Concepts Of Sight in Sophocles’ Play Oedipus Essay -- Sophocles Oedipu

Concepts Of Sight in Sophocles’ Play Oedipus The concept of sight is one of the major motifs throughout Sophocles’ play Oedipus the King. The play revolves primarily around series of events caused by many people’s insight or lack there of. Oedipus does not see that he is caught up in a web of cruel destiny that he cannot escape. The gods demonstrate foresight and insight into the play. In addition to this, Tiresias has physical blindness but also has prophetic insight. Finally, both Oedipus and Jocasta portray types of mental blindness and shortsightedness. These are all examples of different uses of sight in the play Oedipus the King. Oedipus is a hero, but sometimes he can not see the reality of this. He goes into states where he lacks mental insight, making rash decisions without thinking about the future or consequences. One of his biggest downfalls because of this shortsightedness is that he does not realize that his destiny is solely in the hands of the gods. After Oedipus is told as a young boy about the prophecy of his life, he can not "see" how he is destined to marry his mother and kill his father. Furthermore, because of his lack of insight he truly believes that he can move without the Oracle’s prophecy following him. No matter what Oedipus does, he has no control over what the gods have predetermined. The gods also punish the people of Thebes with hard times since it is these people who brought Oedipus into the land as their king. The gods do this in order to make the people see through Oedipus’ extreme pride and quick temper. The gods apparently think that the only way to get them to see what Oedipus has done is by causing the city pain and suffering. The gods use their insight to affect Oedipus’ life, family and city. Although the gods do not initially favor Oedipus, his kingdom sees him as a noble ruler. Oedipus’ pride prevents him from seeing the truth and this leads to his great fall. His pride forces him to kill his father because he refuses to pay a toll and give up the right of way. Oedipus is so blinded by his pride that he can not accept the fact that he can not avoid his fate placed upon him by the gods. It is because he is not perfect and has these tragic flaws that in the end makes him a tragic hero. The greatest of his flaws happens to be his excessive pride and self-righteousness. Had Oedipus not listened to his pride, ... ...has lost everything of importance: his kingdom, his family, and his happiness. In the beginning of Oedipus the King, Oedipus is portrayed as an admired and respected ruler. By the end of the play, he has been stripped of his political power, has blinded himself, and has exited as a broken man. All these different uses of the concept of sight are found in Sophocles’ play Oedipus the King. Oedipus is noble in taking full responsibility for his troubled past, even though his troubles have been caused by Laius’ and Jocasta’s blind way of handling their problems. With a little help from the gods, who did not hold Oedipus in favor, his blind choices and quick temper lead to his great fall. Even though Oedipus is not physically blind like Tiresias, he is blind to the actuality of the actions of his life. Because of this, it is ironic that Oedipus is morally blind when physically he can see. When Oedipus finally sees the truth, he realizes he is morally blind and then physically blinds his eyes. He realizes that his destiny is in the hands of the gods, and there was nothing he could do to change that. These are all different concepts of sight that revolve around the story of Oedipus.

Valley Winery Case Essay examples -- essays research papers

The Valley Winery-Case 1.1   Ã‚  Ã‚  Ã‚  Ã‚  Is the management of Valley Winery doing an acceptable job of hiring and training qualified employees?   Ã‚  Ã‚  Ã‚  Ã‚  Management is the foundation of a company. They are the ones that make decisions which could make or break a company. They personify how the company and employees should act. If one is driven towards perfection in sales, many other important areas of the business could be overlooked. For example, maintenance of long term relationships with buyers would be overlooked. If management is pushing the sales reps to just go after the sale at any cost, reps could be looked at as unethical and even too pushy. Valley Winery management encourages reps to lie about how many cases of wine are sold to buyers. This is unethical and puffery. Pushing these sales reps to call their ethics into question, what does that say about management?   Ã‚  Ã‚  Ã‚  Ã‚  Pat Waller, employee of Valley Winery, was recently promoted to sales manager of the San Francisco region’s chain division. When he arrived, he was shocked to find that such a successful division had such a horrible turnover rate. How was the San Francisco division of Valley Winery obtaining their sales goals? He began to investigate and found many problems that were mainly stemming from management. The hiring process of Valley Winery needs to be revised. Mike Wehner, personnel manager for the San Francisco division, believes that employment agencies provide the most qualified applicants. If this is true, would the turnover rate be near 100 percent? According†¦., employees acquired from employment agencies yield high turnover rates. Top management places too much of an emphasis on youth and physical attributes. Sales representatives of Valley Winery should be groomed and well kept. However, youthfulness and physical attributes should not outweigh quali fications for the job at hand. Looks are important but qualifications and experience would not be overlooked. Businesses have an image they would like their representatives to project.   Ã‚  Ã‚  Ã‚  Ã‚  Once qualified sales representatives have been hired, proper training should be enforced. The Valley Winery new recruits are not given a true portrayal of everything their new sales job entails. During the hiring process, a sales hopeful is sent into the field for ... ...p;  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   -Professional Growth All of these factors can lead to or be affected by negative affectivity. This figure describes how negative affectivity can affect a person’s productivity. Negative affectivity is the state of mind a person gets in if experiencing a tumultuous work environment. Individuals that experience high negative affectivity have a negative outlook towards their job and themselves. Motivation among employees of Valley Winery is non existent. One of the top producing sales representatives, Bill Murphy, was receiving phone calls as late as ten thirty at night. These calls were routine and the objectives could be accomplished by email. Phone calls this late hurts morale and disposition of the sales force. The proposed mentoring program being developed by management and human resources will help remedy this problem.   Ã‚  Ã‚  Ã‚  Ã‚  Putting the new hiring criteria in effect at Valley Winery should create a reduction in employee loss. By retaining new employees and hiring the correct representative, training costs should be significantly downsized.   Ã‚  Ã‚  Ã‚  Ã‚  

NY Times Paywall Essay

However the long-term prospects of paywalls remained uncertain. The subscriber growth was slowing down, and many of the paid subscribers of The Times were enticed by the introductory offer of 99 cents for a 4-week subscription. A previous experiment with a paywall, TimesSelect, was abandoned in 2007 after The Times secured 227,000 paying customers. Was the paywall a good idea for the long-term? Would it provide a foundation for a sustainable business model as The Times approached an ever-evolving technology and media landscape? Company Background The New York Times Company was a leading global multimedia news and information company with 2011 revenues of $2. 3 billion and an operating profit of $57 million, and operated The New York Times, the International Herald Tribune, The Boston Globe, and About. com. (See Exhibit 1 for company structure, Exhibit 2 for business units and their revenues, and Exhibit 3 for company financials. ) The company defined its core purpose as â€Å"enhance[ing] society by creating, collecting and distributing high quality news, information and entertainment. †7 The New York Times, the flagship daily newspaper of the company, was founded on September 18, 1851, by journalist and politician Henry Jarvis Raymond, and former banker George Jones. By 2011, the newspaper had won 106 Pulitzer Prizes, the most of any news organization. Reflecting on The Times’s importance, Michael Hirschorn, the contributing editor of the Atlantic, remarked: The Times still, I think to a remarkable degree, does set the agenda. You really can trace almost any major story these days to something that originally appeared in The Times. The problem is that once it reaches the public, they may not even know it came from The Times. 8 In spite of its prize-winning journalism, The Times was facing significant pressures. Its subscription and revenues had steadily declined over the years (see Exhibits 3 and 4). Its advertising revenues in 2011 were down by over 6% compared with 2010 ad revenues, and in spite of cost cutting, the operating profit in 2011 was 76% less than the previous year. In January 2012, the company sold its Regional Media Group consisting of 16 regional newspapers for $143 million in cash. 9 2 This document is authorized for use only by Karen Lao in Marketing Management taught by A. Prasad from August 2013 to December 2013. For the exclusive use of K. LAO The New York Times Paywall 512-077 The Newspaper Industry The New York Times was not alone in feeling this pressure—the entire newspaper industry was facing significant challenges. Overall circulation in the industry for both weekday and weekend newspapers was declining (Exhibit 5). Traditional sources of newspaper revenues—subscription, retail, and classified advertising—were also declining (Exhibit 6). In contrast, most of the costs for editorial staff, production, and distribution were fixed and had very little room for reduction. Table A shows the revenue and cost structure of a typical U. S. newspaper.

Historical Development Of The ECCE Sector In Ireland Essay

As part of this assignment I will write about the historical developments of the Early Childhood Care and Education (ECCE) sector in Ireland, History of ECCE provision in Ireland Pre-school education did not really exist in Ireland apart from a few exceptions until the 1980s and 1990s. This was largely due to the fact that until quite recently the majority of Irish women did not work outside the home. Even if they did the childcare was usually provided by family members or childminders located in the community known to the family. Irish policy discouraged women from working outside the home. The ‘marriage bar’ meant that women working in the public service had to leave their jobs as soon as they go married and become stay at home mothers and wives. This ban was lifted in 1957 for primary school teachers, but it was 1973 before the ban was lifted for other women in the public service. Until resent years in Ireland, very few mothers worked outside the home. Therefore , there was little focus on pre-school education in Ireland until the late 1980s and 1990s Most of the progress in the area of pre-school education in Ireland has come from the privet rather than public sector. Outside the state –funded primary school system, investment in pre-school provision was traditionally targeted to support children in need of specific interventions, including educational disadvantage and children with special needs. The ECEC needs of babies, young children and their families were met instead by a broad range of community, voluntary and private enterprise. ECCE service provision was unregulated until 1997. When the Child Care (Pre-School) Regulations 2006 came into effect, no stipulation was made regarding qualifications necessary to deliver such service, especially those provided by community and  voluntary sector relied heavily on volunteer staff. Even in the private sector, salaries were low and conditions of employment poor. Opportunities for employment in state-funded services were very limited excluding primary teachers in infant classes and similarly characterised by low status and low wage. Working in childcare was not generally viewed as a desirable choice. One important initiative came from the public sector in 1969, with the opening of a state –run pre-school in Ruthland Street Dublin. The Department of Education worked with Van Leer Foundation – an organisation that promotes the early education of children living in  economically disadvantaged areas. Together they set up the pre-school in Ruthland Street as a template for other such pre-schools around the country. These pre-schools were known as Early Start pre-schools. A total of 40 pre-schools opened nationally – all of which are still open today. The aim of these pre-schools is to combat the effects of economic and social disadvantage on educational achievement. This is archived by giving children a good start to their education. In 1992 Ireland ratified the United Nations Convention on the Rights of the Child. This helped to bring public consciousness the rights of children. And in 2000, the Department of Health and Children published the National Children’s Strategy. This set out ten-years plan for improvement of children’s lives in Ireland . The strategy document stated that its vision was for: An Ireland where children are respected young citizens with valued contribution to make and a voice of their own , where all children are cherished and supported by family and the wider society; where they enjoy a fulfilling childhood and realise their potential. (DoHC 2000 10 ). One of the goals of the National Children’s Strategy is that children will receive quality  supports and services to promote all aspects of their development (DoHC 2000:30) The strategy aims to fulfil this by providing quality childcare services and family – friendly employment measures. National Forum on Early Childhood Education (1998) The National Forum on Early Childhood Education was established in 1998 by then Minister for Education and Science, Micheal Martin. The forum brought together organisations and individuals with an interest in early childhood education , and in this way it created a ‘think thank’ from which a number of very worthwhile initiatives came one being the White Paper  on Early Childhood Education , Ready to Learn (DES 1999 ). National Voluntary Childcare Collaborative (1999) The National Voluntary Childcare Collaborative (NVCC) was first established in 1999 which today comprises of seven national non – government agencies dedicated to the promotion of ECEC in Ireland. While the organisations involved are non-governmental, the NVCC can receive government funding. The seven organisations involved in the NVCC are Barnardos Childminding Ireland Children in Hospital Ireland Forbairt Naionrai Teo Early Childhood Ireland Irish Steiner Kindergarten Association. St Nicholas Montessori Society of Ireland White Paper on Early Childhood Education, Ready to Learn (1999) The purpose of this White Paper was to set out government policy on all issues relating to early childhood education. Quality of provision was the key theme of the White Paper. It recognised that while there was much quality provision in the ECCE sector, there was also a need to standardise provision. These findings led directly to the Child Care Pre- School Regulations (DoHC 2006) Siolta (CECDE 2006) and Aister (NCCA2009). All three of these initiatives are concerned with standardisation and quality of provision. Centre for Early Childhood Development and Education (2002) The Centre for Early Childhood Development and Education (CECDE) was established by Dublin Institute of Technology and St Patricks College, Drumcondra . It was launched by the Minister for Education and Science in 2002. CECDE aimed to achieve the goals set out in Ready to Learn (1999) . The organisation was disbanded in 2008, when it was seen by government to have achieved everything it was set up to do. Among other things, CECDE produced Irelands first quality framework entitled Siolta . The National Quality Framework for Early Childhood Education (2006). Child Care (Pre-School) Regulations 2006 Child Care (Pre-School Services) (no2) Regulations 2006 was produced by the Department of Health and Children. This document set out pre-school regulations and put statutory basis ECEC services provision in Ireland. The regulations clearly list all the requirements that must be met by organisations or individuals providing ECCE services to children aged 0-6. The regulations cover such issues as first aid, management, staff –child ratios, behaviour management, fire safety measures, premises and facilities, heating, ventilation, lighting, facilities for rest and play. Fulfilment of the requirement of these regulations undoubtedly put much work and expense on ECEC providers , particularly those providing services from premises that were not purpose built. However many people believe these regulations have done more than any other initiative for the improvement of ECEC services for children. This is because they are on a statutory footing and they enforced by HSE inspectors. Siolta The Department of Education and skills published Siolta The National Quality Framework for Early Childhood Education in 2006. The Siolta framework was developed by CECDE in a  process that took over three years and involved 50 different organisations representing childcare workers , teachers , parents , policymakers and researchers. Siolta aims to define , assess and support the improvement of quality across all aspects of practice in ECEC settings that cater for children aged 0-6. Settings covered by Siolta include full- and part-time day care, childminding services and sessional services e. g. Montessori classrooms and infant classes in primary schools. The inclusion of infant classes in primary schools represented a new departure for ECEC in Ireland. Up until the publication of Siolta (and Aistear in 2009) , pre-school and primary school children were treated very differently. It is now understood that children aged 0-6 require a developmental-based (as opposed to subject based) curriculum regardless of whether the child is in pre-school or primary school. Since December 2008 after CECDE was disbanded, the Early Years Education Policy Unit in the Department of Education and Skills has been responsible for the implementation of Siolta. Aistear (2009) Up until recent years, the curriculum followed by pre-school settings was largely undirected and unregulated. This has inevitably resulted in variation in the quality of the curriculum provided by settings. In 1999, the NCCA published the Primary School Curriculum, which did direct and regulate the curriculum followed in infant class. However, in 2004 the OECD conducted its Thematic Review of Early Childhood Education and Care Policy in Ireland. This review found that education provided in infant classes in primary schools in Ireland was too directive and formal (OECD 2004:58). In 2009, the NCCA published Aistear: The Early Childhood Curriculum Framework. The ultimate aim of Aistear is the development of the whole child. This is in contrast with the  previous Primary School Curriculum, which was more subject based. Infant classes in primary schools must now follow the Aistear curriculum. This is a huge departure for ECEC in Ireland. For years, Scandinavian countries have been using curriculum similar to Aistear and it is now understood that introducing children to formal, direct education at too young an age is counterproductive and can suppress children’s natural enthusiasm and curiosity for learning. American educator John Holt (1923-85) devoted much of his time researching this topic. It is important to note that Aistear is inspected in primary school settings only. It is not  inspected in pre-school settings , which may have reduced its impact. Free Pre-School Year Programme In 2010, the Department of Children and Youth Affairs introduced the Free Pre-School Year in Early Childhood Care and Education Programme. Before this, it was only children in disadvantaged areas who could avail of free or subsided pre-school education. The Free Pre- School Year Programme recognises that all children benefit from quality pre-school education. The programme recognises that because pre-school education in Ireland usually comes from private providers, it is expensive and therefore not available to all children, e.g. parents not working outside the home. Under the programme, pre-school providers are paid per child enrolled . The provider must meet certain criteria before entering the scheme, e. g. staff qualifications. This has had the effect of incentivising providers to meet criteria, which in turn has increased the quality of provision. ECEC Services Currently Available in Ireland The types of ECEC services currently available in Ireland can be organised under these headings : Sessional services, which provide ECEC services for a set period of time during the day e. g. 9am 1pm. Full –time services which provide ECEC services throughout the day Part-time services which provide ECEC services for a total of more than 3. 5 hours and less than 5 hours a day . It may include a sessional pre-school service for pre-school children not attending the part-time day care services. Up to 80% of services in Ireland, whether sessional or full time, are owned and operated by the private sector. All registered services regardless of who operates or funds them must comply with the Child Care Pre-School Regulations 2006 and they must follow the Siolta and Aister frameworks. Sessional Services Playgroups  Playgroups operate in a range of settings and are usually open approximately three hours per day. Children usually attend playgroups from the age of two-and-a-half until they go to primary school. Some playgroups are privately owned. Community playgroups are primarily funded by government and run by community members. Many community playgroups are staffed by individuals on government employment schemes like Community Employment Scheme (CE). These staff members are encouraged to undertake further education and training. Montessori Schools Usually, Montessori pre-schools are privately owned and they operate for approximately  three hours per day. Some Montessori schools run two sessions’ morning and afternoon, with children attending one session per day. Montessori pre-schools are run according to the principles and educational methods of Maria Montessori. While Montessori pre-schools in Ireland do follow the Aistear framework, they also learn via the Montessori curriculum and practical materials. Naionrai Naionrai are pre-schools run through the medium of the Irish language. They are supported by an organisation called Forbairt Naionrai Teoranta and there are almost 200 of them nationwide. Naionrai also follow the Aistear framework, of which there is an Irish language version. Children between the ages of 3-5 attend for approximately three hours. Early Start The Early Start Programme is a one –year preventative interaction scheme offered in selected pre-schools in designated disadvantaged areas. The objective of the pre-school programme which is managed by the Department of Education and Skills is to tackle educational disadvantaged by targeting children who are at risk of not reaching their potential within the school system. The Early Start Pre-School Programme was introduced in 1994 in eight pilot  schools in disadvantaged areas. It expanded the following year to 40 schools and now caters for over 1,650 children in Ireland. Most Schools are located in the Dublin area, with 26 schools there. There are six in Cork, three in Limerick. There is one in each Galway, Waterford, Bray, Dundalk and Drogheda. Early Start implements the Aistear framework in effort to enhance the overall development of young children and to prevent school failure by trying to counteract the effects of social disadvantages. Pre-schools for Traveller Children Up to recently funding was provided for a number of pre-schools that catered for specifically Traveller children who might not otherwise have been able to avail of a pre-school year. However, since the introduction of the Free Pre-School Year Programme in 2010, all children can avail of one year’s free pre-school, so there is no longer separated provision for Traveller children. Pre-Schools for Children with Special Needs Local Health Officers and/or voluntary bodies provide services for young children with severe or profound disabilities. Services are provided in specialised centres around the country and are generally run by clinical director and staffed by nurses with an intellectual  disability qualification, ECEC trained teachers and often therapists. While pre-school children in Ireland do not have a specific right to education, they are entitled to certain health services that are related to education. The Health Service Executive (HSE) is responsible for providing psychological services and speech and language therapy services for pre-school children with disabilities who are assessed as needing these services. Assessments of children under 5 are carried out under the ‘assessment of need ‘provisions of the Disability Act 2005. The Visiting Teachers Service of the Department of Education and Skills (DES) provides a service to young children with visual and /or hearing impairment, from the age of 2. There are a small number of pre-school class units for children with autistic spectrum disorder. These unites are sometimes attached to primary schools. There are also a number of ABA schools in Ireland. These schools cater for children with autism by using a specific method of teaching called Applied Behavioural Analysis. Parent and Toddler Groups These are informal groups where babies and toddlers go with their parents to meet other  babies, toddlers and parents. They are aimed at providing play and socialisation opportunities for children and normally take place in settings such as community centres or parents homes. Parent and Toddler groups are supported by Early Childhood Ireland. Full-Time Services Creches, Day Care Centres and Nurseries These terms are used to describe services offering full-time care and education for babies and children. Services are usually provided for children aged 6 months to school going age. Childcare regulations state that the adult-baby ratio must not exceed 1:3 this ratio increases to  1:5 for babies over 12 months. Because of this many settings will not accept children less than 12 months. Many facilities also offer afterschool care and/or homework clubs for primary school children. This means that creches, day care centres and nurseries now cater for children aged 6 months to 12 years. While most full-time services are privately owned and funded by parental fees, a small number are government funded, i. e. community creches. Some large employers and also many of the larger colleges and universities provide creche facilities at subsidised rates for their staff and students. These usually operate a long day (8am-6pm) to facilitate working parents. Some city creches open as early as 6am. Family Day Care/ Childminding This is the most common form of ECEC service in Ireland. According to Childminding Ireland (2012) approximately 70% of children in out of home settings are cared for in this way. It is estimated that there 37,900 childminders working in Ireland today. (National Childcare Strategy 2006) Childminders who care for three or fewer children are exempt from the Childcare (Pre-School). Regulations 2006 however they are encouraged to register  voluntarily with their local Childminder Advisory Officer (CMO) , whose name and contact details are available through the local City/ County Childcare Committee (CCC) Under the Childcare Act 1991 , childminders caring for more than three pre-school children are required to register with the HSE . However many not do so. All childminders whether registered or not are encouraged to follow the National Guidelines for Childminders, which were published by the Minister for Children in 2006 and updated in 2008. Recent government initiatives had tried to regulate their services. These initiatives have tried to  regulate this area by offering a number of different incentives to childminders who register their services. These incentives include training by CCCs; financial support like childminding development grant 1000 euro and capital grants 75,000, and tax exemptions childminders can earn up to 15,000 per year tax free. If childminders register, they are included on the CCC list of registered providers. This can be a useful way of advertising childminding services, since many new parents look to the list of registered providers when investigating childcare options. Occupations within the Childcare Sector Nursery nurses. These practitioners provide care for children in day or residential nurseries, children’s homes, maternity unites and similar establishments. Related job titles include creche assistant and nursery nurse. Playgroup leaders These practitioners deliver and facilitate play opportunities for children in a age range of formal and informal settings, including play groups, play schemes, free play locations and after-school activities. Related job titles include play leader and playgroup assistant. Educational /Special Needs Assistants These practitioners assist teachers or relieve them of a variety of non-teaching duties. Job titles include classroom helper, education care officer, non-teaching assistant , school helper and special needs assistant. Childcare manager/supervisor These practitioners ensure that the care and education of the children is being maintained at all times. They take care of any issues that arise and they are in direct contact with parents. They are responsible for the day-to-day running of the childcare facility. This role requires childcare qualifications well experienced in the area. The role also requires excellent interpersonal and organisation skills and the ability to manage a team of employees. Montessori teacher These practitioners ensure efficient day-to-day running of a Montessori education setting. They follow Montessori guidelines regarding the education of young children. They present different exercises to children using the Montessori materials and they practise observation on a regular basis. Other childcare and related occupations There are many other childcare practitioners who perform a variety of domestic activities in the day-to-day care of children. They supervise and participate in children’s play, educational and other activities. Related job titles include childminder, nanny and au pair  City/County Childcare Committees (CCC’s) There are 33 City/County Childcare Committees that were established in 2001 to encourage and facilitate the development of childcare locally. They provide information and advice on setting up your own business in the childcare sector, training courses for people interested in working in the childcare sector and useful information for parents about local childcare facilities. In Budget 2006, the Irish government announced the establishment of the National Childcare Investment Programme 2006-2010 (NCIP), which succeeded the previous earlier Equal  Opportunities Childcare Programme. City/County Childcare Committees are open to members of public who wish to apply for grant assistance and support information under the National Childcare Investment Programme. Public Health Nurse The public Health Nurse is employed by the HSE. Their role is to serve the community with a range of healthcare services; they are also registered general nurses. They are based within the community and will cover certain local areas. They may visit schools. They may visit the elderly people who require help to dress a wound. They also visit newborn babies and their  mothers within six-week period of them being discharged from hospital. Public Health Nurses engage in regular contact with GPs, hospitals and other healthcare providers about a patient in their care. This will ensure that other healthcare providers have up to date knowledge so they can ensure best practice. Special Need’s Assistants Special Needs Assistants (SNA’s) are employed to facilitate learners with a disability related to education. SNA’s may work in a special or mainstream school either on a part or full-time basic. They take on a non-teaching role and are always under the supervision of the class  teacher. An SNA may help a child to get on and off buses. They may also help with feeding and toileting. SNA’s are required to have an appropriate qualification to work as a special needs assistant. Primary Teachers Primary teachers are qualified are qualified to teach the primary school curriculum to children aged 4-12. Primary school teachers have a number of important roles. They ensure the social and academic development of the children in their care. They plan and deliver lessons within the primary school curriculum and they have regular interaction with parents and guardians. Educational Psychologists. The role of educational psychologist is to assess the needs of children and young people who have problems relating to behaviour, learning and/or social /emotional development. This may be done by observing and/or interviewing the child. The appropriate methods of helping the child will be established e. g. different therapies, counselling or learning support programmes. Educational psychologists work in many different settings, within schools, the HSE, private practices and third –level institutions. Family Support Workers The Family Support Worker Service offers practical and emotional support to families if it is  required. The aim of this service is to ensure where possible that children remain with their families. This service also offers home-based support to families for a certain number of hours per week. The support service includes parenting skills, information on diet, nutrition and healthcare, budgeting and family finance, and confidence and personal development. If the family support worker has concerns regarding the family, they will report this information to a social worker. Social Workers The Social Worker in childcare services can work in four main areas: child protection, child  placement, child and adolescent psychiatry, and family support. Social workers often work with families and individuals that require support with a number of problems such as emotional, social, psychiatric and behavioural. They may also work with individuals and their families on a regular basis regarding issues such as child abuse and domestic violence. Childcare Organisations and Non-governmental Agencies Barnardos Barnardos children’s charity delivers a variety of services and work in close proximity with children and their families depending on their specific needs. The aim is to promote family learning and development and, therefore, to enhance the families overall wellbeing. Barnardos strives to give children positive childhood experiences. If a child’s learning and development, and his or her emotional wellbeing is successfully and measurably improved through our work. Then the child’s ability to benefit from life opportunities and manage life challenges will be improved and therefore, the path of his or her life will be changed for the better. Barnardos aims to improve government laws, policies and procedure across all areas that affect children’s lives. They do this to ensure that the knowledge and experience they gain through working with children and their families in areas such as education and health is heard at government level. They also engage in regular political meetings with government and opposition parties and relevant policy makers. There are a number of ways in which people can learn about the work of Barnardos. Internet, posters, media interviews and articles. Barnardos offers services across three stages of child development : Children aged 0-5 (‘best start’) Children aged 6-12 ‘(best chance’) Children and young people aged 13-18 (‘best choice’). Barnardos may work with a child’s family in order for the child to experience a happy family life with good relationships with parents and siblings. This work include: Providing group sessions with parents and children to practise skills such as listening and problem solving skills. Providing help and advice to parents in different areas like challenging behaviour. Engaging with children of different ages on reverent and often sensitive issues e. g. a family affected by alcohol misuse Providing a guardian ad litem: a person who is qualified and experienced in working with  children that are involved in family law proceedings. This service gives children involved an independent voice in court. This person can speak on behalf of the child and explain what their particular wishes are. The guardian ad litem works in conjunction with the child’s family at all times. Providing an origin tracing service, this is especially for people who spent some or all of their childhood growing up in an Irish industrial school. This confidential service provides them with the necessary assistance in finding information relating to their relatives. Staffs who deliver this service are highly trained. Providing a confidential post adoption service for adults such as a helpline or e-mail service for birth family and adoptive family members. A mediation service is available for people who were adopted and have come in contact with birth relatives and want to begin correspondence. There are training and support meetings for parents who have adopted children from various countries outside of Ireland. The service may also be useful for adoptive parents to discuss any questions they may have about their adult adoptive child seeking birth relatives. Barnardos provide a range of parenting programmes and talks. These are designed for parents  of children of every age 0-18. These programmes can offer support to parents in managing their child’s needs and understanding their child. Topics will be selected to address the needs of parents and their child’s stage of development. Teen parent programmes are another important part of the work Barnardos do. In these programmes, Barnardos works in careful collaboration with teenage parents both male and female, together with their children to assist them with advice on financial /educational support. Services Provided to the Community Barnardos works with children in disadvantaged areas. They provide many services,  including the following. Early Years/Tus Maith Service These are programmes suitable for children aged 0-5. The main principle is to support children and to manage transition into primary school. This programme works using the HeighScope approach, where children have direct experiences based on their own interests and ideas, along with a programme called REDI programme (research –based, developmentally informed) Friendship group Barnardos realise the importance of children having friends particularly friends of their own age . Therefore; they offer a friendship group which facilitates children in learning the  necessary skills to establish genuine and meaningful relationships. These friendship groups are typically suited for children aged 6-9 . Each group is made up of six children and two staff who meet every week for two hours over the period of a week. Vetting service Barnardos provides a vetting service that assists in the processing of Garda vetting applications for a number of groups/organisations that are not directly registered with the Garda Vetting Unit. This is at the request of and in collaboration with the Department of Children and Youth Affairs (DCYA) Wizard of Words. Barnardos provides a service known as Wizard of Words (WoW). The programme is a paired literacy improvement programme. It is suitable for children in first and second class in primary school. The programme is delivers one-to-one tuition with older volunteers during school time and on the school premises. The trained volunteers who are typically 55 and over meet with children who have been nominated by the teacher, three times a week during school hours. The volunteers provide reading supports in the implementing of the programme, monitors progress and ensures that the programme is run effectively. WoW is  currently hosted in eight schools in Dublin and Limerick. Training and consultancy Barnardos offers training to childcare professionals, parents and all people that work in the childcare area. The training given is within the important context of Siolta , the National Quality Framework . Bereavement counselling Barnardos has bereavement counselling service for children and young people who have lost someone close to them. They try and help them through the grieving process and give them the opportunity to talk. Counsellors are based in Cork and Dublin, but work with children from across the country. Childminding Ireland Childminding Ireland aims to promote quality childminding as a benefit form of non-parental care for children of all ages, from infancy to school –age. Childminding Ireland explains that childminders are dedicated to offering constant care in small, home like settings in which children are most comfortable. Childminding Ireland, as the National Association, is committed to promoting the development of quality in family –based care for children by providing a range of services for childminders, promoting Siolta quality standards, development of local childminding networks (www. childmindingireland.ie). Childminding Ireland has a number of objectives in relation to childcare. They aim to : Promote high-quality ECEC standards for children and ensure that all their development needs are met Support and advise childminders and parents in the area of ECEC Maintain a code of standards for family-based care for children Encourage the recognition of childminding as a positive care facility for young children. Childminding Ireland strives to ensure that their knowledge is heard at government level; they have direct contact with the Minister for Children and the officials who design policies that are direct.

Narrator in the Cathedral Essay

In the story â€Å"Cathedral,† the author shares his experience with a blind man, a friend of his wife, who comes to visit their home. The author is troubled by the blind man’s visit for unclear reasons, but he attributes it to Robert’s (the blind man) disability. The narrator dislikes the blind and often refers to Robert as â€Å"the blind man† and was bothered by Robert’s visit to their home. The narrators experience with the blind man is an eye opener to him and changes his perspective towards blind people and his relationship with his wife. This essay examines why the narrator kept his eyes closed at the end of the story, and the fate of his relationship with his wife after the experience with Robert. The idea that the narrator dislikes the blind when he is limited to his own sight makes the story ironical. The narrator’s experience with the blind man (Robert) clearly shows his limitations in terms of his relationship with his wife and hi s perspective towards the blind and life. The narrator is insecure with Robert because Robert and his wife were once married (Carver, 1989). This reveals his negativity and crudeness. He talks in a wicked humor, showing how detached he was from his life. He is jealous of the past relationship between Robert and his wife, which he tends to hide despite his apparent honesty (Carver, 1989). The narrator realizes a lot about himself through his experience with Robert. He is always alone according to his wife and he stays up watching television as she goes to bed (Carver, 1989). This shows a poor relationship between the narrator and his wife, as well as the society. The narrator lives in isolation, which shows his adamant close-mindedness, apparently in his feelings and pre-convinced concepts of blindness. Robert appreciated the narrator’s wife more than the narrator did while the narrator is more than remote to her (Carver, 1989). He realizes this in their conversations that night and in his experience when conversing with Robert. The narrator realizes that Robert was better than him, despite his inability to see. When the narrator closes his eyes, he sees the reality that Robert has been trying to show him since they met. He realizes the importance of religion as He leads Roberts in drawing the Cathedral. Robert’s final instruction to the narrator â€Å"put some people in there now† is a wakeup call to the narrator (Shmoop, 2010). Robert shows the narrator the power of faith in something great. The narrator also realizes that relationships are not build by sight alone, but also by touch. The narrator’s wife described Roberts touch with passion, and when Robert squeezes the narrator’s hand upon meeting him. The narrator realizes that one can learn about a person through touch. The blind are not blinded by the physical world and they can see some greater truth (Shmoop, 2010). The narrator’s experience with Robert makes him understand how he has been living blindly despite having sight. In the Cathedral, the narrator experiences a revelation that is both religious, and a social awakening. He gains literal, as well as figurative insights. The narrator learns to live a better life with his wife and other people. He appreciates Robert’s company and the eye opening experience. The narrator and his wife will live a better life after the experience with Robert. This is because the narrator’s view of his wife has changed, and his jealousy of her relationship with Robert would diminish as he now understands it better. The narrator has also accepted Christianity, meaning as a Christian, he will be open to his wife and the society; thus, building a better relationship. He prefers closing his eyes to opening them since he sees the reality of his li fe better with his eyes closed than when opened. References Carver, R. (1989). Cathedral. Vintage Books. Shmoop. (2010). Cathedral: Shmoop Literature Guide. Shmoop University Inc.

Lion’s Creed Essay

Listen good, my children; this is a story of my past, and it takes place when I was a little whelp, like you, in a village in Africa. We might be in chains now, but free your ears of the shackles of slavery and listen closely. This is a tale of a man called Credo, a brave man, a strong man. Once, not so long ago, there were these two men, strong as lions fighting over territory in the savannahs of the African continent, a man called Credo, and a man called Kha’Jin. But this story begins much earlier, when Credo was still a pup: The air was stale and the sun was scorching the earth as clouds of dust hovered over the grassy plains, and besides the squawking noise of various carrion feeders, everything seemed to be at a halt. There, a blood-gorged pit near a small tribal village; in this arena did, by a trial of blood, boys become true men. And one boy in particular has passed his test, a boy lighter than the others, who was adopted by the Zulus as an infant, when a pack of hyena s attacked and most likely killed his parents. I would know, as my father was the one who found him in the savannah, I was but a boy when Credo passed his test, and I was afraid because he was different. But he grew, and as he grew, he honored the tribe by hard work and dedication, the values that would bring him into the ring of blood in which he now stands. There he is covered in blood, shaking from exhaustion, breathing for his life, the young boy, and above him, a grown man with a spear in one hand, and in the other, a shield decorated with a bloody, zebra’s hide. They know each other, at least the boy knows the man. This is a man deemed to be one of the strongest in the village, a man that can lift a whole wildebeest by himself! With a quick thrust at Credo, the man seemed to have secured his victory– or so he thought. The boy leapt to the side like a cougar, passion and fear intermixing in his deep, blue eyes to become the most powerful weapon one can ever hope to yield; as salty sweat ran down his blood and d ust covered face, the will to live helped the boy defeat his enemy. Swinging recklessly, the man stumbled, and the boy, Credo, took this opportunity to win. As he turned, Credo’s tomahawk began to enter the area between the enemy’s shoulderblades. The man’s eyes widened in despair, and he stood motionless for a few, good moments. Then, as if the stone axe took a week to lodge itself into his body, a loud scream decorated the stale silence of the crowd watching around the ring; the man was now on his knees, not ready, but helpless enough to receive the finishing blow. The boy stood over his enemy, snatched the spear out of his hand, and looked him in the eyes. What he saw, was fear–the fear of death; this fear, however, did not stop Credo from taking his place among the tribe. â€Å"Kill or be killed,† echoed through his head†¦ The spear now stood erect in the man’s chest, the dust clouds whizzing by, while everything else remained silent. In the silence, the gravel grinding beneath credo’s footste ps was the only noise. Slowly circling his nearly dead enemy, Credo took his tomahawk into his hands once again. He turned towards the man again, lifted his hands high, so everyone could see them, and as the rays of sunlight enveloped his weapon, he struck downwards with unrelenting force. An unpleasant sound of bones breaking and teeth and skull fragments dropping to the ground like dates, blood gushing faster than the raging Ncandu Falls. Red all over, Credo knew that this was hi’s domain now. But the story begins in his prime; after passing his test, Credo, seeing no point in fighting his, now, own people, turned to the hunt and was recognized by the son of the Chief Kha’Zix, Kha’Jin. The two grew up to be inseparable; they were the two who would bring our tribe to new heights. I remember looking up to their brotherhood, as a boy. The two would come back from a long day of hunting, with large, white grins on their faces as they dragged their catch into the village. I hoped I could be like them one day†¦ Marching out of a amber sunset with food for the tribe. But at the turning of age, when the Zulu chief, Kha’Zix is on his ill with an unknown disease brought in by those white devils from far away lands, a new chief was needed. Credo, who proved himself over and over with his leadership abilities and fiery attitude, has caught the eye of the village elders. Despite most of the tribe not wanting a ‘white devil’ as their leader, Credo was in position to be the next chief. Obsessing with the thrill of the hunt, and proving his village that he was the ultimate hunter, Credo unconsciously ignored the struggle for power as things fell apart. Credo had his eyes set on the greatest honor amongst the Zulu people, mastering the lion’s own game. He intended to use the pelt of the lion as a gift to his chief and father, and at the same time prove his worth. The sun was beating down the Zulu village, as usual, and everyone was busy; some over come with sweat, curved like sickles, hastily picking out ripe yams from the dirty fields, some sitting, with their brows tense, scraping and tanning leather, while others were stringing bows, arguing what traps are best suited for hunting and warfare, as though preparing for war, actually. And as this went on, Credo was further away, in the open fields of South Africa, hunting like a wild cat, prowling through the low brush of the plains of South Africa, sneaking, trying not to make a single branch crackle under his cautious footsteps. Wildebeest was his game today; he needed a large catch as food was scarce those days†¦ He let out a beastly yell as he started running towards the herd, which immediately ran in the opposite direction. This hunter, had no intention of letting his prey loose; he guided one of the smaller calves into an oasis, where he carefully prepared a trap to catch it. Trapped, the beast was dazed, but slowly breaking loose, as the net was not meant to hold down such large animals. He flung his bola at the calf wildebeest’s legs. The bola wrapped around them with a whizzing sound, and moments after, it was helpless, on the ground, yelping. The other wildebeest were long gone by the time Credo was standing dominant above his prey, its tongue out, struggling to stand up and run away, still producing inarticulate sounds, crying for help. Bowing down, Credo unsheathed his jambiya, a curved dagger he ‘confiscated’ from a corpse of a merchant up north near the town of Sofala, east from our village. He looked at the calf one last time, and bathed in its fear; he placed the tip, gently at the left side of the base of its head, his eyes widened, his hand jerked, his roar frightened th e birds around, as he pushed in, and then across, leaving a pool of blood behind as a memory. Bringing the carcass back to the village, Credo is stopped by Kha’Jin, the son of the sickly chief. â€Å"Going back to the village with such a large amount of meat by yourself, are you?† said Kha’Jin as he blocked Creedo’s way with his large body. â€Å"Yes, brother, how are you doing today?† Kha’Jin’s smile was showing now, and they embraced each other with a powerful pat on the back. â€Å"What an odd question to ask someone when their father is dying, and their so called ‘friend’ is next in line.† Smiled Kha’Jin. â€Å"I am†¦ sorry, I did not mean to offend. And, what exactly do you mean ‘next in line,’ next in line for what?† The mood suddenly changed to something less friendly, and you could almost hear Kha’Jin’s brow furrowing. â€Å"Are you serious?! You are to become the next chief, Credo, you are to become what I was destined to! You†¦ you took that away from me, just like you tried to take away my father, but he never favored you, I was always his favourite, because†¦ because I am his real son, and because I am the same like everyone in the village–† Now losing his patience, Credo dropped his prey and a familiar darkness surrounded his head. Credo was alway one to lose his temper quickly; lies and disrespect were ways to make him furious, as he tolerated neither. Credo, in fact, was always favored by the chief, as he did not show great ambition to become chief, but to help his village, even if it meant the most difficult labor. The son, on the other hand, was proving himself worthy to be chief, arrogant enough to think the title will be bestowed upon him no matter what. A thundering fist flew towards Kha’Jin’s face, who was much larger than Credo, physically. Credo was not afraid, he assaulted the chief’s son with great fury before being held back by other village members, who now looked down upon his behavior. â€Å"Who attacks someone in mourning,† we thought. The next day, no one spoke to Credo, and stricken with rage and anguish, Credo attempted something he was not yet ready for. Gathering his weapons, he headed towards the barren plains to the north. Now I know that this was, in fact, the part of Kha’Jin’s plan to get rid of the only thing standing between him and the title of chief. The sun set with a glaring orange tint, and the tribe moved on to the tomorrow as Credo to his demise. The night was young and Credo stupid. He decided to attack the alpha lion by himself, in the dark. Stalking the lion, Credo’s only thoughts were of his timed attack; â€Å"Strike when ready†¦Ã¢â‚¬  He thought. The lion was asleep, and Credo was going to take this chance to best the beast. He was too foolish to remember that lions do not sleep alone. Before he even got close, let alone the chance to pounce, he was jumped by a lioness, which pinned him to the ground and looked at him, baring her teeth, ready to attack. She tore off a fist sized portion of Credo’s muscle with a single rake of her claw, but our hero made up for his lack of insight with his agility; he grabbed some dust into his bleeding fist and flung it, along with his fingers, into the lioness’ right eye. The beast roared, and stumbled away from him. Barely managing to get up, Credo ran for his dear life. He didn’t get too far when he fell and stopped moving. The next morning Credo awoke, and the lushness of a forest surrounded him, he was marveled, yet confused by its beauty, still dazed from the wound the lioness inflicted. He realized: the closest forest to the village is half a day away, and above him stood three large figures, one of which was Kha’Jin. He stood there, his shadow gleaming over Credo, with a wide smirk on his face. â€Å"Awake, ‘brother’? I have good news, and bad news, at least; I decided. I will make you chief. Bad news: You will not be chief of MY village, not while alive.† laughed the man. The men, carrying sticks and stones, took turns savagely beating Credo into a pulp of bloody fury. Bones were cracking and skin was tearing; if he did not die of the sheer pain, he would die of shame later on. Just like a lion will die if his mane is cut off. Laying there broken, defeated, humiliated, the only thoughts that were coming through Credo’s head were that of vengeance and redemption. The young hunter spent two days and two nights whimpering in pain, until he was found by a group of those ‘white devils’ passing through the forest, scouting the area. Unconscious he lay there, as the group approached†¦ Chapter 2: A Fresh Beginning Day 2: After arriving to this new land, me and the royal expedition have decided to explore and get familiar with the environment. Mostly a savannah, this region is dotted with several forests; we are about to examine the one close to our base camp for new species of animals and plants. This hot weather will, most certainly, prove to be difficult to handle in this warm clothing. â€Å"Good Lord, Mary! Look at this poor man, laying over there under that tree!† pointed one of the three soldiers accompanying me. â€Å"Quickly, someone, give that man some help!† No matter how and how much we tried to awaken him, he would not budge, exhausted, beaten and dehydrated, he was in barely any condition to live, let alone open his eyes. If the pain did not kill him, the infections, surely would. Still, it is important to try. We scurried him back to the camp where I treated him with bandages and liniment. Day 5: Miraculously, a few days later, he awoke. He seemed different than the rest of the royal expedition, feral is the word best describing him. He saw, that we seem quite like himself, or so he thought. He was intrigued by our skin color, for some reason; it is fairer than his own, and living amongst the Africans, it must have confused him. With his head lowered, the subject in front of me, Samuel, I will name him, looked around in curiosity. I take it he grew up here, though he looks very British to me. At first frightened by the unknown, this man was willing to set that aside and accept us as family in order to, perhaps, repay the debt of saving his life. Day 246: A long time has passed since we rescued Samuel, and he has, over the course of the last half a year, or so, has proven to be the most fascinating creature ever. His learning abilities are extraordinary, as are his abilities to hunt, learned from the native tribes, I presume. I also note that in such a short time, we have been able to learn much about his former people, as he calls them, as he learned about us. We are now able to communicate, to a certain extent, and Samuel seems to have taken a liking in us, especially myself. Unfortunate this is, indeed. We have received a new mission, it is to use Samuel to find the tribes, and expand the borders of the British, Christian Empire and remove all potential barricades and threats. It pains me to use this man after he has done so much for us, but if the Lord wishes so, it will be done. In the meantime, Samuel still practiced his hunting skills, though this time, with gunpowder and rifles. He finally caught, what he told me to be the most dangerous game in the savannah, the lion. He presented its pelt as a gift, which was in his culture, the greatest honor, for both factions. â€Å"This is thank you, for rescuing me,† stated Credo, on his knees. â€Å"This is most peculiar, Samuel, why†¦ I don’t know what to say! I suppose a thank you is in an order, and you are most certainly welcome. It was only proper of God’s men and women to save their lost brother, I am sure you would have done the same.† I reluctantly took the lion’s pelt. There was a glimmer of hope in Samuel’s eyes, he had found his true family, his own kin. The rest of the colonists made him believe that they meant only the best for the native peoples, and that the only thing they wanted was to spread Christianity and bring peace amongst the tribes. Chapter 3: The Return Foolishly enough, Credo led the colonists to our village, his old home. He was the ambassador of the two factions, not the great hunter I was used to seeing as a young boy. The peacebringer, not the hunter, not the warrior he used to be, and that is what brought him to his knees once again, he was reborn, but he was weak, not strong. He was naive, still; he believed anyone who said they believed him. Even the colonists, the white demons who wanted to purge our land of US! Kha’Jin was now chief of our tribe, and he did not want the rest to find out what he has done to Credo. Credo was managing to convince the tribe to convert to this strange belief, and he was saying how we would be protected from the other tribes and given technology to dominate. We did not need that, we needed Credo, the Great Lion. After one of his preachings, Credo was returning back to the colonist camp with two other soldiers. Kidnapping him, once again, he tied him to a tree in the same forest he was beaten in before. But things were different this time, Credo has matured into a better being, he has learned about the technology of the north and of the power of reason. Unfortunately, that was not at all effective with Kha’Jin, who tried to break Credo once again. Unwilling to suffer defeat once more, by the hand of the unjust, Credo’s animalistic instincts reactivated. The rush of pure adrenaline allowed him to snap the vines as though they were hay, and he leapt onto Kha’Jin, grabbing the first thing he could find, started savagely beating him until there was a bloody pool left on the ground. Meanwhile, in the village, the colonists were displeased with our lack of cooperation, so they decided to use force. One by one, the colonists were slaughtering my people like cattle, in an attempt to make an example. When Credo returned from the forest, still bloody and baring his fangs, the village consisted of two parts. One of which was the old, familiar place he used to call home, and the other a steaming pile of carcasses and stench of his former brethren. Baffled, he snuck into one of the houses still standing to find out the colonists were cleaning the land from the Zulu people. Overcome with anger, not thinking clearly, Credo decided it was time for retribution. Finding his dagger and old clothing, Credo, along with the night, crept into the colonist camp closest to his village, and as he has done before, slaughtered all living things in that camp, but one. He left Mary alive, he owed her his life, and he could not take hers away without taking his own too. With both Kha’Jin and the colonists gone, Credo was appointed the chief of the tribe and quickly regained his reputation in the village through hard work and his ferociousness. He was happy with himself, as he finally proved to everyone that he was the lion, the ultimate predator. Chapter 4: In The End†¦ Day 321: When I woke up in the morning, everyone was gone, and a note was stuck on a spear in the ground, next to my bed, it read: â€Å"Blood for blood, you killed my people, I killed yours. -Samuel Credo† I, the single colonist that survived, Mary, fled back to the port where I came form, grateful for my life, but furious with Credo’s actions. When I went back to the port, I demanded reinforcements and the cleansing of the Zulus, as they have killed the children of the Lord. Soon after, a battalion of one hundred or so royal soldiers marched to the village, and with our superior technological power, destroyed the Zulus, along with Credo, who fought relentlessly until the end.

Summary Essay Example | Topics and Well Written Essays - 500 words - 65

Summary - Essay Example The weak defense of the Empire led to the decline of the nation’s central government and the nation started losing to their own official in various provinces. The government had firm control over provinces such as Iraq and Anatolia but they lost grip over provinces including: Greece, Egypt and Balkan. Napoleon of the French military started invading the empire and taking over one province after the other but his efforts failed. Taking advantage of the weak local government, General Muhammad Ali a local was able to seize control of Egypt, Anatolia and Syria; Egypt was a very loss for the Island. Later British forces played a major role to save the island as the British expected that influence of the Russians will elevate if the empire falls. Ottoman Island even experienced economic competition from the European dominance in the area of textile and finished goods sector as they were able to supply goods from these sector at very inexpensive prices. The local artisans and craftsmen experienced fierce competition from European business individuals. During the 19th century, the empire became dependant on Europe for finances and the economic growth and development became heavily dependent on loans offered by European nations. The empire had to repay heavy amounts in face of interest on loan and soon it even lost the ability to repay interest and they had to accept the administration of the Europe. Another major reason of the fall of the Island was the capitulations (AÃŒ goston, 119). Capitulations refers to agreements between the empire and European influence which exempted visitors from Europe from the rules and regulations made by the empire and this even gave the Europeans to exercise their own rules and regulations over the locals. The Europeans manipulated these capitulations to penetrate in the economic side of the empire