã£â€š ¿Ã£â€š ¤Ã£Æ' « ---- styleSutoorii ã‚ ¹Ã£Æ'ˆãÆ' ¼Ã£Æ' ªÃ£Æ' ¼ ---- storySumaato ã‚ ¹Ã£Æ'žãÆ' ¼Ã£Æ'ˆ ---- smartAidoru ã‚ ¢Ã£â€š ¤Ã£Æ'‰ãÆ' « ---- idol, pop starAisukuriimu ã‚ ¢Ã£â€š ¤Ã£â€š ¹Ã£â€š ¯Ã£Æ' ªÃ£Æ' ¼Ã£Æ'   ---- ice creamAnime ã‚ ¢Ã£Æ'‹ãÆ' ¡ ---- animationAnkeeto ã‚ ¢Ã£Æ' ³Ã£â€š ±Ã£Æ' ¼Ã£Æ'ˆ ---- questionnaire, survey (from French enquete)Baagen ãÆ' Ã£Æ' ¼Ã£â€š ²Ã£Æ' ³ ---- a sale at store (from bargain)Bataa ãÆ' Ã£â€š ¿Ã£Æ' ¼ ---- butterBiiru ãÆ'“ãÆ' ¼Ã£Æ' « ---- beer (from Dutch bier)Booru pen ãÆ'Å"ãÆ' ¼Ã£Æ' «Ã£Æ'šãÆ' ³ ---- ballpoint penDorama ãÆ'‰ãÆ' ©Ã£Æ'ž ---- TV dramaErebeetaa ã‚ ¨Ã£Æ' ¬Ã£Æ'™ãÆ' ¼Ã£â€š ¿Ã£Æ' ¼ ---- elevatorFurai ãÆ'•ãÆ' ©Ã£â€š ¤ ---- deep fryingFuronto ãÆ'•ãÆ' ­Ã£Æ' ³Ã£Æ'ˆ ---- the reception deskGomu ã‚ ´Ã£Æ'   ---- rubber band (from Dutch gom)Handoru ãÆ' Ã£Æ' ³Ã£Æ'‰ãÆ' « ---- handleHankachi ãÆ' Ã£Æ' ³Ã£â€š «Ã£Æ'  ---- handkerchiefImeeji ã‚ ¤Ã£Æ' ¡Ã£Æ' ¼Ã£â€š ¸ ---- imagejuusu ã‚ ¸Ã£Æ' ¥Ã£Æ' ¼Ã£â€š ¹ ---- juicekokku ã‚ ³Ã£Æ'Æ'ã‚ ¯ ---- cook (from Dutch kok) Nationality is expressed by adding jin ä º º, which literally means person, after the country name. Amerika-jin ã‚ ¢Ã£Æ' ¡Ã£Æ' ªÃ£â€š «Ã¤ º º---- AmericanItaria-jin ã‚ ¤Ã£â€š ¿Ã£Æ' ªÃ£â€š ¢Ã¤ º º ---- ItalianOranda-jin ã‚ ªÃ£Æ' ©Ã£Æ' ³Ã£Æ'ۊ º º---- DutchKanada-jin ã‚ «Ã£Æ'ŠãÆ'ۊ º º----- CanadianSupein-jin ã‚ ¹Ã£Æ'šã‚ ¤Ã£Æ' ³Ã¤ º º---- SpanishDoitsu-jin ãÆ'‰ã‚ ¤Ã£Æ'„ä º º---- GermanyFuransu-jin ãÆ'•ãÆ' ©Ã£Æ' ³Ã£â€š ¹Ã¤ º º---- French