Integration and Disintegration: Indians in South Africa Essay

The story of Indians in South Africa is both a story of integration and disintegration into the national space. The processes and patterns of integration and disintegration of Indian community as a minority ethnicity is closely linked to the larger reality of South African freedom struggle and the subsequent efforts of building the new nation of South Africa as a post-apartheid democracy. On the other hand, it is important to remember that the very existence of Indians in South Africa itself is a result of the colonisation of South Africa. It is through the protracted decolonization process of South Africa, the Indian community too got assimilated into the national space. Struggles against both racism and colonisation have played an important role bringing the Indians and the black natives together in their fight against the white colonial masters. The purpose of the essay is to provide an overview of the experiences of Indians in South Africa and their participation in the nation building with special reference to the post-1994 period of democratic development. The Indian Community and the ‘New’ South Africa It is the British colonial rule in nineteenth and early twentieth century that catalysed the Indian immigration to South Africa. Therefore, the Indian community in South Africa includes people from countries such as Pakistan and Bangladesh as well since they were part of India until Indian independence. There are other cleavages in the Indian community in South Africa as they are divided in the lines of religion, caste and language. Obviously, the idea of an Indian community in South Africa is essentially problematic due to the extreme heterogeneity within the Indian diasporas. However, it is still possible to identify Indian South Africans as a racially distinct group. Ironically, even there is no consensus in the very way for the Indians in South Africa to be addressed. According to Singh, â€Å"people of Indian origin varyingly refer to themselves in one of three classificatory ways: ‘South Africans’, ‘Indian South Africans’ or ‘South African Indians† (2008, p. ). It is just a reflection of the openness of identity against the idea of identity as a closed concept. The Indians in South Africa are originated from the diverse regions of colonial India, including today’s Pakistan and Bangladesh. Hindi, Tamil, Gujarati, Telugu and Urdu are the major languages spoken by the Indians in South Africa. They also follow different religions such as Christianity, Hinduism and Islam besides their particular individualist beliefs. Within South Africa, Indians have the highest concentration in Durban. In the beginning, it is the â€Å"the development of the sugar industry in Natal necessitated the immigration of indentured labourers to South Africa in the 1860s† (Jithoo, 1991, p. 344). If they were mainly from South India, then came the ‘free’ Indians from Gujarat after 1874, who were largely into business and commerce. Hofmeyr has pointed out that even a single religious group like the â€Å"South African Hindu community is concentrated in four linguistic groups, these being the Gujarat, Hindi, Tamil, and Telugu. As in India, each has its favoured system of religious ritual, belief, and literature† (1982, p. 139). The processes of modernization has changed the nature of the identity formation of these groups; although, it has not altered the internal diversity of Indian community in South Africa. And, as a minority within the new nation of South Africa, processes of globalisation and trans-nationalisation too have started marking their influence on the (re)definition of the identities of South African Indians. It is important to note that identity building among any community, especially among the Indians in South Africa is an ongoing process shaped by multiple factors and largely amenable to (shifts in) historical processes. Identity is revealed at first through self classification and self reference. Importantly, classificatory references are â€Å"politically loaded, for historical reasons, in that they demonstrate the individuals’ affinity or lack of it either to India or to South Africa. When a person makes reference to being ‘South African’, ‘Indian South African’ or ‘South African Indian’, they are usually making a statement about how they wish to be seen in the context of their personal beliefs and identity formation† (Singh, 2008, p. 5-6). As a subject race, in the apartheid times, the South African Indians defined themselves against the master race of whites and placed themselves adjacent to the social position(ing) of blacks and other natives. However, at present, South African Indians are seeing themselves distinct from the blacks and complains that the state which is dominated by the blacks discriminating them for not being black enough. However, it is not fair to undermine the complexities involved in â€Å"the dynamics of the cultural politics that is inherent within the heterogeneous population of Indian origin† (Singh, 2008, p. ). The fluidity of the identity of the Indians in South Africa resist any idea of total classifications and binaries as â€Å"such categorizations are broad based and tend to ignore the dynamics of regional, religious and linguistically based politics that are intrinsic to the politics of belonging among Indians overseas† (Singh, 2008, p. 6). The crucial point is that India ns in their huge diversity are (being) differently integrated into the South African democratic space of post-apartheid era. For instance, it has been argued that â€Å"the ‘high caste’ Gujarati speaking Muslim household of passenger origin, differs from the ‘low caste’ Tamil speaking Hindu household of indentured origin† ( Jithoo, 1991, p. 347). The very invention of racial categories in the South Africa was induced by the early decades of twentieth century by the British rule. To perpetrate the colonial rule, in this period, â€Å"formal distinctions were introduced among Whites, Bantus (Africans), Indians/ Asians, and Colored† (Mabokela, 2001, p. 205). From this point, the practice of racial segregation acquired a new momentum as it was put into legislation by the National party’s implementation of apartheid system. Extreme forms of racial segregation were integrated into the education policy and education system. it has been argued that â€Å"the Bantu Education Act of 1953 created a hypersegregated education system, mandating a different system of education for each racial group in the nation. In accordance with apartheid ideology and policies, White students received the best academic training, followed by that for Indians, Coloreds, and last, Africans. Although Africans have comprised the majority, about three-fourths, of the South African population, they historically have received the smallest share of educational resources compared to Whites, who comprise 15% of the total population; Coloreds, who make up less than a tenth (7%); and Indians, who comprise about 3%† (Mabokela, 2001, p. 206). Until the independence in 1994 and the subsequent election of African National Congress, the black majority had very limited access to education in comparison to all other social groups in South Africa. Importantly, Indians got access to compulsory education in the 1980s itself. It has been noted by many theorists that the ethnic roots of Indian South Africans are often revoked and mobilised by the competitive democratic environment of post 1994 period. At present Indian ethnic minorities have a tendency to juxtapose themselves with Whites for a number of reason such as â€Å"affirmative action in employment and the rapid escalation of violent crime are widely seen in racialized terms- especially in the sense that Africans are viewed as the culprits and Indians and Whites as the victims† (Singh, 2008, p. ). It means that the Indian perception of being part of the majority of blacks gives way to the new perception of being part of white minority. This is the disintegration of Indian community from the Black majority and re-integration to the white minority national space. Moreover, Jithoo (1991) has argued that the Indian community in South Africa has undergone tremendous inte rnal changes related to joint family structures and the caste institution which in turn is reflected in their relations to the external world. The infamous Group Areas Act (1950) was central to defining the Indian family structures as it involved many restrictions such as compulsory segregation on them. Although a minority, the Indian community cannot be termed as less privileged, especially in comparison to the black majority in the sphere of education. It is true that Indian community were as oppressed and exploited by the white apartheid regime but the point is that they enjoyed a relatively better position than the black majority. Lindsay has noted that, even after the end of apartheid, â€Å"the presence of â€Å"Blacks† (African, Indians/Asians, and colored groups) and women of all races and ethnicities in South African universities as students, faculty, and professionals is still limited in various disciplines, faculties and administrative areas† (1997, p. 522). Although classified into a single group for the purpose of affirmative action policies, it is a matter of fact that Indians are far advantaged in terms of education in South Africa than Blacks and Coloured people. It can be well argued that â€Å"education was the institutional mechanism set in motion, maintained and secured by the apartheid government to control the black majority economically, politically, and socially† (Lindsay, 1997, p. 522). If the secondary school enrolment of black Africans 1 in 5 in the period of 1969 to 1989, it was 1 in 2. 6 for the Indians in the same period. At the sphere of education, it indicates that the position of the Indians were as twice as better of the Blacks Africans until 1994 free election. The present non- juxtaposing of Indian community with the black Africans and the tensions arise from it are thus deeply rooted in the historical reality of segregated nation building of South Africa. It is one of the peculiarity of the South African reality that still a number of groups or members of particular group do not identify themselves simply as South Africans. Apparently, a recent survey shows that â€Å"although South Africans are increasingly identifying as ‘South Africans’, 36% still identify as ‘African’, black, white, coloured, Indian, Zulu, Xhosa, English or whatever† (de Jongh, 2006, p. 5). It means that the South African national identity is still relatively weak with relations to strong racial and ethnic identities. On the other hand, it does not mean there is a necessary tension between such a racial or communitarian indemnification and modern national identification. It could be especially the case of Indian ethnic minorities than other racial groups as the Afrobarometer 2000 survey shows that â€Å"only Indians listed racial identities more frequently than nonracial ones (61% naming a racial identity). The other three groups predominantly gave nonracial responses (Africans identified racially 30% of the time; whites, 12%; and coloureds, 45%)† (Ferree, 2006, p. 807). It also point fingers to the (possible) disintegration of Indian community from the New South Africa. Also, Indian community has most profound distrust of the economic polices of the black Africans led government as they perceive them as favouring the blacks vis-a-vis the Indians. Obviously, the foundations of legitimacy of the state with relations to the Indian community have been weakened in an unprecedented manner. It is also important to note that Indians largely perceive the African National Congress as an African party. It has affected the political legitimisation process of the new South Africa as well. Conclusion The very idea of South African Indians itself is problematic as the Indian community in is heterogeneous in multiple ways. Even as an ethnic minority, they are internally diverse with reference to religion, region, language and self reference. Importantly the groups within the Indian community in South Africa are not similarly integrated into the South African national space. The integration of diverse groups within the Indian community is different in both quantity and quality. The fluidity of the identities of South African Indians is well expressed in the fact that they tend to revive and reconstitute their identities and belongings with relations to the prevailing social, political, and economic conditions. The changing social, political, cultural and economic conditions in South Africa have led the Indian community to identify themselves with the whites as a fellow minority community. This disintegration from the black majority cannot be perceived as disintegration from the South African national space.

Great economic Depression And Of Mice And Men Essay

In 1929, the US entered a period of Great economic Depression from it only emerged with the onset of the Second War in 1939. During this period, there was long-term unemployment, so workers needed to go to California where there was still some short-term, poorly paid contract ranch works available. They were not educated therefore they had got no right and could be sacked at any time. They travelled from ranch to ranch to get jobs. This lifestyle forced ranch workers to keep moving and got no chance of making friend and keeping contact with their families. There was also a lot of competition, which put workers under pressure about whether they were good enough. They live isolated lives and are alienated from each other because are rivals. They are struggling to survive in a hostile world. All of these factors make all the characters lonely in ‘Of Mice and Men’. Between them, there are some characters who are very lonely because they are disadvantaged, Crooks, he’s black; Candy, because he is old; Curley, because he has more security than others; and his wife, as she is the only woman on the ranch. They are the victims of the strange society. In this essay I will be investigating the reasons why these characters are lonely in more depth by looking at each character more carefully. Crooks is probably the loneliest character in the book because he is very different from other ranch workers. He is old, disabled and the only black man in the book who lives in a racism society. As a result of this, he is isolated in his own room in the barn and is not allowed to go into or stay in the bunkhouse with the other ranch workers. Therefore he has no one to talk to. Though other workers knew that he reads a lot and has more knowledge and thinks deeper, they don’t listen to his opinions. ‘ If I say something, why it’s just a nigger saying it.’ P102 Instead they take advantage of his disability this is shown when they beat him up at Christmas. The racism society gives Crooks no chance of making friend. Crooks tries to get his own back for the way the white men treat him by keeping a distance between him and the other men. But obviously he recent the fact that he isn’t want in the bunkhouse. This makes it even harder to make friends. This is revealed by his words when Lennie comes to his room. ‘I ain’t wanted in the bunkhouse, and you ain’t wanted in my room.’ But gradually he is defeated by Lennie’s innocent smile and lets his guard down. This is because in his heart he knows that coping with loneliness is no good by reading books, he needed a friend to be near him and talk to him. ‘Suppose you didn’t have nobody †¦ A guy needs somebody -to be near him†¦ a guy goes nuts if he ain’t got nobody †¦ I tell you a guy gets too lonely and he gets sick.’ ‘A guy sets alone out here at night, maybe readin’ books or thinking or stuffs like that†¦If some guy was with me, he could tell me I was sleep. An’ then it would be all right. But I just don’t know.’ This quote from the same page of the book also shows you Crooks’ feelings of loneliness. When Lennie and Candy started to talk about the dream Crooks pointed out that this dream was shared by thousand of ranch workers but none of them ever succeed in reality but just for a moment he suspends his disbelief long enough to wish to share the dream, though he was immediately reminded his position by Curley’s wife words and shut by George’s anger as he doesn’t think that any white people would treat him decently. From the facts above, we could see the reasons of why Crooks are lonely. Candy is an old and disabled character in the book. He is quite similar to Crooks and is very lonely because he is different too. He lost his hand in an accident and was only kept on by the boss out of guilt. He has no relatives, no friends and his only comfort is his old dog, which keeps him company and reminds him of the days when he was young and whole. Candy is not interested in the things the other guys talk about. For instance: ‘I ain’t interest in nothing you was saying. A guy on a ranch don’t never listen nor he don’t ast no questions.’ But when his only comfort has gone– was shot by Carlson, he is totally alone and eagerly clutches at the idea of buying a farm with George and Lennie. This is shown below when George started to talk about the dream: ‘Old candy turned slowly over. His eyes were wide open. He watched George carefully.’ The reason for this change is, Candy himself is very similar to his dog, they both old and disabled, from the shooting of his old dog, Candy knows that when he can’t work any more he will be turned away from the ranch. He will have ‘I got hurt four years ago. They’ll can me purty soon, jus’ as soon as I can’t swamp out no bunk-houses they’ll put me on the county†¦ When they can me here I wish’t somebody’d shoot me. But they won’t do nothing like that.’ At this situation, Candy needs something to look forward to, so when he heard about the dream between George and Lennie he found that this is the thing he needed. But of course this all comes to nothing. As the inevitability of the fall of the dream, Candy would certainly be disappointed. The dream ends in a miserable way. ‘You and me can get that little place, can’t we, George? You an’ me can get that little place, can’t we, George†¦ Can’t we? Before George answered, candy dropped his head and looked down at the hay, he know. Then- it’s all off? †¦ And I’ll have fifty buck more.’ Candy’s words show that he realises that the end of Lennie means the end of the dream, without Lennie George hasn’t got the heart to go on. There are so many ‘ can’t we ‘ in his speech telling us he wants George to tell him he is wrong. But the reaction of George confirms this completely. The sadness is expressed in the bitter words he uttered to the body of Curley’s wife, whom he blames for spoiling the dream or more accurately, his hope of a future. ‘ You god damn tramp†¦ You done it, didn’t you? I s’pose you’re glad†¦ you lousy tart.’ Curley is the character who is described as a ‘wretch’ by John Steinbeck. It may be argued that he must be not lonely because he is the boss’s son and had been married for two weeks, has a family and a lot of thing that other ranch workers wanted to have. But actually he is very lonely. As he has more security (he was never worried about being fired), other ranch workers don’t mix with him so he has no one to talk to. The ‘macho’ male society makes him fell that if a guy doesn’t appear to be tough and strong, others will put something on him and laugh at him. It is even worse for him that he chooses the wrong way to earn respect-by fighting and be aggressive. But other workers know that he is a coward and despise him for the tension atmosphere he creates. ‘What does he got on his shoulder?’ George ‘You god damn punk, †¦ you tries to throw a scare into Slim, an’ you couldn’t make it stick. Slim threw a scare into you. You’re yella as a frog belly. I don’t care if you’re the best welter in the country. You come for me, an’ I’ll kick your God damn head off.’ He has no friends, to overcome his loneliness, he married a pretty young woman but has blindly chosen the wrong person whom totally inappropriate for the kind of life he leads. He forbids his wife to talk to other ranch workers, as he is scared that she may have an affair with one of the other men which makes her hate him and others more despise to him. Consequently, his feelings are all channelled into aggressive behaviour in order to deal with his loneliness but this leads to his feeling lonelier because the others don’t want to be with him. Curley’s wife is another character who is lonely. She is newly married, lives in a strange place, and does not seem to fit in on the ranch as being the only woman. She and Curley do not love each other; both of them try to overcome their own loneliness by the marriage. But unfortunately, both have chose the wrong person. She hates Curley because of his aggressive: ‘I don’t like Curley, he ain’t a nice fella.’ One point that needs to be mentioned here is that she is the only character who is never given a name in the book and is only referred to as ‘ Curley’s wife’. It appears that John Steinbeck passes a message from this that she is not seen as a person at all by other characters, but an object which Curley thinks he owns. ‘You gotta husban’. You got no call foolin’ around with other guys, causing trouble.’ ‘Why’n’t you tell her to stay the hell home where she belongs?’ Her situation is just like Crooks’; no one is sensitive about her feelings. This makes her feel angry with the men especially at Curley. ‘Whatta they think I am, anyways.’ ‘Seems like they ain’t none of them care how I gotta live.’ Further more, she has been forbidden by Curley to talk to anyone but him, as he doesn’t trust her. ‘I get lonely, you can talk to people, but I can’t talk to nobody but Curley. Else he gets mad. How’d you like not to talk to anybody?’ To counter this, she keeps approaching the ranch hands with the excuse that she is looking for Curley or something she lost. ‘Think I don’t like to talk to somebody ever’ once in a while? Think I like to sit in that house alla time?’ The only result is, the men regard her as a slut. But in her eyes, that is the way she is supposed to be. ‘Candy:’†¦ I think Curley’s married†¦ a tart.’ ‘Whit:’ Well, ain’t she a looloo?’ Curley’s aggressive behaviour leads others to avoid her and this further isolated her and she approaches the ranch hands more frequently therefore Curley becomes even more jealous and aggressive. This leads to her feeling lonelier. Finally her loneliness leads to her death as she makes a serious error of trying to overcome it by playing the tease with Lennie as she is pleased that Lennie beat Curley and impressed by his size and strength, but she didn’t realise the extent and danger of Lennie’s mental disability. George and Lennie are also caught in the trap of loneliness; this is because they are different as they have a strong friendship. They travelled together and trust each other and share a dream of owning a farm whereas other ranch workers travelled alone and had no strong relationships with others and have nothing to look forward to. George’s loneliness could be reflected by the words that he uses a lot of swearing and the fact that he needs the dream to keep him going. Just as candy has his dog for company, George has Lennie (who is often described in animal-like terms). Both companions died and George and candy are left completely alone. Lennie totally relies on George and couldn’t survive without George, but on the other hand, George somehow needs Lennie to overcome his own loneliness. It is revealed by Crooks’ words with great understanding he tells us of the importance of Lennie. ‘I don’t blame the guy you travel with for keeping you outa sight.’ ‘It’s just the talking. It just being with another guy. That’s all.’ Maybe it is just talking but this is an enough reason of keeping Lennie as company for George. In conclusion it is clear that all of the characters in ‘ Of Mice and Men’ are lonely. Their loneliness is the evitable result of the society, which is made by the Great Depression. Crooks, for instance is suffered deeply from the racism society. No one is trying to make friends with him before the visit of Lennie except Slim. Candy, Curley and his wife are the victims of the macho male society. They all have dreams but none of them realise them and get nothing at the end.

American Born Chinese Essays - Buddhism In China, Free Essays

American Born Chinese Conformity can be defined as acting in a socially acceptable way while behaving in ways that may not be typically how a person acts. Throughout Gene Luen Yangs novel American Born Chinese, three main characters try to change themselves in order to fit in with the people that surround them. The characters struggle to find themselves and identify with their surroundings, but by doing so, they forget who they are and why where they come from is so important. The monkey king, Jin Wang, and Danny all put their greatest efforts in to mask their true identities and become something they arent. Eventually they realize who they are is who they are meant to be, and they should not try to change themselves any longer. Throughout the whole novel, the characters can be seen as disguising or hiding ones own true colors, soon after discovering that being ashamed of oneself is not the correct way to go about fitting in. The Monkey King tried to fit in and master the arts of kung-fu. He did so, and strived to reach immortality. When he waits in line for what seems to him like an eternity, he is politely turned away, showing his embarrassment to all around him. At this point, he is determined to make a change to himself into somebody who would be let into the land of immortality, despite his monkey self. After this, the Monkey King spends his days training, his nights meditating, and forbidding himself of food and water. He achieves the four major disciplines of invulnerability, to fire, to cold, to drowning and to wounds, and continues his new routine in order to achieve more. When he allows himself out of his chamber, he is shocked when he receives a notice saying he is being sentenced with death for trespassing upon Heaven. Although the Monkey King thought he was doing something successful in his training to become somebody he was not, in reality, he was just hurting himself even more. There is a r eason why he is not granted immortality, and his kind is not meant to live the life he was striving for. He attempts to overcome it all and get himself to heaven, being stopped upon the entrance, I created you I say that you are a monkey, therefore, you are a monkey (Yang 69). Shortly following this he is informed, I am Tze-Yo-Tzuh, all that I have created- all of existence- forever remains within the reach of my hand. You I have created. Therefore, you can never escape my reach (Yang 70). Despite the Monkey Kings best efforts to transform himself, he is reminded by his creator what he is meant to do, who he is, and who he is not. Jing Wang enters his new school and is immediately belittled by his teacher and classmates due to his nationality. Nobody takes the chance to get to know Jin and immediately he is categorized by the students as different just because he is Chinese. Because of this, Jin tends to put his culture and nationality to the side and focus on fitting in as a normal American grammar school student. At one point in the beginning of the novel, when Jin is speaking with a woman in the doctors office of his mother, he is asked what he wants to be when he grows up. His response is that he wants to be a transformer, and then continues to tell the woman that his mother thinks his idea is silly. The womans response to him is, Its easy to become anything you wish, so long as youre willing to forfeit your soul (Yang 29). This can also become foreshadowing to the events to follow, as Jin begins to change himself to fit in with the rest of the kids in his school. Jin feels shame in his nationality and turns away from another new Asian student when he tries to befriend him. At first, Jin denies his friendship and tries to act better than Wei-Chen, like the others treated him when he first arrived. Jin wants nothing to do with his culture and feels ashamed to be compared to the new student because

American Diplomacy in Vietnam Term Paper Example | Topics and Well Written Essays - 1500 words

American Diplomacy in Vietnam - Term Paper Example The diplomatic interests in Vietnam dates back to after the Second World War, when the Americans quickly moved to block the spread of communism in the South East Asia region. Japan was strategically located not only for trade interests, but its deviation from the larger Asian political and trade dynamics meant the country was not prone to the communism ideologies that were spreading fast in the Asian region. Japan was thus used as a strategic location to help in curbing the spread of communism from Russia and China, towards the South East Asia region. 2 This implies foreign diplomatic approaches in the Indochina region by the Americans were mainly designed to curb the spread of communism in the region, rather than to promote trade; the Asian countries were a bit poor, and with little trade links with the outer world as Schaller argues. The American interests were therefore based on blocking communism in Indochina region, rather than policies to help in developing Vietnam and other So uth East Asia region. ... oes not elaborate on how the ethical and moral concepts were being evaluated in this case, the actions of supporting a Junta in a country deep in civil crises raised doubts over the national interests of the American government in Vietnam. Kissinger critically elaborates American interests and their conflict with moral authority, which led to involvement of the American armies in the Vietnamese war, and critically tries to investigate the policies under President Nixon after inheriting the war in 1969. The conflict with moral principles is observed in serious critics that resulted after the war to challenge this mission.3 However, Kissinger notes that the Americans were fighting a vague war, and no ultimate answers concerning American interests have been clearly outlined.4 All the same, the article does not provide elaborate response by other nations involved in this crisis in the Indochina region. The article critically takes the Vietnam War on a moral approach in describing reasons behind American involvement in the war, and its affects. In addition to the interests that the American government had in Vietnam, the war presented a case of a badly prepared army in a foreign land to fight for unknown causes. After the collapse of the South Vietnam in April 30 1975, although having achieved a resounding victory over the battle field, the Vietnamese were holding Unites States over promised reconstruction aid amounting to over $ 4 billion.5 Though the Vietnamese people had worn the war, there was still a bargain to make in pressing the United States government to inject funds for reconstruction. The aim of this aid by the United States government could be read suspiciously. Either the government had some interests to promote in Vietnam, to which they had promised massive

Harvard Style References Essay Example | Topics and Well Written Essays - 500 words

Harvard Style References - Essay Example Its provisions are centred on the basic requirements of a particular component in the building rather than the whole building requirements. Building construction in Qatar can be generally classified into Type II (Non-combustible) if not Type I (Fire Resistive) constructions. Due to the climatic condition in the country in which a temperature of more than 50 ËšC is reached during peak summertime, buildings of Type III (Limited Combustible) and Type IV (Heavy Timber) constructions whose conditions to easily catch fire can be aggravated by the dry summer season are rarely built in Qatar. Application of the NFPA 5000, Building Construction and Safety Code, and the Qatar Construction Standard are implemented strictly in Qatar. GDCD implements in full the provisions of NFPA 101, Life Safety Code, to establish specific requirements for means of egress. While all concepts incorporated in the code are important, means of egress could be singled out as the most important of them all as this is the last recourse where all of the fire safety strategies (prevention, communication, containment and extinguishment) fail. The ability of the occupants to quickly and efficiently exit the building is often the difference between life and death. NFPA 13, Standard for the Installation of Sprinkler System, is the main standard used by QDCD to establish specific requirements for automatic sprinkler system design and installation in buildings. The local fire safety standard establishes the criteria when automatic sprinkler system is required. NFPA 14, Standard for the Installation of Standpipe and Hose Systems, is used by GDCD to establish minimum requirements for the design and installation of Standpipes or Rising Mains, the term used in the local Fire Safety Standard. The local fire safety standards prescribe the criteria when standpipe is required and the type of standpipe is required for a particular building. The location or placement

Community Child care Case Study Example | Topics and Well Written Essays - 2000 words

Community Child care - Case Study Example Eye contact was limited, which is a social skill he struggled with, something that most children are not afraid of (Hanbury 2007). On looking at him straight to the eye, the boy could not respond by looking back directly. From the observation, this case fits in the Autism Spectrum Disorders category. During birth the boy had no complications; he was robust and developed normally, until he showed the first signs of delayed milestones. A healthcare provider was contacted and the boy was screened for the delayed milestones and help was given. At three months of age, he started using vocalizations (Cooper 2004). He developed delayed communication, although he developed a good rapport with his mother. He was unable to identify body parts and a learning programme was suggested, he seemed to catch up. His social skills became abnormal. He seemed not to hear at times, had poor eyesight, poor response to his name, does not respond to touch and other feelings, he plays on his own and does not ask for assistance when he needs some (Benaron 2009). The boy takes a Risperdal name of treatment which was prescribed by a psychiatrist. Ethics involved acting in an appropriate manner, with due diligence and care in the execution of duties (Szatmari 2004). Various communication approaches were used and clinical decisions were made on alternative communication techniques on the boy. The relevance and reliability of the available evidence, expertise of the clinical staff and the client’s perspective on the consent of using a family member were put into consideration (Cooper 2004). Exploration of many alternative communication skills were considered as symptoms vary in Autism syndrome deficiency (Hanbury 2007). Consent was acquired on the basis of the boy’s needs, which included the strengths and weaknesses of learning, the degree of social communication skills and motor abilities. The policies that were put in place helped in the navigation of this case study and

Cooperative Learning and Social Emotional Learning Research Paper

Cooperative Learning and Social Emotional Learning - Research Paper Example He discovered that two aspects in particular the student and student communication and interaction, and also the student and faculty communication and interaction, conveyed the largest influences and subsequently affected the largest majority of typical education results. His work endorsed earlier verdicts from Tinto’s (1989) imperative study on student retention that common and remunerating informal acquaintance with faculty associates is the sole sturdiest predictor of whether a student willingly withdraws from a school. Other analyses also encourage these results. Pascarella and Terenzini (1991) established that peer support is a significant aspect in student attentiveness in school. In the prologue to the Harvard Assessment Seminars: Second Report, Light (1990; 1992) concludes that all the research findings illustrate and point to one main idea which is that the students that get the most of school the happiest and who grow more academically organize their time well includ ing interpersonal activities with fellow students or with faculty members and build substantive academic work. Therefore, the value of amplified communication amidst students and amid students and faculty members ought to be evident. It is evident that technology if used wisely, can magnify the chances for eloquent discussion. Slavin, R. E., Stevens, R. J., & Madden, N. A. (1988). Accommodating Student Diversity in Reading and Writing Instruction A Cooperative Learning Approach.  Remedial and Special Education,  9(1), 60-66. Each student has his/her own learning bravura, individual learning and development speed or linguistic background knowledge. Therefore, the majority of student’s classes involve students with different learning capabilities. In this class settings of institutions such as state funded schools, beginners’ classes are directed towards students who have no previous

Chocolate Research Paper Example | Topics and Well Written Essays - 1000 words

Chocolate - Research Paper Example It is made up of cocoa solids and cocoa butter only and hence it is chocolate in its simplest form (Hawkins 19). It is bitter and thus is not a popular choice for most people who love chocolates. It is ordinarily used as an ingredient in baking and cooking. It adds chocolate flavor to cakes and brownies since it is smooth and rich in cocoa butter. Like unsweetened chocolate, semi-sweetened chocolate is mainly used for cooking purposes. They are mainly used for baking chocolate chip cookies although they can be used to bake many other commodities. It is composed of dark chocolate (cocoa butter and cocoa solids), sugar and vanilla that are an emulsifier. The percentage of sugar does not exceed 50% the mass of the chocolate (Hawkins 20). The ratio varies depending on the manufacturer. This form of chocolate has a good balance between sweetness and chocolate and thus and work well in most recipes. Bittersweet chocolates contain at least 35% of cocoa solids. They are dark in color and have rich flavors. Normally they have high percentages of flavonoids although their percentage depends on the manufacturer. They contain chocolate liquor, cocoa butter, and sugar. The high percentage of chocolate liquor content makes it dark. It is can be eaten and can also be used for baking purposes. It contains chocolate flavor, cocoa butter, and sugar. The percentage of cocoa solid ranges forms 35-45% depending on the manufacturer (Hawkins 20). The percentage of sugar is more than 50%. It is not easy to differentiate them with semi-sweet chocolate. It is made up of milk solids, sugar, and cocoa butter. 10 % is composed of cocoa liquor, and at least 12% is made up of dry milk solids (Hawkins 21). It is mostly eaten as candy bars and is preferred by most people who love eating chocolates. It was first developed by Daniel Peter, a Swiss candymaker, in 1876. It is made up of cocoa butter, milk, and sugar. Unlike other

Language and Mode Assignment Example | Topics and Well Written Essays - 500 words

Language and Mode - Assignment Example Once reading the text, the mode of writing and the language itself captures the reader even more, for example, the first phrase says, â€Å"Some moments are so stunning they live you speechless.† The facial expression defines the phrase; it shows that the phone is so stunning leaving one speechless. The writer continues to give more information about the phone. This information about the features captivates the reader. Another mode for capturing the reader is the â€Å"club nokia,† this may interest the reader as it shows an advantage of owning a nokia phone. It explains how one can enjoy the fun of photo editing, photo sharing with ease. Some vocabularies used in the advert, which capture the reader, include; stunning, which means extremely attractive, in these case defines the uniqueness of the phone. The other word is speechless meaning unable to speak after temporary result of shock; in this case, it expresses the reaction after seeing the phone Test B is an advertisement of the virgin mobile phone network, which is very captivating. The advert has only one photographic design of a beautiful woman lying on a bed, the photographic design captivates the reader immediately making him want to know the meaning of the advertisement. The lady defines the first writers statement that includes the words â€Å"great seducer† which in this case is the girl laying in a seductive posture The writer uses very captivating words and quotes, some of the captivating vocabularies include; great seducer which means a figure or a feature which makes something very attractive, in these case the â€Å"great seducer is the 10 pound discount offer on phones and 15 pound free airtime. Another vocabulary is â€Å"deep reverie† which means pleasant thoughts that make one forget what he or she is doing. In these advert deep reverie means that the offers are too good they will make the reader forget what he or she is