Early childhood care and education

Early childhood care and education The purpose of this essay is to first of all analyse the historical and political underpinning of social injustice of early childhood education. Then, I will define cultural identity and demonstrate awareness of the ways in which childrens cultural identities impact in both their access to early care and education and any benefits they may gain from it. Then I will examine my own practice in order to address inequalities there and finally critically evaluate a wide range of research related to this topic. Early childhood care and education has apparently been based on an important topic such as social justice. It has mainly focused on children from poorer backgrounds, and been directed by two theories right from the beginning. The first is that the home is the main environment for care and education of children to occur, this is provided by the parents, siblings, relatives and family friends. The second option is an early years environment where children are taught through forming positive relations and learning experiences which will help them to be good and law abiding members of their society. Nevertheless, because the perception of the poor was that they were not just coping with poverty; they were also thought of as been deprived of their social and cultural aspects of their lives. This instigated the provision of nurseries outside the homes with the view of providing quality care for the children (Bloch, 1987). According to Cater and Goodwin (1994) there are three paradigms which have to be considered when exploring the social, economic and political history of early childhood care and education? These are the inferiority paradigm; the deficit or cultural deprived paradigm; and cultural difference paradigm. The inferiority paradigm is based on speculation that a certain race is genetically and biologically inferior to the white race. The culturally deprived paradigm is composed of racial, cultural, linguistic and socioeconomically diverse people to a white middle-class. The cultural difference paradigm is based on the influence of cultural differences on the lives, experiences and identities of diverse groups in ways that make them very special. All three paradigms have contributed to the preparation and running of the early years curriculum and early childhood policies. The inferiority paradigm was evident in the 18th and 19th century when the curriculum focused on spiritual salvation and moral development during Sunday schools, infant and primary schools where the poor and deprived children attended (Bloch, 1987; Nourot, 2005). This was to mould and shape the children to be law abiding citizens as those in charge of the institutions felt the mothers were failing them in their nurturing. Church missionaries funded crà ¨ches to assist the influx of immigrants from mostly Africa. In addition, Tyack (1974) informs us that these early years settings were run by rich white business men who held a view of certain morals so they used Christianity to glorify the study of values of dead rural traditions. The 1960s saw the war on poverty as a sign of the culturally deprived paradigm. This was because sociologists put forward a suggestion that it was in the best interest of the child to gain experiences at school as the home environment was not conducive. They therefore proposed that educators should create experiences in schools that would counter the effects of deprivation Cater Goodwin, 1994, p. 298). The cultural difference paradigm was picked up on by scientists in the early to mid 20th century. They raised issues to the fact that being of colour does not mean one is mad, but they are aware of the importance of their beliefs that clearly defines their culture. Multicultural education and the means of teaching cultural awareness are examples of cultural difference paradigm. The two actions did awaken practitioners in the field of childcare with regards to the awful treatment the children of colour have endured and that by accepting and bringing together their culture into the curriculum can improve and benefit them in their learning and achieving success (Carter Goodwin, 1994). Consequently, these paradigms have influenced development and how services are offered to children today. Needless to say in the 21st century the effect of childcare though is child- centred, there is still interest on the disadvantaged who need policies to improve their lives, hence the Green Paper Every Child Matters (DfEE, 2003b). This is to ensure every child reaches their full potential by being safe, enjoy and achieve, economical well being, make a positive contribution and being healthy. Furthermore, the introduction of the Special Educational Needs Code of Practice and Special Educational Needs and Disability Act ( DfEE, 2001) which deals with identification assessment and provision in the early years education settings all of which are expected to have regard to the Code of Practice. Another policy which has swept the UK by storm has been from the influence of Reggio Emilia from Italy and Te Whariki from New Zealand which has had some influence on the Early Years Foundation Stage. More so the Te Whariki as it also a government led initiative intended to work with children of diverse groups. Its take on holistic view of the child and empowerment of the child and family and the fact that the family is at the heart of the well-being of the child has captured the mind of the UK government as they seek ways of improving childcare and education in Britain. Britain is and has always been a multicultural society, which is evident as before it became United Kingdom. The history of slavery confirms that Africans were in Britain before the arrival of the Anglo-Saxon (Fryer, 1984). India was also associated with Britain over 10,000 years (Visram, 1986). Due to mass immigration from many parts of the world children come from diverse backgrounds into nurseries and schools. It is therefore very important that practitioners first of all learn to respect these children and then teach them to respect each other irrespective of disability, gender, skin colour, religion and beliefs or economic background. It is crucial that practitioners see children as part of society because they are vulnerable and need adults to care for them, value and protect them. This can be addressed when early years practitioners work in partnership with parents. The research of Siraj-Blatchford (1996) for the United Nations Educational, Scientific and Cultural Organisation (UNESCO) believe in schools having close contacts with parents. In my previous school, we made home visits before the children start in order to meet with the parents of the prospective child and the rest of the family. This is an opportunity to chat informally and gather information about the child, likes and dislikes in terms of food and things they like to do or not, as well as any medical concerns, dietary requirement and many more. It is also an opportunity to learn about the childs culture and language used at home and to make an initial assessment of what they are capable of. Above all this is the time when the practitioners and parents or carers establish mutual trust and identify any infringing barriers which can upset the childs development. Even though the nursery has an open-door policy for the parents to visit whenever without prior arrangements, if they take the initiative unannounced the teacher in charge gets cross which instantly creates a barrier and it goes against the policy. According to research children learn about their feelings from the way people treat them. If children are treated with love and respect, they gain a positive feeling about themselves and like to please the adults in their environment and work hard to be successful. However, if on the contrary they are treated poorly or know the adults in their environment do not appreciate their presence, they will feel down and have low self esteem and not make any attempt of striving to achieve anything in their lifes but see themselves as failures. This is in relation to my presentation regarding is my setting inclusive of children with social emotional and behaviour difficulties. Before children start nursery or school they have developed a culture in their homes where customs and traditions have been part of their lives so as practitioners we have a duty to know of the various cultures they come from. What is culture? It is about attitudes and values underpinning patterns of tradition and custom which determines everyday aspects of life, such as: role of men and women, bringing up children, language, how we eat, wash and care, furnish homes, religion, dance, music, art, literature, festivals and attitude to death and dying (Griffin, 2008). As culture is of great importance to the children and their families, we can unconsciously or without thinking create problems for the child through ignorance of the exact details regarding maybe their religion and other aspects of their culture. Therefore, we as early years educators have to be aware of the legislations and guidance which set out the framework of our responsibilities. An example is the Race relation Act of 1976 which is aimed to protect people from being discriminated against. Next, is the Childrens Act 1989 and Care Standard 2000 which set out for the registration and inspection of early years provision. The Equality Act 2006 made it illegal to discriminate in providing services based on the ground of religion. Subsequently, the Childcare Act 2006 requires an effective implementation of policies on equal opportunities and how a nursery is advocating diversity and differences. Children have basic human rights which according to Maslows hierarchy of needs are food, water, shelter, love and care, safety and protection. Because children have not got a voice they need other forms of protection as they are vulnerable and unable to ensure those who care for them take the responsibility to keep them safe. Notably the UN Convention specifies the rights of the child with regard to childcare and education that, children have the right to be with their family or those who care best for them, to provide enough food and clean water for their needs, adequate standard of living, health care, to play, kept safe, special care and training, not used as cheap workers or soldiers and to have a right to free education. In order for children to learn and develop well the provision has to adhere to standard 18 of the Guidance to the Standards for the award of Early Years Professionals Status (EYPS) which states that; EYPs commitment is to having strategies in place to meet the needs of all children, advocating for and upholding their rights and actively promoting equality of opportunity and anti-discriminatory practice. These are key to improving outcomes for children. In support of children to have admission to a quality provision there has to be equality of opportunity policy in place which will outline the admission criteria. This means opening up the right of entry for every child and their family so that they can make a full contribution in the educational settings. It is therefore important for practitioners and early years workers in every establishment to work according to the principles of equality and inclusive practice; these should be at the focal point of every setting. Seeing that early years workers are responsible for ensuring equal opportunities within their educational settings, it is very important that we support the children in our care to have the need to feel they belong in the nursery, as it is often the first establishment the child joins. Subsequently it is fundamental that the families are made to feel welcomed and to experience a sense of belonging. The Early Years Foundation Stage (EYFS) say, All families are important and should be welcomed and valued in all settings. In practice this is evident on entering the main entrance of the school I work at, there are displays of welcome posters in all the languages spoken by the children who attend. There is always a member of staff to greet the children and their parents on arrival; this gives them an opportunity to discuss any concerns or a share interest of their child. Equally during registration the children are encouraged to respond to their names in their first language. Furthermore, the school encourages parents of children in the upper years to befriend the newly arrived through the organization of coffee mornings or after school activities. This is organized by the EAL (English as an additional language) teacher. Due to the diverse and multicultural society we find ourselves in it is important that we all learn to appreciate, understand and respect the different cultures and religions these children and their families bring to the school or nurseries. We need to reflect on the various cultures and a multilingual approach in the environment the children are in. A typical example is that of my school where there are displays on the walls in the hall of flags of the various countries where these children come from. Similarly each child in the school has painted their portrait along the corridor which depicts the diverse nature of children who attend the school of their uniqueness and individuality. Each day of the week has a specific music played as the children enter the class to associate it with which day it is. On every Monday the music played is Disney, Tuesdays is Caribbean, Wednesdays is Classical, Thursdays is Asian and Fridays is African music. Also in the home corner of the nursery are dressing up clothes from different cultures, variety of food from different countries as well as pots and pans, chop sticks, wok, calabash and many more artefacts of other cultures. Children who are Bilingual are supported through the use of Makaton, Pecs and picture time tables, object of reference and use of key words from their first language by staff. The nursery has cookery sessions once every week where by the children are introduced to food from around the world. During the month of the Chinese New Year the children visit the Chinese supermarket to purchase the cooking ingredients required to prepare a stir-fry, which is a type of dish from the Chinese community. In the shop the children get to experience all the different vegetables and fruits that come from China. The school supports the various cultures in the school through celebration of festivals. During the festival seasons the school and nursery participate fully by engaging the children in various projects. Two years ago when we had some children from the Chinese origin in the school, we put on a show of a dragon parade around the school grounds. There was a build up to this occasion as the children made and decorated the dragon. Parents were invited into the school to tell stories about the celebration of the Chinese New Year and support the children with art and craf t, and read a story in Chinese during assembly. Last year all Waddon schools celebrated black history together, with each school choosing an activity to plan and execute. The representatives of my school chose to prepare food with the children to give them the experience of some African dishes. Some of the schools did art and crafts, whilst the others engaged in African dancing. A member of staff read an African folk story to the children during assembly. I was selected along with a colleague as are both from Ghana, to organise the cookery session. It was great fun as the children engaged in the activities with excitement. This took place in the hall because there were more children to accommodate. Nearly half the group were from either from Africa or the Caribbean or of mixed heritage, they felt confident to discuss the dishes which they were familiar with, with their peers. I feel this type of initiative brings everybody in the community together and broadens the childrens horizons as the activity involves hands on. However I fe el that a similar activity should be provided for the other cultures so that the children do not perceive that one culture is more superior to the other. Although the nursery I work at is part of the school, it for children with special educational needs, their abilities vary from physically able to wheel chair users. The children are taught to value each other and those more able bodied are challenged with responsibilities to support the wheel chair users. All the children have access to the same activities however there are differentiated to accommodate the needs of every individual child. During physical education, children who are not mobile will be assisted in floor activities such as bouncing on a ball or gently rocked in a fabric or receive exercise prescribed by Occupational Therapists. According to the Early Years Foundation Stage, Every child is a unique individual with their own characteristics and temperament this relates to a particular child who was expelled from a day nursery he attended prior to coming to us. He was deemed challenging, a danger to himself and his peers. When the other members in my nursery read his report and made a home visit they built up misconceptions that he would be a challenge from the behaviour they saw. However, after making close observation of him I realized what he needed desperately was lots of emotional support. This could be because there was problem at home as well as been told off by practitioners who did not see his needs but just thought he was a liability, not forgetting their attitude toward him may have made him feel insecure and that the only way he knows how to get attention was to be on his worse behaviour. The nursery worked with him to gain back his confidence and self esteem through listening to him, acknowledging his needs and making sense of his gestures and providing him with the right support he needed. In a matter of weeks this child had gained self esteem and now imitating the role of the teacher caring for his less mobile peers. He is now a competent signer as can now make his needs known through that instead of exhibiting negative behaviours. Language is a powerful tool, in order for practitioners to use a language which will rid us of discrimination and prejudices we have to turn to the work of theorists to assists us to reflect on our practices. The work of social justice enables us examine the way we use language and that of our colleagues to bring about fairness in our settings. This will require equal treatment and devotion on the part of every practitioner as well as to be able to reflective on incidences which otherwise could have being tackled better. How would you feel when you have a strong feeling of someone not liking you and whisper remarks to their colleagues about you or make unconscious gesture? Dont we have an ethical obligation to these children? Or think for a moment how they feel? As practitioners we must always strive to show dedication in our roles by promoting social change in using language of fairness and respect then we will be providing a safe environment for the children in our care. Notably Fe nnimore (2005) brings to our attention that language is undoubtedly a very powerful instrument for social justice which is at the hands of every early childhood practitioners. The placement where I am doing my work placement has nearly half the class of black African and Caribbean origin; however the employed staffs do not reflect the community. This does not matter if they are working with the children to reach their full potential. Even though all the children seem to cope, I have noticed the children of colour were missing out on a role model. This is evident as when I am there, some of the children of colour come to me and request to play with me most of the time. Furthermore, I have realized the books and puzzles do not reflect the community either. This is a big surprise as the manager has children of mixed race which should give her incentive to providing the nursery with a wide range of books and wide range of resources. Alternatively, I am impressed with other aspects such as the stock of African drums which was supplied to the nursery through a form of grant. However, to my dismay the staff will not join in play with the children, even though each and everyone have been trained to use the drum. Similarly, I feel that some of the employees are not devoted to the roles as they spend most of their time chatting amongs t themselves. The only interaction I have witnessed is during focus activity, when they have to tick boxes to evident an accomplishment. I do not feel they treat their jobs seriously; instead they treat the nursery as a social environment. According to Vygotsky children learn with the support of an adult or an older child who foster the development of knowledge and ability to interact which will benefits the child. Nevertheless children in the nursery are left on their own to explore by themselves. The only contact these children receive is during activity sessions which are very brief. I have also discovered that these children are not encouraged to take risks during play as they are quickly stopped by the staff. The EYFS on the other hand says that children should be given opportunities to take risks and make mistakes. In order to provide a successful inclusion of children, there has to be an intervention which will take on board the holistic needs of children as well as working in partnership with parents and multi-agencies. Most importantly there has to be adequate training given to the staff, the ratio of children and practitioners has to be considered carefully, enough provision of necessary resources and equipments, but above all everyone willing to commit fully in their roles and to work as a member of a team. Inclusion is possible if we all discard prejudice and embrace everybody irrespective of who they are. Research from the UEA and NCB (2007) and Edward et al (2006) have provided evidence to support that Childrens Trust Pathfinders and Childrens Fund interventions have produced better inclusion of young people with disabilities through fun and safe places to interact, resulting in increased sense of community among the children and young people as well as improved access to schools, mainly for refugee and asylum seeking children and a reduction in children taken into care. The other strategy which is early intervention means when problems are detected in its earlier stage, it is dealt with promptly. This can be related to the child who was expelled because the staff did not work hard in finding what issue he had which made him behave the way he did. But once identified he is one of the loveliest children I have known. In conclusion I have explored the history of multiculturalism in Britain and the research paradigms that have underpinned early childhood education. Equally I have explored practices in my previous employment as to how policies are affecting the settings or not.

Hydrogen Peroxide Essay

The same reaction is catalysed by the  enzyme  catalase, found in the  liver, whose main function in the body is the removal of toxic byproducts ofmetabolism  and the reduction of  oxidative stress. The decomposition occurs more rapidly in  alkali, so  acid  is often added as a stabilizer. The liberation of oxygen and energy in the decomposition has dangerous side-effects. Spilling high concentrations of hydrogen peroxide on a flammable substance can cause an immediate fire, which is further fueled by the oxygen released by the decomposing hydrogen peroxide. High test peroxide, or HTP (also called high-strength peroxide) must be stored in a suitable, vented container to prevent the buildup of oxygen gas, which would otherwise lead to the eventual rupture of the container. In the presence of certain catalysts, such as  Fe2+  or  Ti3+, the decomposition may take a different path, with  free radicals  such as HO · (hydroxyl) and HOO · (hydroperoxyl) being formed. A combination of  H2O2  and  Fe2+  is known as  Fenton’s reagent. A common concentration for hydrogen peroxide is  20-volume, which means that, when 1 volume of hydrogen eroxide is decomposed, it produces 20 volumes of oxygen. A  20-volumeconcentration of hydrogen peroxide is equivalent to 1. 667  mol/dm3  (Molar solution) or about 6%. Redox reactions In acidic solutions,  H2O2  is one of the most powerful oxidizers known—stronger than  chlorine,  chlorine dioxide, and  potassium permanganate. Also, through catalysis,  H2O2  can be converted intohydroxyl radicals  (†¢OH), which are highly reactive. Oxidant/Reduced product| Oxidation  potential, V| Fluorine/Hydrogen fluoride| 3. 0| Ozone/Oxygen| 2. 1| Hydrogen peroxide/Water| 1. 8| Potassium permanganate/Manganese dioxide. Chlorine dioxide/HClO| 1. 5| Chlorine/Chloride| 1. 4| In aqueous solutions, hydrogen peroxide can oxidize or reduce a variety of inorganic ions. When it acts as a reducing agent,  oxygen  gas is also produced. In  acidic  solutions  Fe2+  is oxidized to  Fe3+  (hydrogen peroxide acting as an oxidizing agent), 2  Fe2+(aq) +  H2O2  + 2  H+(aq) ; 2  Fe3+(aq) + 2H2O(l) and  sulfite  (SO2? 3) is oxidized to  sulfate  (SO2? 4). However,  potassium permanganate  is reduced to  Mn2+  by acidic  H2O2. Under  alkaline  conditions, however, some of these reactions reverse; for example,  Mn2+  is oxidized to  Mn4+  (as  MnO2). Other examples of hydrogen peroxide’s action as a reducing agent are reaction with  sodium hypochlorite  or  potassium permanganate, which is a convenient method for preparing  oxygen  in the laboratory. NaOCl +  H2O2  >  O2  + NaCl +  H2O 2  KMnO4  + 3  H2O2  > 2  MnO2  + 2 KOH + 2  H2O  + 3  O2 Hydrogen peroxide is frequently used as an  oxidizing agent  in organic chemistry. One application is for the oxidation of  thioethers  to  sulfoxides. For example,  methyl phenyl sulfidecan be readily oxidized in high yield to  methyl phenyl sulfoxide: Ph? S? CH3  +  H2O2  > Ph? S(O)? CH3  +  H2O Alkaline hydrogen peroxide is used for  epoxidation  of electron-deficient alkenes such as  acrylic acids, and also for oxidation of  alkylboranes  to  alcohols, the second step of  hydroboration-oxidation. Formation of peroxide compounds Hydrogen peroxide is a weak acid, and it can form  hydroperoxide  or  peroxide  salts  or derivatives of many metals. For example, on addition to an aqueous solution of  chromic acid  (CrO3) or acidic solutions of dichromate salts, it will form an unstable blue peroxide CrO(O2)2. In aqueous solution it rapidly decomposes to form oxygen gas and chromium salts. It can also produce peroxoanions by reaction with  anions; for example, reaction with  borax  leads to  sodium perborate, a bleach used in laundry detergents: Na2B4O7  + 4  H2O2  + 2 NaOH > 2  Na2B2O4(OH)4  +  H2O H2O2  converts  carboxylic acids  (RCOOH) into peroxy acids (RCOOOH), which are themselves used as oxidizing agents. Hydrogen peroxide reacts with  acetone  to form  acetone peroxide, and it interacts with  ozone  to form  hydrogen trioxide, also known as  trioxidane. Reaction with  urea  produces  carbamide peroxide, used for whitening teeth. An acid-base adduct with  triphenylphosphine oxide  is a useful â€Å"carrier† for  H2O2  in some reactions. Alkalinity Hydrogen peroxide can still form adducts with very strong acids. The  superacid  HF/SbF5  forms unstable compounds containing the  [H3O2]+  ion. Domestic uses * Diluted  H2O2  (between 3% and 8%) is used to bleach human  hair  when mixed with  ammonium hydroxide, hence the phrase â€Å"peroxide blonde†. * It is absorbed by  skin  upon contact and creates a local skin  capillary  embolism  that appears as a temporary whitening of the skin. * It is used to whiten  bones  that are to be put on display. 3%  H2O2  is effective at treating fresh (red) blood-stains in clothing and on other items. It must be applied to clothing before blood stains can be accidentally â€Å"set† with heated water. Cold water and soap are then used to remove the peroxide treated  blood. Some horticulturalists and users of  hydroponics  advocate the use of weak hydrogen peroxide solution in watering solutions. Its spontaneous decomposition releases oxygen that enhances a plant’s root development and helps to treat  root rot  (cellular root death due to lack of oxygen) and a variety of other pests. Laboratory tests conducted by fish culturists in recent years have demonstrated that common household hydrogen peroxide can be used safely to provide oxygen for small fish. Hydrogen peroxide releases oxygen by decomposition when it is exposed to  catalysts  such as  manganese dioxide. * Hydrogen peroxide is a strong oxidizer effective in controlling sulfide and organic-related odors in wastewater collection and treatment systems. It is typically applied to a wastewater system where there is a retention time of 30 minutes to 5 hours before hydrogen sulfide is released.

Is China a Threat to Indian Industry Essay

Renewable energy has huge potential to provide solution to increase energy crisis and it is the key factor to the future of energy, food and economic security, said participants at a seminar organized by greentech and Bengal National Chamber of Commerce and Industry. â€Å"We are a growing economy. So our energy requirement is also growing. But we don’t produce enough energy to meet even our current needs. With depleting fossil fuel reserves and concerns about its environmental impact, renewable energy is the only long-term solution,† said Bibek Bandhopadhyay, advisor at the ministry of new and renewable energy. At present, India’s installed power capacity is 2,10,645 MW with renewable energy contributing 26,900 MW or 12.4%. From various energy technologies, a capacity addition of about 30,000 MW has been planned during the 12th Plan period 2012-2017. The focus is now on mainstreaming renewable energy technologies so that it becomes cost-effective. Of this, 69% is generation from wind and 4.5% from solar. Incidentally, India was the first country to set up a ministry of non-conventional energy resources in the early 1980s. India is densely populated and has high solar insolation, an ideal combination for using solar power in India. Much of the country does not have an electric grid, so one of the first applications of solar power has been for water pumping, to begin replacing India’s 4-5 million diesel powered water pumps, each consuming about 3.5 kilowatts, and off-grid lighting. Some large projects have been proposed, and a 35,000 sq km area of the Thar desert has been set aside for solar power projects, sufficient to generate 700 to 2,100 GW. The Indian Solar Loan Programme, supported by the United Nations Environment Programme has won the prestigious Energy Globe World award for sustainability for helping to establish a consumer financing program for solar home power systems. Over the span of three years more than 16,000 solar home systems have been financed through 2,000 bank branches, particularly in rural areas of south India where there is no grid electricty. Launched in 2003, the Indian Solar Loan Programme was a four-year partnership between UNEP, the UNEP Risoe Centre, and the Canara Bank and Syndicate Bank. Announced in November 2009, the Government of India proposed to launch its Jawaharlal Nehru National Solar Mission under the National Action Plan on Climate Change with plans to generate 1,000 MW of power by 2013 and up to 20,000 MW grid-based solar power, 2,000 MW of off-grid solar power and cover 20 million sq metres with collectors by the end of the final phase of the mission in 2020. Development of wind power in India began in the 1990s and has increased in recent years. Although a relative newcomer to the wind industry compared with Denmark or the US, domestic policy support for wind power has led India to become the country with the fifth largest installed wind power capacity in the world. As of December 2010, the installed capacity of wind power in India was 13,065.37 MW, mainly spread across Tamil Nadu, Maharashtra, Karnataka, Rajasthan, Gujarat, Andhra Pradesh, Madhya Pradesh, Kerala and West Bengal. Wind power accounts for 6% of India’s total installed power capacity, and it generates 1.6% of the country’s power. Every year, about 55 million tonnes of municipal solid waste and 38 billion litres of sewage are generated in the urban areas of India. In addition, large quantities of solid and liquid wastes are generated by industries. Waste generation in India is expected to increase rapidly in the future. As more people migrate to urban areas and as incomes increase, consumption levels are likely to rise, as are rates of waste generation. It is estimated that the amount of waste generated in India will increase at a per capita rate of approximately 1-1.33% annually. This has significant impacts on the amount of land that is and will be needed for disposal, economic costs of collecting and transporting waste, and the environmental consequences of increased MSW generation levels.

William Mckinley, A Man Of Great Integrity And One Of The...

William McKinley, a man of great integrity and one of the most beloved American presidents, altered the nation for the better between the years of 1897 and 1901 and his feats continue to affect our lives today. It was the election of 1896. Amongst an abysmal economic depression, Republican William McKinley was nominated for presidency by Marcus Alonzo Hanna opposing the evangelical democrat, William Jennings Bryan. In 1876, McKinley was elected to Congress, where he became the Republican Party’s leading expert on the protective tariff, promising its ability to bring fortune. He defeated Bryan, after a â€Å"front-porch campaign ,† in which he backed the protection of the gold standard, and promised that high tariffs would re-establish wealth throughout the nation. During his presidency, William McKinley had many domestic affairs to deal with. Amid the most significant issues, McKinley’s tariff legislation was a big one. Bimetallism was also an important issue. The McKinley administration went after an agreement that would include silver, as a standard European currency. McKinley didn’t like the idea so he began promoting a completely gold-based currency. In 1900, he signed the Gold Standard Act, which officially ended the use of silver as a standard of United States currency and established gold as the only standard. This still affects us today because although no country uses the gold standard, there is a rising support for its reintroduction in the hope of regulating U.S.Show MoreRelatedNew York City: History and Landmarks4966 Words   |  20 Pages(shell beads). Fewer than 300 people lived in New Amsterdam when the settlement moved to Manhattan. But it grew quickly, and in 1760 the city (now called New York City; population 1 8,000) surpassed Boston to become the second-largest city in the American colonies. Fifty years later, with a population 202,589, it became the largest city in the Western hemisphere. Today, more than 8 million people live in the city’s five boroughs. New York City in the 18th Century In 1664, the British seized New