The Magic Barrel :: essays research papers

The Character of Salzman The character of Salzman, throughout the novel becomes increasingly mysterious. His appearance at many different times is extremely awkward. It is also spooky how he has the knowledge of things that he plainly should not be informed of. His character to put it plainly is just weird. Salzman has the typical salesman characteristics in the start of the novel. Instead of selling the products of material possession, he is already weird because he chooses to sell other people. His work is also mysterious. He doesn't simply lie out all he has on the table, but instead sifts through what he has, and shows what he wants. This is evident in his choosing of just a few perspective females out of the "magic barrel." He took the small amount of information that he acquired from a short conversation and said to have weeded out all of the choices that were not fit for Leo. Also, he made Leo wait and go through steps before he agreed to show the pictures of these individuals to him. I t was just plainly weird. In the end of the story is where it becomes increasingly stranger. At the point in which Leo seemed to finally find out some of the secrets about Salzman, when he went to his house and found that it wasn't exactly what he had expected. The "magic barrel" was not there. This was the basis of the story and a main point in what we knew about the mysterious salesman of people. Leo was supposed to be one step closer to finding out what is hidden about Salzman, but instead after he returned to his apartment, he was more shocked by how the man knew exactly where to be at that time. The final sentence or final thought of the novel makes the reader even more confused about the actual character of Salzman. He commences to say a prayer when the man in whom he has been searching for a match for, finally found a female. The Magic Barrel :: essays research papers The Character of Salzman The character of Salzman, throughout the novel becomes increasingly mysterious. His appearance at many different times is extremely awkward. It is also spooky how he has the knowledge of things that he plainly should not be informed of. His character to put it plainly is just weird. Salzman has the typical salesman characteristics in the start of the novel. Instead of selling the products of material possession, he is already weird because he chooses to sell other people. His work is also mysterious. He doesn't simply lie out all he has on the table, but instead sifts through what he has, and shows what he wants. This is evident in his choosing of just a few perspective females out of the "magic barrel." He took the small amount of information that he acquired from a short conversation and said to have weeded out all of the choices that were not fit for Leo. Also, he made Leo wait and go through steps before he agreed to show the pictures of these individuals to him. I t was just plainly weird. In the end of the story is where it becomes increasingly stranger. At the point in which Leo seemed to finally find out some of the secrets about Salzman, when he went to his house and found that it wasn't exactly what he had expected. The "magic barrel" was not there. This was the basis of the story and a main point in what we knew about the mysterious salesman of people. Leo was supposed to be one step closer to finding out what is hidden about Salzman, but instead after he returned to his apartment, he was more shocked by how the man knew exactly where to be at that time. The final sentence or final thought of the novel makes the reader even more confused about the actual character of Salzman. He commences to say a prayer when the man in whom he has been searching for a match for, finally found a female.

Equality, Diversity and Inclusion Essay

a) Diversity – Diversity is about valuing individual difference. So ‘diversity’ is much more than just a new word for equality. A diversity approach aims to recognise, value and manage difference to enable all employees to contribute and realise their full potential. Diversity challenges us to recognise and value all sorts of differences in order to make our environment a better place for everyone to work see more:social barriers to equality and inclusion b) Equality – Equality is about making sure people are treated fairly and given fair chances. Equality is not about treating everyone in the same way, but it recognises that their needs are met in different ways. Equality focuses on those areas covered by the law, namely the key areas of race, gender, disability, religion or belief, sexual orientation, transgender and Age. People must not be unfairly discriminated against because of any of these factors and we must all contribute to creating a positive workplace and service delivery environment where discriminatory practices and discrimination no longer happen. c) Inclusion – Inclusion is about ensuring that children and young people, whatever their background or situation, are able to participate fully in all aspects of the life in school. It is not about viewing everyone as the same or providing the same work, but about providing the same opportunities and access to a high quality of education. Describe the potential effects of discrimination. Discrimination can only have negative effects on children and young people. Not only does it affect the academic progress of children, discrimination can negatively impact their overall health and well-being. Those who have suffered from discrimination may experience loss of self-esteem, anger, and disempowerment, lack of motivation, confusion and depression. Explain how inclusive practice promotes equality and support diversity. Inclusive practice is a process of identifying, understanding and breaking down barriers to participation and belonging. Inclusive practices will ensure that everyone feels valued and has a sense of belonging. In an inclusive environment there is recognition, acceptance and celebration of diï ¬â‚¬erences and similarities. Explain how legislation and codes of practice relating to equality, diversity and discrimination apply to your own role. The way in which we interact with each other in society is regulated by law. The Equality Act 2010 brings together all previous acts relating to equality and discrimination. The Act applies to all organisations that provide a service to the public. The Ac protects all individuals and groups from discrimination. Early years setting must be aware of these laws and have in place a policy regarding equality of opportunities and for supporting children with learning difficulties and disabilities. Providers must also have regard to the SEN code of practice. The EYFS also states that providers have a responsibility to ensure positive attitudes to diversity and difference. Within our setting we have an equality and diversity policy, and a SEN and disability policy. These policies must be followed by staff and integrated in to our working practice. The policies bring together all the main points from the various acts and the requirements of the EYFS. Policy and procedures when dealing with: Accidents If an accident takes place in the setting, I would do the following: * Inform another member of staff so that they know what happened to the child * If I am unable to deal with the accident myself I would refer the child to another member of staff who is first aid trained * E.g. A child has fallen over and grazed his/her knee: Firstly I would comfort/ reassure the child. I would then wipe the knee with a wet tissue, record the accident on a accident form, inform the parent of the child about the accident, get them to sign the form and then keep it in the accident folder. Incidents If an incident was to happen in the setting, it would be reported to a senior member of staff. The staff would then deal with the incident. It would be recorded on an incident form which would be signed by a witness and by a parent. The incident form is then kept in an incident folder which is kept safely and is easily accessible to the staff members. Emergency In the case of an emergency occurring in the setting the following procedure would take place: E.g Fire drill (Real or practice) * Upon hearing the fire drill, children and staff leave what they are doing, quietly and sensibly make their way the nearest fire exit. * A member of staff takes the register, usually a senior. The rest of the staff usher the children out to the fire assembly point. * A head count of the children is done as children exit the building * When children line up at the fire assembly point a head count is taken and the register is completed. * If there is no real fire, the staff can take the children back to the setting when an all clear is given by the head teacher. * The children are recounted when they return to the setting. In the event of a real fire, the staff and children would remain at the fire assembly point and the emergency services would be called by a staff member. The parents would also be contacted regarding the incident. Illness If an illness occurs in the setting, e.g. a child falls ill and has a temperature. A staff member would check the temperature of the child using a thermometer/strip, and monitor the child. A wet paper towel/cool icepack would be placed on the child’s forehead to cool the temperature. If the temperature remains the same and does not decrease, the staff member would then contact the parent/carer of the child to come and collect the child. Recording and Reporting of accidents and incidents The correct procedure for reporting and recording accidents, incidents, injuries and emergencies would be carried out by following the guidelines of Riddor. Riddor stands for, reporting of injury, disease, and dangerous occurrences regulations. All of this would be reported to the Health and Safety executive if: * Any accident to a member of staff requiring treatment by a general practitioner or hospital, and any dangerous occurrences, this may be an event that causes injury or fatalities or an event that does not cause an accident but could have done, such as a gas leak. An incident book is also kept for recording incidents including those that are reportable to the health and safety executive, these incidents include: * Break in, burglary, theft of personal or property of the setting. * An intruder gaining unauthorised access to the premises. * Fire, flood, gas leak or electrical failure.  * Attack on member of staff or parent on the premises or nearby. * Any racist incident involving staff or family on the centres premises * Death of a child, a terrorist attack or threat of one.

Essay about The Decomposting Process or Soil Amendment

Composting is a method that converts the organic matter which has been decomposed and recycled into a fertilizer. For this reason; the composting process is also commonly referred to as soil amendment. It is one of the key ingredients of organic farming (Robbins Dustin 2011).This is also described as nature’s way of recycling, because composting is the biological process of breaking up of organic waste such as food waste, manure, leaves, grass trimmings, paper, worms, and coffee grounds, into an tremendously suitable humus-like substance. This biological process is performed by different micro-organisms like bacteria, fungi and actinomycetes in presence of oxygen. Bacteria are the most actively involved group of microbes in facilitating†¦show more content†¦As a result, it is important to ensure that the waste is properly aerated to ensure that there is swift breakdown of the waste. 4. Water: micro-organisms need moisture although too wet can deprive the microorganisms from the oxygen they need to keep working. 5. Time: It takes weeks and sometimes moths, organic waste to be broken down and formed hummus-like substance. Compost designs are simple and inexpensive (Cornell Waste Management Institute 2014). They can be built at any location. Site selection is however very important when designing a compost site. It is important to ensure that the designs are built away from dwelling places in order to avoid air pollution. The direction of the wind should also be considered to avoid carrying the odour from compost to the homes. While preparing a compost pit, the waste should be arranged into two layers. The first layer should be made up of the green organic material, such as grass and leaves. The materials are rich in nitrogen. The reason behind using these materials on the lower layer is to improve on aeration. Since large air spaces are left between the materials, the rate of airflow will be increased in the compost. The activity of the bacteria is therefore promoted in the process (Turner Geraldine 2010). The upper layer is made up of the carbon based materials. Here, more dense materials such as ma nure and soils rich in nutrients can be used. Carbon rich