Impact of Technology on Society Paper Research Example | Topics and Well Written Essays - 2500 words - 1

Impact of Technology on Society - Research Paper Example In the process of the advancement of technology, the equipments and the methodology became simpler and more user friendly. For instance, the fixed landline equipments which were heavy were replaced with wireless and mobile phones which are light and portable. The environmental, social, economic and political implications of telephone as a technology on the society have been large. This essay aims to analyze the impact of telephone on the society with reference to the environment, economics, and politics of the society. 1.1. The Background After the invention of telephone in 1876, by early 1900, telephone signals were successfully sent between close by cities (NAE, 2013). The invention of vacuum diode by Sir John Ambrose Fleming was a turning point in the history of telephony. A major milestone in the technology was the first transcontinental call which was made in the year 1915 (NAE, 2013).Though there were portable versions of phones which were used in vehicles right from 1940s, it was in the year 1973 that the first fully portable version phone was made by Martin Cooper for the Motorola Company (NAE, 2013). Later in mid 1990s, following other innovations in the technology, Voice over Internet Protocol, which made voice call using internet was invented. This, along with other innovations changed the whole user perspective towards telephones. Today, mobile phones have become hubs for a wide range of activities and transactions. Through these innovations the technology of telephony has largely influenced the society. 2. Society before telephones Before the telephones were invented one of the first medium through which the society was connected across long distances was through letters. Letters of course took long days to reach the destination and also involved complex administrative procedures. There has to be regularly operating establishments at both the receiver and the sender ends to make sure that the letter reaches the right destination. As it took time th e major disadvantage was that the communication could not keep up with time. For instance, an elaborate communication which is urgent in nature could not be done through letters as there is the possibility that the relevance of the information contained in the letter could go outdated within the time that the letter takes to reach the destination. However, letters were known for its emotional value. Fictional literatures have elaborately dealt with the psychological content associated with letters. In fact letters were known for its expressive nature. There were other means of faster communication in the pre telephone era. Telegrams and technologies like Morse codes were utilized to facilitate faster communication. The whole concept of privacy and personal space was challenged after the penetration of mobile phones into the society. Before individuals had their own portable phones, they all enjoyed a personal space which they themselves could decide. With their mobile phones switche d on, the users share a public space more than their personal space. The mobile version of the telephone technology has changed the politics, economics and social structure of the society to a large extend. Before mobile telephony, there were no tall receiver towers radiating harmful radiations into the

Building a Cyber Security Pipeline to Attract, Train, and Retain Women Research Paper

Building a Cyber Security Pipeline to Attract, Train, and Retain Women - Research Paper Example al, 2010). The focus is training for the positions that do not require the candidate to have a college or university degree. The education is very convenient as it takes the form of online training and women can train as they perform their daily duties. Some of the most important training will be in mitigating risk solutions and networks mapping. The training will assist in the protection of the information for various users such as companies, organizations, as well as individuals and governments and ensure that women remain in the cyber security job for long. Cyber crime rates are very high challenging security in many countries including the US and training many adult women is a strategy that will help reduce the menace. The talented women will have all the skills concerning cyber security, which will improve the cyber security and reduce the labor shortage in the cyber security markets. Targeting adult women for the training programs in cyber security is important since most of them will have a chance to further their studies and earn extra income. Adults are also more available and responsible for the job than children in the high school and other levels. Current information on the US professional workforce shows that women comprise a small percentage of the employees in the Information Technology (IT). Targeting adult women for the cyber security training will, therefore, increase the number of women in the sector and encourage more to enroll. One major reason for the few adult women in the cyber security jobs is that lack of focus in education and interest in sciences, engineering, and technology for women. A strategy that targets adult women to join the cyber security course will be very effective, as they will realize their potential and encourage other to venture in the same career. There are several resources available for adult women on such issues as education, training, and careers in cyber

The Monitoring And Controlling Of Sealed Quench Furnace Engineering Essay

The Monitoring And Controlling Of Sealed Quench Furnace Engineering Essay This Project involves the Monitoring and controlling of sealed quench chamber. Sealed quench furnace is chosen because it is only has both heating and annealing (cooling) process. For other furnaces, Heating and cooling process is done at different furnaces. Sealed quench furnaces are used to eliminate skin decarburization of the work load surfaces after heat treatment and heat -chemical treatment process. The monitoring and controlling of sealed quench furnace is done by using graphical software called Labview. The controlling and monitoring of furnace is done by using the parameters temperature, pressure, oxygen, Raw materials level and flow switch. The furnace is also known as Chamber. CHAPTER 1 INTRODUCTION: BACKGROUND: Any industry will have various parameters that are to be continuously monitored and controlled from a remote place. In most of the cases the use of manpower becomes almost impossible and therefore remote monitoring and control systems are extensively developed and  used. In this project sealed quench furnace is monitored and controlled using Labview. MOTIVATION: The aim of the project is to study and design the prototype for sealed quench furnace using Labview. Sealed quench furnace is the only furnace has both heating and cooling (Annealing) process. For other furnaces, heating and annealing process is done at different furnaces. It is used to eliminate skin decarburization of work load surfaces after chemical treatment and heat treatment process. The furnace is used for making bearings, engine parts and so on. The furnace has following features Calculation based on mathematical model of furnace. Function of technological diagrams (current profile of concentration of carbon, expected hardness profile after hardening, current state of the process on the diagram iron carbon and iron oxidation). Overhaul Programming. Fully automated and process repeatability. OBJECTIVE: The objective of the report is to simulate Monitoring and controlling techniques using Labview. The Technique used in the project is monitoring and controlling of sealed quench furnace. METHODOLOGY: The controlling and monitoring in Labview is search on internet and read them. The books from national library is useful to get information about monitoring and controlling, Labview, and furnace. The project will also need help and suggestions from supervisors. The technical help is need and is get from national instruments and also attend seminars about Labview is very useful for doing this project. Digital library is also useful to get information about Labview and controlling of furnace. SCOPE AND LIMITATIONS: Labview is a virtual instrumentation that based on the computer. By using Labview can generate independent operation executable files. The system will not interface to the work-in-progress system, nor will it be required to produce statistics for monitoring. Scopes: New atmosphere tempering furnace for scale-free tempering of steel. The new plant is able to process batches of up to 1 ton per load under atmosphere with sealed quenching. Components of up to 760mm can now be done vertically to minimize distortion. Maximum component length of 1220mm can be heat treated under controlled atmosphere. Computer-based order tracking, monitoring and management system introduced. The system was designed in-house by P.H. Heat Treatment for commercial heat-treaters. All of the above have resulted in greater competitiveness and improved customer service. Limitation: Controlling and monitoring is suitable for sealed quench furnace. Temperature is limited to 1000ÃÅ'Ã…   C STRUCTURE OF REPORT: Chapter1 Reviews the introduction of sealed quench furnace and Motivation of project. Chapter 2 Literature review of sealed quench furnace and Labview Chapter 3 Overview of furnace system Chapter 4 System design, testing and result discussions. Chapter 5 Advantages, Disadvantages and Applications of sealed quench furnace. Chapter 6 Gives the conclusions and future discussions CHAPTER 2 LITERATURE REVIEW: FURNACE: Furnaces are used for different heat treating operations depending upon their heat treat requirements 1.150  Ã‚ °-700 °Ã‚  C used for nitriding, tempering, Annealing etc 2.650  Ã‚ °-1000 °C- used for Hardening, Normalizing, annealing etc 3.0ver 1000 °C -used for hardening of hot work steel, high speed steel, sinting etc Furnaces are divided into Batch type and continuous type. Depends upon Batch type the Quench sealed furnace is available as horizontal or vertical furnaces. It may use for annealing, hardening, carburizing, nitriding, nitrocarburizing etc In these two types of chamber used Heat chamber, quench chamber. The heat chamber is used for heating of materials. Quench chamber is also call as Cooling chamber. The process used in this chamber is heat treatment. Heat treatment is the heating and cooling of metals to alter their physical and mechanical properties without changing their shape. Heat treatment is often associated with increasing the strength of material, but it can also be used to alter certain manufacturing properties such as improve machining, improve formability, and restore ductility after a cold working operation. SEALED QUENCH FURNACE: Sealed quench furnace as a name defines, provides quenching under protective atmosphere. The furnace comprises main heating chamber, inlet vestibule, oil quench tank and upper slow cool chamber. It is also known as Muffle or integral quench furnace. In this project defines sealed quench furnace is chosen it has furnace has both heating and cooling process combined in one unit. The application of the furnace is industrial purpose. In industry side the furnace is used for moulding of metals such as engine parts, gear, etc MATERIALS RELATED TO PROJECT: LABVIEW: Labview is a acronym for Laboratory Virtual Instrumentation Engineering Workbench. It is a graphical programming language. There is no text-based program code like other programming languages, but there is a diagrammatic view of how data flows through the program. Labview is loved tool for scientists and engineers because conventional programming language is built and the task is achieved. Labview is introduced in 1986 and developed by National instruments. It is easily learn programming language. It is chosen because it is faster than other programming languages. The development in Labview program is 4 times faster than other languages. The virtual instrument developed using Labview is, in short called a VI. Uses of Labview: Faster programming: Hardware integration Advanced Analysis Multiple targets and OS Multiple Programming Approaches Professional User Interfaces Multicore Programming Saves time and money Increased Flexibility Applications of Labview: Acquiring Data and processing signals Automating test and validation systems Designing Embedded systems Instrument control Industrial measurements and control Academic Teaching and Research Polymer Technology Civil and Structural Engineering Defence Textiles Bio-medical Engineering Metallurgy http://cnx.org/content/m15428/latest/ Labview Industrial Applications: It is used in Aircraft industry for making of aircraft engine components such as oil pumps, clutches, pinions, yokes, pins, manometer pistons, aircraft carriages etc. It is used in Bearing Industry: bearing rings It is used machine building industry drive axis, gear axles, gear wheels, toothed rings, hydraulic and pneumatic elements, bolts etc It is used in Automotive industry for making of gear box components and drive axles (shafts, gears etc.) CHAPTER 3 SYSTEM OVERVIEW: BLOCK DIAGRAM: labview1 Figure 2.1 Sealed quench furnace with control system The block diagram of sealed quench furnace is shown in figure 2.1. It consists of Labview control system, Endo gas, Carrier gas, Air supply module, and Air pipe. Figure 2.2 Overview of sealed quench furnace The sealed quench furnace has two chambers separated by refractory lined door which can be opened to allow hot charge to be transferred from heat chamber to cool chamber. In order to determine the systems requirements, the parameter using to control the furnace are Temperature, Pressure, Oxygen level, Flow switch and raw materials level. The temperature of the furnace is monitored by thermistor. The first process is in heat chamber is the heating of materials and is controlled by atmosphere, LPG, Indo gas, Nitrogen. Nitrogen is used for safety purpose because use of LPG and indo gas. Indo gas and nitrogen forms carbon potential manage the raw materials used in the furnace. The control valves pressure and oxygen is monitored by sensors. Temperature sensor is used for the actual process held in the furnace. The second process is in the Quench chamber is cooling of materials. In this controlling valves are used for controlling of the furnace. The flow switch is used for level maintenance. In this Labview control system, it has monitor and control of the furnace, with inputs of temperature, oxygen, Endo gas, and pressure. The temperature of the furnace exists the predefined limit it automatically increases the air level and reduces the gas enter in the furnace. The pressure of the furnace is increases the above the set limit immediately out the air from the furnace. When temperature of the furnace reduces the set limit automatically increases the gas enters into the furnace. CHAPTER 4 SYSTEM DESIGN: Step1: Labview 8.6 version is installed and activating on the system. Step2: Figure 4.1 Front screen of Labview Open Blank VI for new project design. In this two windows are opening 1) Block diagram and 2) Front panel Step 3: Press CTRL+E, CTRL+T for both windows shows parallel. It gives flexibility and designer can see the both screen simultaneously. It is shown in figure Figure 4.2 cascade windows of Labview Step 4: In this deigning the monitoring and controlling of furnace, includes the five screens as follows screen Main screen, Report screen, Run screen, Setup screen and About us screen. MAIN SCREEN: The main screen has About Us, Report, Run, Setup, Exit and login icons. The run icon interconnects to the run module. The setup icon interconnects to the setup module screen. The Report icon interconnects to the report screen. The about us icon interconnects to the about us screen. Figure 4.3 main screen front panel Figure 4.4 Block diagram of main screen Step 5: Setup screen: In set up screen the settings of furnace are listed. Figure 4.5 Setup screen front panel Figure 4.6 setup screen block diagram Step 6: Report screen: Figure 4.7 report screen front panel Figure 4.8 report screen block diagram Step 7: Run screen: Figure 4.9 run screen block diagram Step8: About Us screen Figure 4.11 About us screen front panel Figure 4.12 About us screen block diagram CHAPTER 5 TESTING AND EVOLUTION: Problems Arise: The Labview is the latest programming tool and there are not enough reference books are available. Labview is latest design tool how to use this software The designing of setup screen Problem solution: Labview information is get from internet source and some books are getting from national library. Attend the seminar at national instruments, Singapore for using of Labview. CHAPTER 6 Advantages, Disadvantages and Applications: 1. Advantages of sealed quench furnace: Less distortion Process repeatability Minimal pollution Fully automated, Avoids manual errors Systematic analyzing Wastage minimized and cost saving Consistency in case depth and surface hardness. 2. Disadvantages of sealed quench furnace: Very fast quench Corrosive quench tank Fixtures and fitting High cost High safety need Limitation of weight (750 / 1000 kgs) Power consumption high Use only special gases Repeated process not applicable Only used hot quenching oil (oil cost high). 3. Features of sealed quench furnace are shown below Re-carburizing. Controlled atmosphere annealing Bright annealing Carbonitriding Normalizing Hardening Carburizing-hardening Carburizing 4. Application: The sealed quench furnace using applications are shown below Industrial Applications Gear making Engine parts Stainless less steel materials Making of tools Making of steels Making of machine parts, etc PROJECT MANAGEMENT: CHAPTER 7 CONCLUSION: The monitoring and controlling of sealed quench furnace using Labview is designed and tested with valid parameters. The Monitoring and controlling of sealed quench furnace is successfully tested and meets all the objectives required to function accordingly. The problems arise were encountered, it is manageable and solved with technical guidance. The conclusion from the performance results are Graphical programming is flexible and easy. Program design can be changed easily based on the customer requirements. Overall the system is efficient RECOMMENDATION: The prototype was successfully developed to meet its objectives but it could be further improved based on hardware design.

Theoretical Study and Computational Modeling :: Graduate Admissions Essays

Theoretical Study and Computational Modeling    As the science of theoretical chemistry has matured, its focus   has shifted from analytically solvable problems, such as the   atomic structure of hydrogen, to more complex problems for which   analytical solutions are difficult or impossible to specify.    Important questions about the behavior of condensed phases of   matter, the electronic structure of heavy atoms and the _in   vivo_ conformation of biological macromolecules fall into this   class.   The powerful, highly-parallel supercomputers that have   evolved from recent advances in computing technology are ideally   suited to the mathematical modeling of these complex chemical   phenomena.   Simulations in which the trajectories of a large   number of interacting bodies must be computed simultaneously,   such as statistical-mechanical Monte Carlo studies or molecular   dynamics simulations, are particularly appropriate for   implementation on parallel machines.   I plan to devote my   graduate and postgraduate work to the theoretical study and   computational modeling of these many-body systems.      In preparation for this work, I have developed a strong   background in mathematics and computer science in addition to my   coursework in chemistry.   Given the current demand for increased   computing capacity, this background should prove beneficial.   For example, while recent advances in computer hardware alone   promise potential tenfold increases in speed, truly significant   jumps in computing power (speedups of, say, a thousandfold) will   require changes in currently available programming environments   and the reformulation of popular simulation algorithms.   Furthermore, until highly-parallel machines become widely   available, even modest increases in capacity will depend in part   upon the innovative use of existing hardware through the   continued modification of available software and the development   of new algorithms.   My elective work in computer science and   mathematics should prove useful for both the revision of   existin g programs and the eventual development of new programs   and languages specifically designed for the parallel   architecture of tomorrow's supercomputers.      After completing my doctoral work, I plan to seek employment as   a university professor.

Street Children

Street Children â€Å"People don't love us,† says Tigiste, a 12 years old street girl from Addis Ababa. A small example of how these kids suffer everyday, as Tigiste, there are many kids like her all over the world. One of these countries that has a huge problem in this issue is Egypt. But who is a street kid? how can we classify these children by that name? and what is the number of them? â€Å"A street child is defined as any boy or girl for whom the street in the widest sense of the word has become his or her habitual abode and/or source of livelihood, and who is inadequately protected, supervised, or directed by responsible adults† (ESCWA).Omneya Ragab, writer in Al-Ahram weekly says, â€Å"Among the estimated tens of thousands children in street situations, 65% escape family problems, 30% are out in the streets to earn money for themselves and their families while 23% are forced to leave by family members. It is estimated that the number of these children is range d between 200,000 and 2,000,000. You can find them sleeping on pavements, standing at traffic, shining shoes, selling newspapers or notice them under bridges. The main cause of this phenomenon is poverty.Although there are not reliable studies, but it is assumed that â€Å"the percentage of those living on less than $1 a day is 3. 4 % while the percentage of those living on less than $2 a day is 42. 8 %†(ESCWA). Other causes are : violence, an old thought that a child has to work at an early age and stop education and falling preys for employers, a member in family or by their peers. Effects are clearly observed as this resulted to depending on charity, sexual abuse and continuing of a series of violence in general and illness.So, this essay will demonstrate the causes of this problem, then the effects in details and how can this problem be solved tackling some projects that are already done to face this. So as to analyze any problem we should know its cause which will lead u s to understand its effects in a better way. A life of a child is at stake, everyday these innocent kids are exposed to danger. First it comes from family, which circumstances affects them and lead to uncontrollability in actions whether from a member of a family or by any sudden unexpected event, like the one that happened at AL Dewe'a or by losing contact with the parents including death.This could result in displacement of these children were they can't find a place or shelter except under a bridge, infront of mosques or in any public place like gardens for example. Also, another cause is, the deprivation of education. Based on the Egyptian 2006 census, â€Å"the percentage of children between 6 and 18 years who never enrolled or who have dropped out of basic education was 14. 7 %, amounting to around three million children. The gross enrolment rate of children in basic, secondary and tertiary levels was 76. %†. It was found that the main causes of that is the violence the y suffer at home, school or at work; which lead afterwards that parents urge them to work only because that is more profitable and gives instant cash flows. The problem is that the child becomes fed up and start to search for the prefered environment but finds that in the street which is an exit to change their lives. Yet they suffer more violence with a constant feeling of insecurity; from older street children, abusive community members or from the police.So they are urged to submit, whether it was for an employer who could be an older street child or to the police and in both ways they will feel pain and humiliation. This can be by abuse, rape or other ways of torture. According to Human Rights Watch, police beatings are purely punitive or correctional in approach: in other words, they are used to â€Å"teach the children a lesson†! And by the street children you can find the worse as sexual violence may lead to unwanted pregnancies for girls and extreme injuries for both genders. Street Children [pic] NAME OF CANDIDATE: CENTER #: CANDIDATE #: TERITORY: JAMAICA YEAR: 2013 STATEMENT OF PROBLEM Street children in my community ? What are the factors that influence children to live on the streets? ? What are the measures that can be taken to get them into homes/places of safety? RESEARCH QUESTIONS 1. What are the factors that influence children to live on the streets? 2. What are the effects of living on the streets affects these children? 3. What are the measures that can be taken to get street children off the streets? METHOD OF INVESTIGATION The method of investigation chosen is the questionnaire.The questionnaire as chosen as a tool for collecting information because of a number of advantages they are: 1. It requires less time to be completed. 2. It is highly confidential since no name is required. 3. It can be done base on the person’s schedule. REASON FOR SELECTING AREA OF RESEARCH The area in which the research will be done is the down town area. The reason for sele cting this particular area is as a result of the high rate of street children on the streets of down town. It was observed that these children have been on the street on several occasions. I want to explore the causes and effects of their phenomena.PROCEDURES FOR DATA COLLECTION In the area of Down Town Kingston there are thousands of different streets. Some of which are more crowded with street children than others. There was a minimum of 1 street children present on these streets and a maximum of 2. In the less crowded streets of the area, 10 street children were present respectively, questionnaires were given to each. On the streets which were less crowded 6 males were present and 4 females, their ages from 10-17 years. On the street that was more crowded, 16 males and 4 females present their ages also ranged from 10-17 years.When approached and asked if they would complete the questionnaire some demanded money while others immediately agreed, no one refused. Some needed little o r no help. 30 questionnaires were issued, all of which were complete and returned immediately to the researcher who waited on them patiently. When they were finished and counted 8 females and 22 males actually completed the questionnaires. DATA ANALYSIS Street children, where is their place in society? Red Rat, a local DJ aptly describes Jamaicans view on the home of street children when he sang that they â€Å"No Live Nuh Wey†.His song also highlights the hardship experienced by children, the activities they get involved in and their aspirations. This project then, seeks to answer two main questions: 1. Why are these children living on the streets of my community? 2. What are the measures that can be taken to get street children off the streets? In order to provide a comprehensive answer to these two questions, the project will first look at the major cause of this phenomenon, urbanization. It will then look at the spatial location of street children in my community and in K ingston.The focus will then move to who they are, why they are on the streets and the activities in which they are engaged. It will also examine how effective institutions are in meeting the needs of the children. This is done in an attempt to determine whether or not there is hope for these children. This project will conclude by making suggestions on how to give hope to street children. Waugh, (2000), describes urbanization as the process by which an increasing proportion of the total population, usually of a country, lives in towns and cities. This growth is due to natural increase and to a larger extent rural-urban migration.Map 1,page 2, shows that the most densely populated parishes are in the areas of the Kingston Metropolitan Region, which includes Kingston, St. Andrew and St. Catherine, (Census 2001). Urbanization in these areas has placed stress on the available resources and has led to overcrowding, which in turn has led to several problems. These include shortages of hou ses and the development of slums/ghettos, crime and violence, unemployment and underemployment and the incidence of street people specifically, children. The stance of this project is that street children are victims of urbanization.Agnelli, 1986 confirms our stance when he wrote that the phenomenon of street children is urban in nature, as there are no rural street children. Map 2, page 3, further confirms this. [pic] [pic] The writer of this project define Street children as those children who are under the age of seventeen years who live or work on the streets as a regular daily activity. This is endorsed by Lusk et. al (1992) in an article entitled Children in need, described street children as any child for whom the street has become his or her habitual abode and /or source of livelihood, and who is inadequately protected, supervised, or directed by adults.In an interview with a social worker, the profile of a street child was outlined; he mistrust people, he enjoys his indepen dence, he tends to be rebellious, he dislikes authoritarianism or ridged control, he can be rehabilitated, he can cope under difficult circumstances and he is nomadic. The writers of this article indicated that there are three categories of street children: Children on the streets – are those who still have links with families and attend school, but work on the streets outside of school hours.Children of the streets – are those whose links with the family are remote and who consider the street to be their home. Abandoned children – are those who are completely on their own and have no links with their families. Numerous reasons have been given to explain the presence of the children on the roads. A Gleaner article of August 23, 2011 highlighted three reasons: It claimed that some children are orphaned as their parents were killed in shooting sprees in the inner city areas, some parents have migrated and have left them in the care of uncaring relatives, friends a nd older siblings.In another article found in the Sunday Gleaner on August 25, 2011, the writer quoted the former project coordinator of Wings, in saying that the boys were put out of their homes by their parents, and that some were coerced into the streets because of overcrowded homes. In another article found in the Gleaner on March 15, 2002, the writer critically stated that the children were on the streets because they were either truants from the school system or a product of dysfunctional families.From our research, we have found that a typical street child is a 12-year-old boy from a female- headed household, the average size of which is five persons, where his guardian either is unemployed or marginally employed. The responses from the questionnaire regarding the reason for their absence from school suggest that socio-economic deprivation is indeed a major factor. Some even responded sayings that they were forced peddle wares on the streets to supplement the family’s income; others were suspended or expelled from school, while there were a few who stated that there was no reason.Irregular school attendance for those who are actually enrolled into a school is a popular feature found among the street children interviewed. Many went to school only three days per week; using the remaining days of the week to perform their personal activities. For those who were absent from school only once or twice per week, Thursday and Friday were their preferred days to be absent. This they stated enabled them to go to the market to beg and or sell. Thursday is the wholesale day in the major retail market and Friday being payday, is a popular market day for workers in the urban centres.These days proved to be most profitable for these child labourers as they earn much of their money transporting goods for the shoppers. Based on the responses of the children from the questionnaire, it is possible to assess and determine the main â€Å"push factors† which ha s inevitably resulted in them being on the street. FACTORS CONTRIBUTING TO THE INCREASING NUMBER OF STREET CHILDREN 11% 30%State 19% 33% Parents Abusers Peers 7%Severe Poverty Push Factors a) The state – Overcrowding of the educational or childcare system is the primary cause for movement of the children from the institutions provided.The state neglects their responsibilities by not adequately funding these institutions. The signs were evident in the inner city schools visited where the teacher – pupil ratio is about 1:60. In addition, the lack of desk and chairs, stationery and other vital equipment causes discomfort for the students and teachers. b) The consequences of the actions of parents such as neglect, migration or directly sending their children out on the streets, forces them to fend for themselves hence causing child labour. ) Physical, sexual or emotional abuse, caused by parents or guardians usually leads to the child running away from home and thereby bei ng forced into child labour d) Peer pressure –The feeling of inadequacy at school discourages then from wanting to learn, especially if they are being teased and ridiculed and hence they are push into child labour. e) Severe poverty – The children are forced unto the streets to supplement the inadequate income of the household, often following the laying off from work of the primary caregiver. ) Those who enter into child labour primarily of their own volition, in order to help out their parents or to become more independent themselves; and g) Those entering as a direct result of family crisis like the illness or death of the primary caregiver. Pull Factors A. â€Å"Pop Culture† influences children, in that it dictates the clothing and styles to be worn in order for them to be considered fashionable. When children of a poor socio economic background see their friends in the latest fashions, living a carefree life without any responsibilities this entices them to want to follow this trend.However due to their poor financial circumstances they are unable to afford these trends, hence leading them to go out and fend or work for themselves in an attempt to afford these styles. B. In a paper published by David Dunkley’s on February 11, 1999, Turf wars were cited as one of the reasons for boys not returning home at nights. From having spoken to street children ourselves, we saw that this was in fact one of the reasons many felt they could not return home at nights and so remained on the streets, as they feared for their lives.Others received money, protection and the needed support from the â€Å"don† (local area leader), who used them as carriers for their illicit wares. On interviewing these children, we also realized that a few of them had behavioral problems. It was found that the children, who exhibited extreme forms of behavioral problems, were from larger families with one or no parent and were the ones who were particularly into sporadic school attendance. They were the ones who were also from depressed communities where overcrowding was a problem and living conditions were poor.During our research, a child highlighted some of his reason for being on the streets. He reported that he lived in a single room house with his mother and other siblings and was forced to leave the house when his mother was â€Å"entertaining†. Another child, who resided with his grandparent, complained that he could not live with her because she was miserable and demanding. Hence he avoided going home as he disliked the living conditions and is thereby a street child. In our survey, 92% of the children were boys and they were involved in a number of activities: they pushed carts, they carried people’s luggage.They sold items for others, they bought and sold items, some went to sea and some were there just to check their â€Å"brethren†. One little boy in particular said that when he is on the street he â €Å"run up an’ down†. Not surprisingly though is the fact that the majority are involved in one or another economic activity. In fact 75% admitted to be so involved. These activities, according to these children yield great returns. In 1986 children were making a maximum of $21. 00 per day, now 75% of them made over $1000. 00 per day. One child stated that he made over $1,800. 0 per day. Seventeen percent of them were reluctant to reveal their daily earnings or simply did not know. If these figures are truly representative of what a child makes on the street, it is no wonder that they are willing to remain there regardless of the harsh treatment, which is meted out to them by the general public. It is evident that the economic pull to street life is greater now than in the 1980s and 1990s. Hence this remains a major factor for children being on the streets. When we question, â€Å"Why are these children living on the streets in my community? there are many reasons and excuses. Many are in search of love and acceptance; others see it as a means of survival or an outlet. The real question however is, â€Å"Is there hope for these children? † In answering the question, is there hope for these children, one would be tempted to give a resounding yes. But can this be justified? The plight of the street children has not been ignored by the Jamaican Government, Non-Governmental Organizations (NGOs) and International organizations. In fact, programmes have been put in place to alleviate problems of child labour in Kingston.These include RISE Life Management who plays a great role in my community, Children First, Hope for Children, The Possibility Programme, St. Andrew Care Centre, the National Initiative for Street Children (NISC), Tackle Child Labour by the International Labour Organization and the Socialization Project by the Kingston Restoration Company. Mainly the United Children Educational Foundation (UNICEF) funds many of these programmes. All of the named institutions have been established to alleviate problems of child labor and neglected children in the metropolitan area.Most of these institutions aim at giving these children institution Management provides counseling, classes and youth programs for street children in my community. Children First aims at reintroducing them into the formal school system. It reunites them with their families and monitors their attendance in the government schools. Map 3 shows their specific location in Kingston, and proximity to my community the main study area. The residence of the street children are located in mostly densely populated homes where the standard of living is low and living conditions harsh.Many of the institutions that are put in place to help them are located within the community or close by. [pic] In these institutions, a number of activities are planned for the children, some outside the classroom. All the organizations have regular school activities inclusive of Mathematics, English, Reading, Social Studies, Science, and Computing. At Children First there is a thematic teaching system in which themes are chosen by the students, for example, â€Å"Children Rights†. They also offer skills training programs such as cosmetology, barbering and photography. At NISC,Children First for example, has aided a number of students to attend universities both local and international. For example, there is a student studying medicine in Cuba, and one, at The Edna Manley School Of Art is studying to become an actor. Two-thirds of the staff is graduates of the program. Mrs. Pious, executive director of Children First has found that in order to improve the lives of the children, it is often necessary to improve the lives of the parents or guardians as well. As a result, the program has enabled many parents to start small businesses such as chicken rearing, ewing and goat rearing. At Hope for Children, students have been involved in drama. A few of thei r past productions include â€Å"Come Listen to We†, â€Å"Wicked Reality† and â€Å"Man, Woman and Child†. The street children in my community seemed very ambitious and their occupational aspirations were wide and varied. Figure 2 shows the career choice of the street children. DESIRED OCCUPATION OF THE STREET CHILDREN 10 8 6 4 2 0 OCCUPATIONS What is noticeable is that only the needs of the carpenter and the fisherman and to a lesser extent that of a truck driver are catered to by these institution.The implication of this is that if they boys are taken off the street and placed in any of these institutions, their aspirations would not be met. The formal educational institutions however could meet their goals, but they have to, to a large extent turn their backs on these institutions. One still have to wonder, is there hope for these children? What is heartening is that the children, although they were on the street, thought that education was important and tha t it was the only way for them to achieve their goals. In fact, 83% of them believe that education is important in their acquiring their career goals.It is often times said that where there is a will there is a way. Even though many of the children have the desire to attain upper socio-economic mobility, they were often times forced to attend these institutions. When the Administrators were asked about the institutionalization of the children, they indicated that few children came in voluntarily. In fact, Most of the children were sent there by parents, concerned citizens and police officers. Overall, having been forced to attend has caused them to be defiant and hostile to the programme.At Children First most of the children attend voluntarily and hence their level of success is greater. We also found from our interview that 6% of the children did not even know where the institutions were located or even that they existed. Overall, from my observation, the programmes I have studied have shown a level of success. But in light of the negative aspects, which we have observed, I recommend the following: 1. A public education programme on radio and television, which highlights why contributions should be given directly to the programmes in place instead of the children. . Implementing more self-help schemes for the parents or guardians of the street children, that is, helping them to generate a steady income. 3. Government should make the needs of street children one of its priorities. More money should be allocated to these programmes to effect changes. 4. Make the public aware of the plight of our nation’s future through the introduction of a Street Children Day in Child month and Media coverage (when people become aware, they will become sympathetic and generous). DATA COLLECTION INSTRUMENT Sample of Questionnaire 1. Gender Tick (/)Male ( )Female ( ) 2. Age 10-11 years ( )12-13 years ( )14-15 years ( )16-17 years ( ) 3. How long have you been on the stre ets? 6 months-1 year ( )2-3 years ( )4-5 years ( )6 years and over ( ) 4. When you were at home, what type of family did you live in? Single ( )Nuclear ( )Extended ( ) Other ( ) 5. Do you plan on returning home? Yes ( ) No ( ) 6. Do you like living on the street? Yes ( ) No ( ) 7. What are some of the factors that are responsible for you becoming a street child? Abandoned by parents ( )Disruptive behaviors/can’t be controlled ( )Ran away from home ( )Other ( ) 8. What was the main punishment received at home? Beating/Flogging ( )Indecent language ( )Being put to starve ( ) Other ( ) 9. What type of relationship do you have with your family now that you are on the streets? Excellent ( )Poor ( ) Fair ( ) None ( ) 10. Do you think its better being on the streets that at home? Yes ( ) No ( ) If yes why? ______________________________________________________________ 11. How do you provide for yourself on the streets? Begging ( )Stealing ( )Searching household garbage ( ) 12. Do yo u ever wish you never left home?Yes ( )No ( ) 13. How does being a street child affect you emotionally? ________________________________________________________________________ ________________________________________________________________________ 14. How does being a street child affect your physical appearance? ________________________________________________________________________ ________________________________________________________________________ 15. Were you in school? Yes ( )No ( ) 16. If yes what grade/form where you in? 17. Are you able to read and write? Yes ( )No ( ) 18.What are the measures that can be taken to get street children off the streets? Put them in state homes ( ) Have counseling sessions with them and put them up for adoption ( ) Establish laws to punish parents who contribute to their child being on the streets ( ) 19. Do you think the measures will work for you? Yes ( ) No ( ) Maybe ( ) 20. What can persons who wish to become parents do to avoid chil dren leaving home to live on the streets? Attend parenting sessions on how to care for the child ( ) Talk to the child/children to find out what is bothering them ( )Get involved in activities at the child school to see how well they are doing () BIBLIOGRAPHY Agnelli (1986), Street Children- A growing urban tragedy -Report for the Independent Commission on International Humanitarian Issues Boyce-Reid, k. (1993) A Report on Street Children Projects http://gvnet. com/streetchildren/Jamaica. htm David Dunkley(1999) :Street Children- effects of urbanization ———————– School Based Assessment on Street Children in my community FISHERMAN FIRE MAN CARPENTER PERCENTAGES DOCTOR BUSINESS MAN TEACHER TRUCK DRIVER BANK CLERK Stall Cart Street Children [pic] NAME OF CANDIDATE: CENTER #: CANDIDATE #: TERITORY: JAMAICA YEAR: 2013 STATEMENT OF PROBLEM Street children in my community ? What are the factors that influence children to live on the streets? ? What are the measures that can be taken to get them into homes/places of safety? RESEARCH QUESTIONS 1. What are the factors that influence children to live on the streets? 2. What are the effects of living on the streets affects these children? 3. What are the measures that can be taken to get street children off the streets? METHOD OF INVESTIGATION The method of investigation chosen is the questionnaire.The questionnaire as chosen as a tool for collecting information because of a number of advantages they are: 1. It requires less time to be completed. 2. It is highly confidential since no name is required. 3. It can be done base on the person’s schedule. REASON FOR SELECTING AREA OF RESEARCH The area in which the research will be done is the down town area. The reason for sele cting this particular area is as a result of the high rate of street children on the streets of down town. It was observed that these children have been on the street on several occasions. I want to explore the causes and effects of their phenomena.PROCEDURES FOR DATA COLLECTION In the area of Down Town Kingston there are thousands of different streets. Some of which are more crowded with street children than others. There was a minimum of 1 street children present on these streets and a maximum of 2. In the less crowded streets of the area, 10 street children were present respectively, questionnaires were given to each. On the streets which were less crowded 6 males were present and 4 females, their ages from 10-17 years. On the street that was more crowded, 16 males and 4 females present their ages also ranged from 10-17 years.When approached and asked if they would complete the questionnaire some demanded money while others immediately agreed, no one refused. Some needed little o r no help. 30 questionnaires were issued, all of which were complete and returned immediately to the researcher who waited on them patiently. When they were finished and counted 8 females and 22 males actually completed the questionnaires. DATA ANALYSIS Street children, where is their place in society? Red Rat, a local DJ aptly describes Jamaicans view on the home of street children when he sang that they â€Å"No Live Nuh Wey†.His song also highlights the hardship experienced by children, the activities they get involved in and their aspirations. This project then, seeks to answer two main questions: 1. Why are these children living on the streets of my community? 2. What are the measures that can be taken to get street children off the streets? In order to provide a comprehensive answer to these two questions, the project will first look at the major cause of this phenomenon, urbanization. It will then look at the spatial location of street children in my community and in K ingston.The focus will then move to who they are, why they are on the streets and the activities in which they are engaged. It will also examine how effective institutions are in meeting the needs of the children. This is done in an attempt to determine whether or not there is hope for these children. This project will conclude by making suggestions on how to give hope to street children. Waugh, (2000), describes urbanization as the process by which an increasing proportion of the total population, usually of a country, lives in towns and cities. This growth is due to natural increase and to a larger extent rural-urban migration.Map 1,page 2, shows that the most densely populated parishes are in the areas of the Kingston Metropolitan Region, which includes Kingston, St. Andrew and St. Catherine, (Census 2001). Urbanization in these areas has placed stress on the available resources and has led to overcrowding, which in turn has led to several problems. These include shortages of hou ses and the development of slums/ghettos, crime and violence, unemployment and underemployment and the incidence of street people specifically, children. The stance of this project is that street children are victims of urbanization.Agnelli, 1986 confirms our stance when he wrote that the phenomenon of street children is urban in nature, as there are no rural street children. Map 2, page 3, further confirms this. [pic] [pic] The writer of this project define Street children as those children who are under the age of seventeen years who live or work on the streets as a regular daily activity. This is endorsed by Lusk et. al (1992) in an article entitled Children in need, described street children as any child for whom the street has become his or her habitual abode and /or source of livelihood, and who is inadequately protected, supervised, or directed by adults.In an interview with a social worker, the profile of a street child was outlined; he mistrust people, he enjoys his indepen dence, he tends to be rebellious, he dislikes authoritarianism or ridged control, he can be rehabilitated, he can cope under difficult circumstances and he is nomadic. The writers of this article indicated that there are three categories of street children: Children on the streets – are those who still have links with families and attend school, but work on the streets outside of school hours.Children of the streets – are those whose links with the family are remote and who consider the street to be their home. Abandoned children – are those who are completely on their own and have no links with their families. Numerous reasons have been given to explain the presence of the children on the roads. A Gleaner article of August 23, 2011 highlighted three reasons: It claimed that some children are orphaned as their parents were killed in shooting sprees in the inner city areas, some parents have migrated and have left them in the care of uncaring relatives, friends a nd older siblings.In another article found in the Sunday Gleaner on August 25, 2011, the writer quoted the former project coordinator of Wings, in saying that the boys were put out of their homes by their parents, and that some were coerced into the streets because of overcrowded homes. In another article found in the Gleaner on March 15, 2002, the writer critically stated that the children were on the streets because they were either truants from the school system or a product of dysfunctional families.From our research, we have found that a typical street child is a 12-year-old boy from a female- headed household, the average size of which is five persons, where his guardian either is unemployed or marginally employed. The responses from the questionnaire regarding the reason for their absence from school suggest that socio-economic deprivation is indeed a major factor. Some even responded sayings that they were forced peddle wares on the streets to supplement the family’s income; others were suspended or expelled from school, while there were a few who stated that there was no reason.Irregular school attendance for those who are actually enrolled into a school is a popular feature found among the street children interviewed. Many went to school only three days per week; using the remaining days of the week to perform their personal activities. For those who were absent from school only once or twice per week, Thursday and Friday were their preferred days to be absent. This they stated enabled them to go to the market to beg and or sell. Thursday is the wholesale day in the major retail market and Friday being payday, is a popular market day for workers in the urban centres.These days proved to be most profitable for these child labourers as they earn much of their money transporting goods for the shoppers. Based on the responses of the children from the questionnaire, it is possible to assess and determine the main â€Å"push factors† which ha s inevitably resulted in them being on the street. FACTORS CONTRIBUTING TO THE INCREASING NUMBER OF STREET CHILDREN 11% 30%State 19% 33% Parents Abusers Peers 7%Severe Poverty Push Factors a) The state – Overcrowding of the educational or childcare system is the primary cause for movement of the children from the institutions provided.The state neglects their responsibilities by not adequately funding these institutions. The signs were evident in the inner city schools visited where the teacher – pupil ratio is about 1:60. In addition, the lack of desk and chairs, stationery and other vital equipment causes discomfort for the students and teachers. b) The consequences of the actions of parents such as neglect, migration or directly sending their children out on the streets, forces them to fend for themselves hence causing child labour. ) Physical, sexual or emotional abuse, caused by parents or guardians usually leads to the child running away from home and thereby bei ng forced into child labour d) Peer pressure –The feeling of inadequacy at school discourages then from wanting to learn, especially if they are being teased and ridiculed and hence they are push into child labour. e) Severe poverty – The children are forced unto the streets to supplement the inadequate income of the household, often following the laying off from work of the primary caregiver. ) Those who enter into child labour primarily of their own volition, in order to help out their parents or to become more independent themselves; and g) Those entering as a direct result of family crisis like the illness or death of the primary caregiver. Pull Factors A. â€Å"Pop Culture† influences children, in that it dictates the clothing and styles to be worn in order for them to be considered fashionable. When children of a poor socio economic background see their friends in the latest fashions, living a carefree life without any responsibilities this entices them to want to follow this trend.However due to their poor financial circumstances they are unable to afford these trends, hence leading them to go out and fend or work for themselves in an attempt to afford these styles. B. In a paper published by David Dunkley’s on February 11, 1999, Turf wars were cited as one of the reasons for boys not returning home at nights. From having spoken to street children ourselves, we saw that this was in fact one of the reasons many felt they could not return home at nights and so remained on the streets, as they feared for their lives.Others received money, protection and the needed support from the â€Å"don† (local area leader), who used them as carriers for their illicit wares. On interviewing these children, we also realized that a few of them had behavioral problems. It was found that the children, who exhibited extreme forms of behavioral problems, were from larger families with one or no parent and were the ones who were particularly into sporadic school attendance. They were the ones who were also from depressed communities where overcrowding was a problem and living conditions were poor.During our research, a child highlighted some of his reason for being on the streets. He reported that he lived in a single room house with his mother and other siblings and was forced to leave the house when his mother was â€Å"entertaining†. Another child, who resided with his grandparent, complained that he could not live with her because she was miserable and demanding. Hence he avoided going home as he disliked the living conditions and is thereby a street child. In our survey, 92% of the children were boys and they were involved in a number of activities: they pushed carts, they carried people’s luggage.They sold items for others, they bought and sold items, some went to sea and some were there just to check their â€Å"brethren†. One little boy in particular said that when he is on the street he â €Å"run up an’ down†. Not surprisingly though is the fact that the majority are involved in one or another economic activity. In fact 75% admitted to be so involved. These activities, according to these children yield great returns. In 1986 children were making a maximum of $21. 00 per day, now 75% of them made over $1000. 00 per day. One child stated that he made over $1,800. 0 per day. Seventeen percent of them were reluctant to reveal their daily earnings or simply did not know. If these figures are truly representative of what a child makes on the street, it is no wonder that they are willing to remain there regardless of the harsh treatment, which is meted out to them by the general public. It is evident that the economic pull to street life is greater now than in the 1980s and 1990s. Hence this remains a major factor for children being on the streets. When we question, â€Å"Why are these children living on the streets in my community? there are many reasons and excuses. Many are in search of love and acceptance; others see it as a means of survival or an outlet. The real question however is, â€Å"Is there hope for these children? † In answering the question, is there hope for these children, one would be tempted to give a resounding yes. But can this be justified? The plight of the street children has not been ignored by the Jamaican Government, Non-Governmental Organizations (NGOs) and International organizations. In fact, programmes have been put in place to alleviate problems of child labour in Kingston.These include RISE Life Management who plays a great role in my community, Children First, Hope for Children, The Possibility Programme, St. Andrew Care Centre, the National Initiative for Street Children (NISC), Tackle Child Labour by the International Labour Organization and the Socialization Project by the Kingston Restoration Company. Mainly the United Children Educational Foundation (UNICEF) funds many of these programmes. All of the named institutions have been established to alleviate problems of child labor and neglected children in the metropolitan area.Most of these institutions aim at giving these children institution Management provides counseling, classes and youth programs for street children in my community. Children First aims at reintroducing them into the formal school system. It reunites them with their families and monitors their attendance in the government schools. Map 3 shows their specific location in Kingston, and proximity to my community the main study area. The residence of the street children are located in mostly densely populated homes where the standard of living is low and living conditions harsh.Many of the institutions that are put in place to help them are located within the community or close by. [pic] In these institutions, a number of activities are planned for the children, some outside the classroom. All the organizations have regular school activities inclusive of Mathematics, English, Reading, Social Studies, Science, and Computing. At Children First there is a thematic teaching system in which themes are chosen by the students, for example, â€Å"Children Rights†. They also offer skills training programs such as cosmetology, barbering and photography. At NISC,Children First for example, has aided a number of students to attend universities both local and international. For example, there is a student studying medicine in Cuba, and one, at The Edna Manley School Of Art is studying to become an actor. Two-thirds of the staff is graduates of the program. Mrs. Pious, executive director of Children First has found that in order to improve the lives of the children, it is often necessary to improve the lives of the parents or guardians as well. As a result, the program has enabled many parents to start small businesses such as chicken rearing, ewing and goat rearing. At Hope for Children, students have been involved in drama. A few of thei r past productions include â€Å"Come Listen to We†, â€Å"Wicked Reality† and â€Å"Man, Woman and Child†. The street children in my community seemed very ambitious and their occupational aspirations were wide and varied. Figure 2 shows the career choice of the street children. DESIRED OCCUPATION OF THE STREET CHILDREN 10 8 6 4 2 0 OCCUPATIONS What is noticeable is that only the needs of the carpenter and the fisherman and to a lesser extent that of a truck driver are catered to by these institution.The implication of this is that if they boys are taken off the street and placed in any of these institutions, their aspirations would not be met. The formal educational institutions however could meet their goals, but they have to, to a large extent turn their backs on these institutions. One still have to wonder, is there hope for these children? What is heartening is that the children, although they were on the street, thought that education was important and tha t it was the only way for them to achieve their goals. In fact, 83% of them believe that education is important in their acquiring their career goals.It is often times said that where there is a will there is a way. Even though many of the children have the desire to attain upper socio-economic mobility, they were often times forced to attend these institutions. When the Administrators were asked about the institutionalization of the children, they indicated that few children came in voluntarily. In fact, Most of the children were sent there by parents, concerned citizens and police officers. Overall, having been forced to attend has caused them to be defiant and hostile to the programme.At Children First most of the children attend voluntarily and hence their level of success is greater. We also found from our interview that 6% of the children did not even know where the institutions were located or even that they existed. Overall, from my observation, the programmes I have studied have shown a level of success. But in light of the negative aspects, which we have observed, I recommend the following: 1. A public education programme on radio and television, which highlights why contributions should be given directly to the programmes in place instead of the children. . Implementing more self-help schemes for the parents or guardians of the street children, that is, helping them to generate a steady income. 3. Government should make the needs of street children one of its priorities. More money should be allocated to these programmes to effect changes. 4. Make the public aware of the plight of our nation’s future through the introduction of a Street Children Day in Child month and Media coverage (when people become aware, they will become sympathetic and generous). DATA COLLECTION INSTRUMENT Sample of Questionnaire 1. Gender Tick (/)Male ( )Female ( ) 2. Age 10-11 years ( )12-13 years ( )14-15 years ( )16-17 years ( ) 3. How long have you been on the stre ets? 6 months-1 year ( )2-3 years ( )4-5 years ( )6 years and over ( ) 4. When you were at home, what type of family did you live in? Single ( )Nuclear ( )Extended ( ) Other ( ) 5. Do you plan on returning home? Yes ( ) No ( ) 6. Do you like living on the street? Yes ( ) No ( ) 7. What are some of the factors that are responsible for you becoming a street child? Abandoned by parents ( )Disruptive behaviors/can’t be controlled ( )Ran away from home ( )Other ( ) 8. What was the main punishment received at home? Beating/Flogging ( )Indecent language ( )Being put to starve ( ) Other ( ) 9. What type of relationship do you have with your family now that you are on the streets? Excellent ( )Poor ( ) Fair ( ) None ( ) 10. Do you think its better being on the streets that at home? Yes ( ) No ( ) If yes why? ______________________________________________________________ 11. How do you provide for yourself on the streets? Begging ( )Stealing ( )Searching household garbage ( ) 12. Do yo u ever wish you never left home?Yes ( )No ( ) 13. How does being a street child affect you emotionally? ________________________________________________________________________ ________________________________________________________________________ 14. How does being a street child affect your physical appearance? ________________________________________________________________________ ________________________________________________________________________ 15. Were you in school? Yes ( )No ( ) 16. If yes what grade/form where you in? 17. Are you able to read and write? Yes ( )No ( ) 18.What are the measures that can be taken to get street children off the streets? Put them in state homes ( ) Have counseling sessions with them and put them up for adoption ( ) Establish laws to punish parents who contribute to their child being on the streets ( ) 19. Do you think the measures will work for you? Yes ( ) No ( ) Maybe ( ) 20. What can persons who wish to become parents do to avoid chil dren leaving home to live on the streets? Attend parenting sessions on how to care for the child ( ) Talk to the child/children to find out what is bothering them ( )Get involved in activities at the child school to see how well they are doing () BIBLIOGRAPHY Agnelli (1986), Street Children- A growing urban tragedy -Report for the Independent Commission on International Humanitarian Issues Boyce-Reid, k. (1993) A Report on Street Children Projects http://gvnet. com/streetchildren/Jamaica. htm David Dunkley(1999) :Street Children- effects of urbanization ———————– School Based Assessment on Street Children in my community FISHERMAN FIRE MAN CARPENTER PERCENTAGES DOCTOR BUSINESS MAN TEACHER TRUCK DRIVER BANK CLERK Stall Cart

Athens vs Han China Dbq

10/17/12 DBQ Athens vs Han China In the 5th century BCE Sparta and Athens constantly battled for 27 years for the number one spot in Greece. Despite being at war for such a long time, Athens made their culture most memorable in our world's history. Athens, located in Attica was rather small surprisingly, smaller then Rhode Island. Athens was known for it's talent; like we know today, Pericles, Plato, Socrates and more. While Athens Greece was prospering, China was suffering. During this period, Confucius lived and taught. His teachings had a rather big influence on Han China and China's Golden Age.Chinese achievements rivaled the achievements of the Athenians. In spite of Han China and Athens Greece, they were two major empires that both ruled around the same time frame. They had differences such as population, government, and religion/culture. One of the differences Athens and Han China shared were there forms of government. Document 4 shares the characteristic of government with do cuments 5, 6 &7. In â€Å"the oration of Pericles†(4) â€Å"Our form of government is called a democracy because it's administration is in the hands of the peoples† while â€Å"Mandate of Heaven† (6) In this document Mencius tells the story of Yao and Shun.The Mandate of Heaven is China's belief that emperors where chose by Heaven. In the document Wan Chang asked â€Å"in that case who gave the Empire to Shun? † and Mencius said, â€Å" Heaven gave it to him. † Wang Chang believed that Heaven gave Shun the Empire. He had that point of view because of what Mencius had told him about the Mandate of Heaven. In â€Å"Government in Athens† (5) It discusses how the Athenian Golden Age was inspired by the development of democracy by the Athenians. â€Å"In the most precise and literal sense Athenians governed themselves† there wasn't a King or an almighty ruler. Generals were elected from the Assembly and served for a year's term† On t he contrary, â€Å"A remarkably Successful Kind of Government†(7) discusses how the Emperor appoints governors to each district. This type of government was effective because the central government was further enhanced by delegation of different areas. â€Å"The Chinese empire was indeed the largest political system in the classical world. † A document that would have been nice to read about would be a document with citizens from both Athens and Han, and their perspective and outlook on their form of government .Another difference Athens and Han China both had were population. Document 1 shares the characteristic of population with documents 2 & 3. In document one it shows two maps, one of Athens, and one of the Han Empire. These maps are a biased point of view though because it has the Han Empire map enlarged so it makes the map of Athens look smaller, but also on the map of Athens in the bottom corner it has an enlarged box of Attica. This document is not resourceful if you wanted to compare the size of Athens and Han because the maps are two different sides.It would have been helpful to have the maps the same size, also they could have showed the populations in the areas and where most people lived and where they traveled. â€Å"Athens population distribution† (2) This document shows the total population of Attica which is 315,000 . It also shows how many people were in each class, the class that had the most people were the slaves with 115,00. â€Å"Han China : population distribution†(3) This document shows the total population in Han China, 65,000,000 . Clearly Athens and Han differed in there size and population.Also in this document it shows how many people were in each class. The class with the most people is, Peasant farmers/urban workers with 58,500,000 people. Culture/ Religion is another difference Athens and Han China had. Document 8 shares the characteristic of Culture/Religion just like documents 9,10,11 &12. â€Å" what is a good citizen†(8) This shows Athenian culture and what they had believed is a good citizen. This document discusses how each individual isn't just interested in his own problems or his own self, but he's also interested in the state and it's affairs.While in document 10 â€Å"Confucius on the Individual and the State† This document is showing culture because the people of the Han China culture believed what Confucius taught and said. In this document Confucius said that fathers are to cover up for their sons and sons to cover up for their fathers. What would have made this document more relevant to Han China's culture would be facts on how Confucius culturally and religiously influenced Han China and it’s peoples to believe his teachings. â€Å"Dialogue of Socrates and Crito in Prison†(9) This document is about Crito trying to get Socrates to escape from prison.Socrates was thrown into prison because he was charged for not believing in the gods th at everyone believed, introducing other gods, and corrupting the youth. This shows culture because that's what people did if you did not believe in the same Gods they believed in. Socrates did not believe or listen to Crito, he had that point of view because nothing would convince him other wise of what he thought, â€Å" I know that anything more, which you may say, will not convince me† – Socrates. Document 11†Discus Thrower† is a painting of an Athenian man throwing a discuss, the cultural style of art differed from Han China's style of art. Ch' iu Ying Landscape (12) differed from document 11. This is a painting of a landscape, while document 11 was a portrait. What would have been better to help further contrast these different cultures styles of art would be more documents of Han & Athens’s artworks. In closing, Han China and Athens Greece had there differences in three categories, but there are more differences then just those three. For examp le, everyday life for the citizens. Although Han China and Athens Greece were two major empires that both ruled around the same time frame. They had there differences such as population, government, and religion/culture.

Encantar Conjugation in Spanish, Translation, Examples

Encantar Conjugation in Spanish, Translation, Examples Encantar is a transitive verb that can be translated as to enchant or to bewitch. However, it is most often used to express an extreme like or love for an object. For example, Me encanta el chocolate is translated as I love chocolate. This article includes encantar conjugations reflecting this usage in the present, past, conditional and future indicative, the present and past subjunctive, the imperative, and other verb forms. Encantar as a Backward Verb The verbs encantar and gustar have a unique property: they are considered backward verbs. They are frequently used in the third  person, where the  subject  in the English sentence becomes the  object  in Spanish. For example, the English sentence I like the house (subject verb object) is reversed as me  gusta  la casa (object verb subject)  in Spanish. If we wish to say I like the house very much or I love the house, the phrase would be translated as Me encanta  la casa. Backward verb sentence construction is not unique to Spanish. English also uses this sentence formation in some instances. For example, look at the flipped sentence, Love matters to me. This backward construction in English and Spanish is inherited from Latin verbs in the 1500s that had this flipped verb-subject usage. The Spanish language uniquely borrowed several verbs from Latin, used the Latin backward construction, and then extended this construction to more than two dozen newly formed verbs over time.   The following list includes other  Spanish backward verbs. Note that most are used to describe opinions or psychological/physical reactions, possession, or involvement. aburrir - to borefaltar - to lackmolestar - to botherinteresar - to interestdisgustar - to disgustpicar - to itchfastidiar - to annoyimportar - to care about somethingquedar - to remain Encantar Conjugation When used with the meaning of to enchant or to bewitch, encantar is conjugated like any regular -ar verb such as tratar, or ayudar. For example, you can say La bruja encanta a la nià ±a (The witch enchants the girl). However, encantar is more commonly used as a backward verb meaning to love something. To reflect this popular usage, this article includes conjugations of encantar as a backward verb. For all of these conjugations, the subject of the sentence is the object that is loved. If the object is singular or a verb, the third person singular conjugation is used, and if the object is plural, the third person plural conjugation is used. Note that all of the conjugations use indirect object pronouns to show who loves the object, and the object always includes the definite article (el, la, los, las). Sentences with verbs like encantar may include the preposition a  plus a pronoun or noun that matches the  indirect object. This is usually included to draw attention to or make explicit the entity that is doing the liking. For example, A muchas mujeres les encantan los cuentos de amor,  which means,  Many women really like love stories. Present Indicative A mà ­ me encanta(n) Me encanta leer. I love reading. A ti teencanta(n) Te encantan las pelà ­culas de accià ³n. You love action movies. A usted/à ©l/ella leencanta(n) Le encanta aprender espaà ±ol. She loves learning Spanish. A nosotros nosencanta(n) Nos encanta la comida italiana. We love Italian food. A vosotros osencanta(n) Os encanta hacer ejercicio. You love exercising. A ustedes/ellos/ellas lesencanta(n) Les encantan los tulipanes. They love tulips. Preterite Indicative We use the preterite to describe completed actions in the past. When used with encantar, it usually means that when you see or experience something for the first time, you love it. A mà ­ me encantà ³/encantaron Me encantà ³ leer. I loved reading. A ti teencantà ³/encantaron Te encantaronlas pelà ­culas de accià ³n. You loved action movies. A usted/à ©l/ella leencantà ³/encantaron Le encantà ³ aprender espaà ±ol. She loved learning Spanish. A nosotros nosencantà ³/encantaron Nos encantà ³ la comida italiana. We loved Italian food. A vosotros osencantà ³/encantaron Os encantà ³ hacer ejercicio. You loved exercising. A ustedes/ellos/ellas lesencantà ³/encantaron Les encantaron los tulipanes. They loved tulips. Imperfect Indicative We use the imperfect tense to describe ongoing or repeated actions in the past. When used with encantar, it would mean that you used to love something, but not anymore. A mà ­ me encantaba(n) Me encantaba leer. I used to love reading. A ti teencantaba(n) Te encantabanlas pelà ­culas de accià ³n. You used to loveaction movies. A usted/à ©l/ella leencantaba(n) Le encantaba aprender espaà ±ol. She used to lovelearning Spanish. A nosotros nosencantaba(n) Nos encantaba la comida italiana. We used to loveItalian food. A vosotros osencantaba(n) Os encantaba hacer ejercicio. You used to loveexercising. A ustedes/ellos/ellas lesencantaba(n) Les encantaban los tulipanes. They used to lovetulips. Future Indicative A mà ­ me encantar(n) Me encantar leer. I will love reading. A ti teencantar(n) Te encantarnlas pelà ­culas de accià ³n. You will loveaction movies. A usted/à ©l/ella leencantar(n) Le encantar aprender espaà ±ol. She will lovelearning Spanish. A nosotros nosencantar(n) Nos encantar la comida italiana. We will loveItalian food. A vosotros osencantar(n) Os encantar hacer ejercicio. You will loveexercising. A ustedes/ellos/ellas lesencantar(n) Les encantarn los tulipanes. They will lovetulips. Periphrastic  Future Indicative   A mà ­ me va(n) a encantar Me va a encantar leer. I am going to love reading. A ti teva(n) a encantar Te van a encantarlas pelà ­culas de accià ³n. You aregoing to loveaction movies. A usted/à ©l/ella leva(n) a encantar Le va a encantar aprender espaà ±ol. She isgoing to lovelearning Spanish. A nosotros nosva(n) a encantar Nos va a encantar la comida italiana. We aregoing to loveItalian food. A vosotros osva(n) a encantar Os va a encantar hacer ejercicio. You aregoing to loveexercising. A ustedes/ellos/ellas lesva(n) a encantar Les van a encantar los tulipanes. They aregoing to lovetulips. Present Progressive/Gerund Form Present Progressive ofEncantar est(n) encantando A ella le est encantando aprender espaà ±ol. She is loving learning Spanish. Encantar Past Participle Present Perfect of Encantar ha(n) encantado A ella le ha encantado aprender espaà ±ol. She has loved learning Spanish. Conditional Indicative The conditional tense is used to talk about possibilities. A mà ­ me encantarà ­a(n) Me encantarà ­a leer si tuviera ms tiempo. I would love reading if I had more time. A ti teencantarà ­a(n) Te encantarà ­anlas pelà ­culas de accià ³n, pero son muy violentas. You would loveaction movies, but they are very violent. A usted/à ©l/ella leencantarà ­a(n) Le encantarà ­a aprender espaà ±ol si tuviera un buen maestro. She would lovelearning Spanish if she had a good teacher. A nosotros nosencantarà ­a(n) Nos encantarà ­a la comida italiana, pero no nos gusta la pasta. We would loveItalian food, but we don't like pasta. A vosotros osencantarà ­a(n) Os encantarà ­a hacer ejercicio si estuvierais en forma. You would loveexercising if you were in shape. A ustedes/ellos/ellas lesencantarà ­a(n) Les encantarà ­an los tulipanes, pero prefieren las rosas. They would lovetulips, but they prefer roses. Present Subjunctive Que a mà ­ me encante(n) El maestro espera que me encante leer. The teacher hopes that I love to read. Que a ti te encante(n) Tu novio espera que te encanten las pelà ­culas de accià ³n. Your boyfriend hopes that you love action movies. Que a usted/à ©l/ella le encante(n) Su profesora espera que a ella le encante aprender espaà ±ol. Her professor hopes that she loves to learn Spanish. Que a nosotros nos encante(n) El cocinero espera que nos encante la comida italiana. The cook hopes that we love Italian food. Que a vosotros os encante(n) La doctora espera que nos encante hacer ejercicio. The doctor hopes that we love exercising. Que a ustedes/ellos/ellas les encante(n) El decorador espera que a ellas les encanten los tulipanes. The decorator hopes that they love tulips. Imperfect Subjunctive Note that there are two options for conjugating the imperfect subjunctive: Option 1 Que a mà ­ me encantara(n) El maestro esperaba que me encantara leer. The teacher hoped that I would love to read. Que a ti te encantara(n) Tu novio esperaba que te encantaran las pelà ­culas de accià ³n. Your boyfriend hoped that you would love action movies. Que a usted/à ©l/ella le encantara(n) Su profesora esperaba que a ella le encantara aprender espaà ±ol. Her professor hoped that she would love to learn Spanish. Que a nosotros nos encantara(n) El cocinero esperaba que nos encantara la comida italiana. The cook hoped that we would love Italian food. Que a vosotros os encantara(n) La doctora esperaba que os encantara hacer ejercicio. The doctor hoped that you would love exercising. Que a ustedes/ellos/ellas les encantara(n) El decorador esperaba que a ellas les encantaran los tulipanes. The decorator hoped that they would love tulips. Option 2 Que a mà ­ me encantase(n) El maestro esperaba que me encantase leer. The teacher hoped that I would love to read. Que a ti te encantase(n) Tu novio esperaba que te encantasen las pelà ­culas de accià ³n. Your boyfriend hoped that you would love action movies. Que a usted/à ©l/ella le encantase(n) Su profesora esperaba que a ella le encantase aprender espaà ±ol. Her professor hoped that she would love to learn Spanish. Que a nosotros nos encantase(n) El cocinero esperaba que nos encantase la comida italiana. The cook hoped that we would love Italian food. Que a vosotros os encantase(n) La doctora esperaba que os encantase hacer ejercicio. The doctor hoped that you would love exercising. Que a ustedes/ellos/ellas les encantase(n) El decorador esperaba que a ellas les encantasen los tulipanes. The decorator hoped that they would love tulips. Encantar Imperative The imperative mood is used to give commands or orders. If you use encantar as a regular verb meaning to enchant or bewitch someone, then you can use the imperative forms as with other regular -ar verbs. However, when encantar is used as a backward verb to mean to love something, the subject of the sentence is the person who loves the object. Therefore, if you form the imperative for these backward verbs, you would be telling the object to enchant the person, instead of telling the person to love the object. For that reason, the imperative forms of encantar are rarely used when the verb is a backward verb. If you wanted to tell someone to love something, you could use a structure with the subjunctive, such as Quiero que te encante bailar (I want you to love dancing).

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