Beyond the Scenery

The summer sun beamed down, making the bright daisies sparkle and shimmer like tiny stars. My hand grazed the familiar sunset pink journal, gliding over the faded rough edges. My big muddy brown eyes gazed at the sky filled with white puffy clouds. Gusts of wind blew throughout the park, dandelion puffs flying throughout the sky. Crystal waters stained the ground as a family of geese softly swam atop. The water was a clear blue, matching the shade of my mother’s eyes. With every splash, the baby geese would come closer together. The mother goose led them to still water, making sure her children would be alright, reminding me of my own mother. My mom would pick me up, and smile at my face full of innocence. I would be wearing a beautiful gown, and end up getting it covered in birthday cake. I would dance around the room, my older sister and brother running about. Then my mother would say, â€Å"You can do whatever you want to do, my baby girl.† She handed me a notebook that day, and ever since, I’ve never stopped writing. Soon, The flashback blurred, my mind slowly returning to the park. My eyes drifted away from the pond, looking up at the oddly shaped clouds. A giraffe-shaped and an elephant-shaped cloud flew across the sky, bringing me back to when I was only 12 years old. â€Å"Let’s build a fort!† I shouted, sitting up off the grassy floor. My friends looked up at me, their eyes sparkling as if I had ignited some sort of firework. Right away, we all started getting to work. I rolled up my sleeves, my sturdy overalls warm for the cold journey ahead. My fingers became sappy as I collected fallen branches and leaves. Autumn had taken a toll on the trees leaving the sky an odd mix of purple and blue with streaks of silver. I pulled out my notebook, scribbling down our blueprints. One hour later, my plan had worked! Our fort stood tall, shining bright during the cold fall. All my friends giggled as we laid down in our fort gazing at the clouds through the cracks of our tiny roof. Suddenly, my mind drifted back to reality once more. My body lurched forward, standing up and stretching. I looked around for another cloud, but ended up staring off at the many trees around me. The sun began to set, the trees at a silent standstill. Small children climbed up the trunks, the leaves a bright shade of green, matching the grass below. I sat back down, noticing the sapling beside me. It had a short brown stem adorned with a green top, it still had a lot of growing to do, just like me. I want to learn more. I want to travel more, to places like Italy and France. I could write about all of the places I see and work it into my fiction and fantasy. I want to have my novels inspire others to life lives of adventure. I want to write poems about oddly shaped clouds. I want to host a party where everyone just plays silly board games. I want to write literature where people feel my own characters’ emotions. I want to grow. A smile found it’s way to my face, my hand reaching out for my pink notebook. This notebook has been with me for a long time, it’s filled to the brim with stories and ideas. The smell of ink wafted through my nose, a sense of reli ef washing over me as one last gust of wind blew throughout the humble scenery.

Revenue management Assignment Example | Topics and Well Written Essays - 500 words - 1

Revenue management - Assignment Example Therefore, by 2020, it is projected that there will be a shift in landscape in RM. To ensure the success of RM strategies, the revenue managers in the hospitality industry need to be convinced of the ability to deliver return on investment and made aware of the resources needed to maximize potential. The hotels should also make sure that their organizational structure supports the RM policy. Besides, there needs to be a cultural understanding which major department like sales, marketing, and revenue work together to share information crucial to revenue management success. Furthermore, it is forecasted that the application of RM will become more strategic and will be supported by the increasingly sophisticated technology. This is because it includes more of income streams of the hotel. In this regard, by 2020, revenue management is likely to be applied to function-space and also incorporate revenue streams including restaurants and spas, as well as golf courses. Consequently, the RM function will become more central to operations of the hotel, and will quite to be expected be a separate department under supervision of the general manager. The core, strategic role of revenue management will need upgraded measurement techniques (Hayes and Miller 55-68). This implies that other than revenue per available room (RevPAR), the future RM might have a profit-oriented metric, for instance, total revenue per available room or the gross operating profit per available room (GOPPAR). As for the future revenue managers, they will require analytical, leadership, and communication skills. A formal RM education as well as negotiation skills would also be helpful. According to (Nessler 86), the managers would also use tools or internal compression which will aid them establish the unconstrained demand and close out close non-profitable channels. Since RM will move from tactical to a more strategic role, analytics along with supporting technology will play a crucial role in

Determination of Serum Lactic Dehydrogenase Activity Essay

Determination of Serum Lactic Dehydrogenase Activity - Essay Example The reason for this is because each isoenzyme contains a multiple of either H subunit or M subunit. LDH-1 contains 4 H subunits; LDH-2 has 3 H subunits and 1 M subunit etc. For this reason they are equally spaced. As each M subunit is added the isoenzyme gets heavier by a certain molecular weight. So when one M subunit is added to the isoenzyme, it gets heavier by a molecular weight of X. When another M subunit is added, it gets heavier by 2X and so on till it contains four M subunits (LDH-5). We can use electrophoresis for diagnosis by comparing the intensities of colors produced. We can do an electrophoresis with a normal person’s serum and note the intensities of the color produced. Then we can do an electrophoresis with a patient’s serum and note the intensities of color produced. Then we can see if the intensity of color a particular LDH isoenzyme is greater than that of the normal person’s. If this is the case then we can confirm a diagnosis. LDH-1 is found in high amounts in the heart and LDH-5 is found in high amounts in the liver. The heart muscle is continuously contracting and relaxing and hence the energy requirement for them is quite high. In order to replenish the energy supply, (NAD) in the presence of low levels of oxygen, LDH converts pyruvate to lactate. NADH is oxidized which provides the necessary energy. On the other hand, the liver cells are relatively sedentary and thus have lower energy

Introduction to Ethics Essay -- essays research papers

Ethics â€Å"What are we like, and what should we do?†   Ã‚  Ã‚  Ã‚  Ã‚  As humans we are faced with many decisions in life, which in and of itself, distinguishes us from the animal kingdom. I’m sure other animals make decisions, but as humans we take into account our values and morals. In choosing which path to take with some of life’s decisions, ethics, are often at the center; heavily influencing our choices between what is right and what is wrong. Which are usually defined by society, as to what is acceptable and what is not. As time goes on, society evolves, so do the right and wrongs, our values and morals, and ethics. In philosophy, there were three ethical theories by Aristotle, Kant, and Bentham & Mill and they were the â€Å"Golden Mean†, â€Å"Categorical Imperative†, and â€Å"Greatest Good for the Greatest Number† respectively.   Ã‚  Ã‚  Ã‚  Ã‚  Aristotle believed the one goal everyone strived for was â€Å"happiness† for one’s ownself. If you were a happy person, that would eventually lead to being a good person. He also believed that all living things had certain capacities, and that if one lives up to their full capacities, they will have lived well and had a fortunate life. He went on to state that the perfection of reason leads to the development of two desirable â€Å"virtues†, Moral and Intellectual. Moral virtues dealt with emotions. A person must keep these in balance, to go in either extreme of too much and too little, would be called â€Å"the excess† and â€Å"the defect†, respectively. The balance would be the â€Å"mean†. For example, courage is the mean between rashness (excess) and cowardice (defect). The golden mean is further analyzed in NICOMACHEAN ETHICS. The RHETORIC, is where Aristotle sums up the three categories in an analogical description of life with the Youthful Man (excess), the Elderly Man (defect), and the Man in His Prime (golden mean).   Ã‚  Ã‚  Ã‚  Ã‚  The Intellectual virtues dealt with foresight and wisdom. Aristotle stated the attainment of these virtues could only be done by a select few. For one to be highly intellectual, is to be practically divine, next to the gods. With that being said, it discouraged a lot of people of that era. That’s when his theory was challenged and questioned. What about the artists or craftsmen? Are they denied happiness, because they haven’t attained intellectual perfection? Is in... ...ame-sex marriages and so on. It seems we’re in a shift of paradigms with the myriad of societal changes and acceptances. Is the solidarity of the human race degrading or evolving. Will today’s ethics, be the same tomorrow or in the future? Will they evolve? It seems the chaotic world we live in, the right and wrong seem to favor those in power, or at least be influenced by those people. It also seems, we lower our standards to suit the masses. For example, the carrying of back packs in uniform, before it was prohibited for a Sailor to throw a bag over their shoulder. Only if it was a seabag and only if both straps were on the shoulders. That standard has been altered, to allow plain black back packs to be carried with both straps over the shoulders. There are too many people carrying the backpacks with one strap on the shoulder, presenting a relaxed unprofessional appearance. Is the same happening to society with what is right and wrong? Are we lowering our standard s? References: THE STUDY OF PHILOSOPHY 5TH EDITION, S.MORRIS ENGEL ARISTOTLE ON THE MEAN, G.ZINIEWICZ KANT, DUTY, AND RESPECT, P.STRATTON-LAKE THE NINETEENTH CENTURY ROUTLEDGE HISTORY OF PHILOSOPHY VOL. 7, C.L. TEN Introduction to Ethics Essay -- essays research papers Ethics â€Å"What are we like, and what should we do?†   Ã‚  Ã‚  Ã‚  Ã‚  As humans we are faced with many decisions in life, which in and of itself, distinguishes us from the animal kingdom. I’m sure other animals make decisions, but as humans we take into account our values and morals. In choosing which path to take with some of life’s decisions, ethics, are often at the center; heavily influencing our choices between what is right and what is wrong. Which are usually defined by society, as to what is acceptable and what is not. As time goes on, society evolves, so do the right and wrongs, our values and morals, and ethics. In philosophy, there were three ethical theories by Aristotle, Kant, and Bentham & Mill and they were the â€Å"Golden Mean†, â€Å"Categorical Imperative†, and â€Å"Greatest Good for the Greatest Number† respectively.   Ã‚  Ã‚  Ã‚  Ã‚  Aristotle believed the one goal everyone strived for was â€Å"happiness† for one’s ownself. If you were a happy person, that would eventually lead to being a good person. He also believed that all living things had certain capacities, and that if one lives up to their full capacities, they will have lived well and had a fortunate life. He went on to state that the perfection of reason leads to the development of two desirable â€Å"virtues†, Moral and Intellectual. Moral virtues dealt with emotions. A person must keep these in balance, to go in either extreme of too much and too little, would be called â€Å"the excess† and â€Å"the defect†, respectively. The balance would be the â€Å"mean†. For example, courage is the mean between rashness (excess) and cowardice (defect). The golden mean is further analyzed in NICOMACHEAN ETHICS. The RHETORIC, is where Aristotle sums up the three categories in an analogical description of life with the Youthful Man (excess), the Elderly Man (defect), and the Man in His Prime (golden mean).   Ã‚  Ã‚  Ã‚  Ã‚  The Intellectual virtues dealt with foresight and wisdom. Aristotle stated the attainment of these virtues could only be done by a select few. For one to be highly intellectual, is to be practically divine, next to the gods. With that being said, it discouraged a lot of people of that era. That’s when his theory was challenged and questioned. What about the artists or craftsmen? Are they denied happiness, because they haven’t attained intellectual perfection? Is in... ...ame-sex marriages and so on. It seems we’re in a shift of paradigms with the myriad of societal changes and acceptances. Is the solidarity of the human race degrading or evolving. Will today’s ethics, be the same tomorrow or in the future? Will they evolve? It seems the chaotic world we live in, the right and wrong seem to favor those in power, or at least be influenced by those people. It also seems, we lower our standards to suit the masses. For example, the carrying of back packs in uniform, before it was prohibited for a Sailor to throw a bag over their shoulder. Only if it was a seabag and only if both straps were on the shoulders. That standard has been altered, to allow plain black back packs to be carried with both straps over the shoulders. There are too many people carrying the backpacks with one strap on the shoulder, presenting a relaxed unprofessional appearance. Is the same happening to society with what is right and wrong? Are we lowering our standard s? References: THE STUDY OF PHILOSOPHY 5TH EDITION, S.MORRIS ENGEL ARISTOTLE ON THE MEAN, G.ZINIEWICZ KANT, DUTY, AND RESPECT, P.STRATTON-LAKE THE NINETEENTH CENTURY ROUTLEDGE HISTORY OF PHILOSOPHY VOL. 7, C.L. TEN

Vending Machines

In School Vending Machines Thesis Statement: By looking at studies of in-school vending machines you can see that they are becoming a true problem. This is important because vending machines are lowering education standards and are contributing to the obesity epidemic. Introduction â€Å"Can I go to the vending machine? † This is common questions teachers are asked everyday in the class room. In-school vending machines have shown to be a problem for years now. Food sold out of school vending machines should make positive contributions to children’s everyday diet and health.As it is, parents have a hard enough time guiding their children’s eating habits, but with school vending machines it makes in nearly impossible. This has also become a common excuse to skip as much class as possible, causing distractions. By looking at studies of in-school vending machines you can see that they are becoming a true problem. This is important because vending machines are lowerin g education standards and are contributing to the obesity epidemic. Body I. Education is important. A. Vending machines have become easy an excuse. 1.If schools ban in-school vending machines then students would no longer have the opportunity to easily skip class and walk around the hallways freely. 2. Without vending machines teachers would be able to conduct a class room with fewer distractions and more faces. B. Some people argue that vending machines aren’t a classroom problem. 1. Food provides energy which helps students think. 2. Schools should have policies regarding specific times students are allowed at vending machines. C. Everyday I see peers ask teachers if they can go to the vending machine.This not only makes the teacher lose focus, but the students as well and we all know how hard it can be to get a classroom full of students back on topic. When students skip class they do not learn, which is the exact opposite reason students come to school. Transition: This i sn’t just an education problem, it also effects the obesity epidemic. II. Obesity has become a major problem. A. Dispensing junk. 1. A nationwide survey of vending machines in middle schools and high schools finds that 75 percent of the drinks and 85 percent of the snacks sold are of poor nutritional value. 2. 5 percent of teens who describe themselves as overweight say they buy junk food or soda at school.B. Some say vending machines have to much focus 1. Critics argue that by focusing on school vending machines, states ignore other ways to help children lose weight like promoting a balanced diet and increasing physical education and nutrition classes in schools. 2. Many people argue that a restrictive approach where you single out a particular food or beverage is never going to work because children can simply go to a near by covenant store and purchase the exact same things a vending machine offers. C. Soda and low-nutrition snack foods are a key source of excess calories in children’s diets, contribute to overweight and obesity, and displace more nutritious foods. Obesity rates have doubled in children and tripled in adolescents over the last two decades. Studies show that children’s soft drink intake has increased, and children who drink more soft drinks consume more calories and are more likely to be overweight than kids who drink fewer soft drinks Transition: School lunches have the right nutrients. III.School lunches offer healthier choices. A. School lunches are down and vending machines are up. 1. Junk foods in school vending machines compete with the more nutritious meals offered by the School Lunch Program. 2. Senator Tom Harkin said â€Å"Congress should step in and ensure that soda, candy, chips, and cookies don’t become the de facto school lunch. USDA needs to set standards for all foods sold in schools that participate in the federal school lunch program. † B. Many students say that school lunches are gross. 1 .During lunch I often hear students complaining of having the same thing two days before assuming it is the left overs. 2. Many students believe that school lunches are equally or sometimes even less nutritional then food sold out of a vending machine. C. . The governmental School Lunch program exists from the reason of providing nutrition to all the students. There is a set nutrient content and portion size for official school meals, meaning that the lunches served at Republic high school might seem cheap and gross, but they are far more nutritional than vending machine snacks.Conclusion The facts and statistics prove that vending machines do more harm than good for students and faculty. Vending machines have become just an annoyance for the faculty because of the students’ constant requests for hall passes that lead them directly to the vending machines. They also have to deal with students desiring to have sodas and snacks in the class room which destroy equipment if spill ed. Vending machines are harmful to students primarily because they assist in producing poor heating habits that can carry over to adulthood.Removing vending machines would assist to refocus attention on learning and not caffeine and sugar rushes.Works Cited Chang, Alicia. Schools across the U. S. Target Vending Machines in Obesity Controversy. N. p. , 26 Feb. 2004. Web. 1 Nov. 2010. Lipman, Richard. Children's Weight Gain From School Vending Machines. Enzine Articles , 21 Dec. 2009. Web. 1 Nov. 2010. . School Vending Machines â€Å"Dispensing Junk†. Center for science in the public intrest, 11 May 2004. Web. 1 Nov. 2010. . .

What Effect Does Deforestation Have On The World

What effect does deforestation have on the world? Many people believe that deforestation has a negative impact on the world because it stops carbon dioxide in take (how trees take carbon dioxide from air to purify the oxygen), causes soil erosion and destroys habitats for many species, however many do not as it supplies jobs for thousands of people, it helps environments in particular places and frees land for grazing animals and houses. Firstly, it allows thousands of people to have jobs to earn a living and consequently allowing them to feed their families and themselves; if they can’t find another job than this provides a life line for many people. Examples of these jobs include wood cutters, people who process the plants themselves like making the sap into glue, also after the deforestation has happened there are several jobs left to do including the clean-up. If deforestation was to stop, then not only would thousands of people lose the ir jobs, but the economy would also crash as employment would go up and there would be no immediate solution to the problem. This indicates that not having deforestation would destroy part of our society, which would result in a great loss to the human race and to all those people who would lose their jobs. On the other hand, deforestation may be giving thousands of jobs but these people do not know how to operate the forests to their full potential. For example the Amazon, once in pristine condition, is now damaged by many operationsShow MoreRelatedDeforestation as a Global Issue Essay1448 Words   |  6 Pagesproblem. I have been asked to write an assignment on the effects and causes of the deforestation-taking place in the Amazon rainforest. 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The Child Care Act 1991 and At Risk Children - Free Essay Example

Sample details Pages: 8 Words: 2453 Downloads: 1 Date added: 2017/06/26 Category Law Essay Type Critical essay Level High school Did you like this example? à ¢Ã¢â€š ¬Ã…“Critically assess the efficacy of the Child Care Act, 1991 with regard to the protection of children at risk in terms of the protection of, and alternative care of, children at risk.à ¢Ã¢â€š ¬Ã‚  Introduction: The Childcare Act, 1991 is the principal law in Ireland in relation to the protection of children at risk and it sets out the guidelines on how to protect children who are at risk. The most important principal of the Child Care Act, 1991, is to be the provider of care and protection of those under eighteen years of age who are at risk. There is a mandatory duty placed on the HSE and now the Child and Family Agency, TUSLA, to uphold the welfare of those who are not receiving sufficient care and protection (Nestor, 2011). Don’t waste time! Our writers will create an original "The Child Care Act 1991 and At Risk Children" essay for you Create order The Childcare Act 1991, is there to reinforce the powers of the Child and Family Agency to deliver family support services and childcare where needed. It permits the immediate involvement of The Child and Family agency and An Garda SÃÆ' ­ochana where children are at risk. The Childcare Act 1991, also allows the courts to place children in the care of or under the supervision of The Child and Family Agency in cases where children have been abused and in cases where children are at risk. It also provides provisions for the announcement and inspection of pre-school services and revises the arrangements for registration and inspection within residential care units (Barnardos, 2010). This essay will look at how efficient the Child Care Act, 1991 is, when it comes to the protection of children who are at risk. I will assess this efficacy in terms of the protection of and the alternative care of, children who are at risk. I will firstly outline who the Child Care Act defines as a chil d and how the act defines the terms of à ¢Ã¢â€š ¬Ã…“at riskà ¢Ã¢â€š ¬Ã‚  and à ¢Ã¢â€š ¬Ã…“protection of childrenà ¢Ã¢â€š ¬Ã‚ . The Child Care Act, 1991 Under the Child Care Act, 1991, a child is defined as being anyone who is under the age of eighteen and who is not married. The act makes some provisions for the child protection and welfare concerns of unborn children, which may have to be deliberated during pregnancy (TUSLA, 2015). The expression à ¢Ã¢â€š ¬Ã…“at riskà ¢Ã¢â€š ¬Ã‚  is commonly used to depict children and youth and it contains a powerful intuitive meaning (Moore, 2006). Under the Child Care act, those à ¢Ã¢â€š ¬Ã…“at riskà ¢Ã¢â€š ¬Ã‚  are children and young people who are most likely to be neglected, ill-treated or face the possibility of homelessness (Child Care Act, 1991). According to section 3(1) of the Child Care Act, the purpose of health boards is to advocate for the welfare of children in its area, in particular, those children who are not getting the acceptable care and protection that they are entitled to (The Child Care Act, 1991). The child is protected under the Child Care Act 1991 and there is a legal obligation on health boards to safeguard those who are at risk. The Child Care Act 1991 sets out the responsibility of the Child and Family agency to provide alternative care to children who are at risk. Homelessness is a huge factor which can put children at risk. Under section 5 of The Child Care Act, 1991 there is an obligation imposed on the Child and Family agency to supply appropriate accommodation for homeless children. Where it emerges that a child is homeless it is up to the child and family agency to à ¢Ã¢â€š ¬Ã…“take such steps as are reasonable to make available suitable accommodationà ¢Ã¢â€š ¬Ã‚  for the child (The Child Care Act, Section 5 1991). Section 5 of the childcare act is highly effective in protecting children from the risk of homelessness as the Child and Family Agency have a responsibility to ensure the welfare of a child in the case of homelessness and failure to do so can leave them liable (Nestor, 2007). However under section 45 of the child care act, it affirms that the state à ¢Ã¢â€š ¬Ã…“mayà ¢Ã¢â€š ¬Ã‚  provide aftercare when a child leaves the care of the state but that the State is not obliged to provide after care for children leaving care. Once a child reaches the age of 18, the state no longer sees this young person as a child, but does turning 18 today turn a child immediately into an adult, is a child that much more mature and able to care for his or her own self in the space of a day? Children who are still in the care of the state by the time they reach the age of 18 are much more vulnerable than those who have lived a normal life, in a stable home, by not making it essential for the state to provide aftercare for these young people leaving care, it is putting already vulnerable adolescents at even more risk and it is putting th em at a high risk of becoming homeless if they have nowhere else to go. Provision needs to be made for the mandatory aftercare of children leaving care to protect them from the risks they face upon leaving care. Section 12 of The Child Care Act 1991, is incredibly important when it comes to children who are at risk. This particular segment provides the GardaÃÆ' ­ with elite powers to enable them to bring a child or children who are at risk to safety. Section 12 allows the GardaÃÆ' ­ to enter a house or property without a warrant if they have rational grounds to deem a child to be at risk or in danger, they may à ¢Ã¢â€š ¬Ã…“remove a child to safety where the Garda has reasonable cause to believe that the child has been or is being assaulted, ill-treated, neglected or sexually abusedà ¢Ã¢â€š ¬Ã‚  (The Child Care Act, 1991). The District court also has the power, under section 13 of the Act, to make an emergency care order in cases where the judge considers that a child may be at risk. Section 13 states that if à ¢Ã¢â€š ¬Ã…“There is an immediate and serious risk to the health and welfare of a child which necessitates his being placed in the care of a health board, or (b) ther e is likely to be such a risk if the child is removed from the place where he is for the time beingà ¢Ã¢â€š ¬Ã‚  (The Child Care Act, 1991) then the judge can make an emergency care order to have the child removed from the place immediately. Sections 18 and 19 of The Child Care Act, 1991, are strongly connected to each other. These sections allow the courts to grant a care order or a supervision order if they have reasons to believe that there is a child at risk. If the courts believe that a child is being à ¢Ã¢â€š ¬Ã…“ill-treatedà ¢Ã¢â€š ¬Ã‚ ¦ neglectedà ¢Ã¢â€š ¬Ã‚ ¦ sexually abusedà ¢Ã¢â€š ¬Ã‚  or the childà ¢Ã¢â€š ¬Ã¢â€ž ¢s welfare is being compromised or neglected, then the child can be put into the care of the state (The Child Care Act, 1991). Section 20 of the Child Care Act, 1991, allows the court to ask the Child and Family agency to carry out an enquiry into a childà ¢Ã¢â€š ¬Ã¢â€ž ¢s situation and report back to the court where they feel that there is a pos sibility of a child being at-risk. The report sets out whether or not the Child and Family agency is making any applications in reverence of the child and if they are, their reasons for doing so, it sets out any service it had provided for the child or the family or if it intends to provide such service and finally it sets out any other action that the Child and Family Agency have taken or intends to take (TUSLA, 2015). Efficacy of the Child Care Act, 1991: The purpose of the Child Care Act, 1991 is to à ¢Ã¢â€š ¬Ã…“update the law in relation to the care of children who have been assaulted, ill-treated, neglected or sexually abused, or who are at riskà ¢Ã¢â€š ¬Ã‚ (DCYA, 2011). While The Child Care Act 1991 has good intentions to fulfil this purpose, there are times when it has failed to do so. The childcare Act 1991 has not always been as effective as it should and could have been. There have been many inquiries into child abuse in family settings where the State has faile d to use the act effectively to identify and respond successfully to keep children who are at-risk safe from abuse. Two of the main inquiries are the Kilkenny Incest Investigation and the Roscommon Child Abuse Inquiry (and Kilkelly, 2012). The first major failure of the state was the Kilkenny Incest Investigation. This investigation examined the conditions surrounding the sustained abuse, both physical and sexual, by a father of his daughter for over 13 years. The family were known to many child protection professionals and yet the abuse continued. It was from this investigation that the importance of effective resourcing of the child care act 1991 can into light and that alarmed the need for improvement in both the constitution and the laws around reporting child abuse (Kilkelly, 2012). The Children involved in the Roscommon Child Abuse Inquiry, like the Kilkenny case were known to the HSE and the courts, however the HSE failed to remove the children who were at risk from the care of their abusive parents for a number of years. These children were highly at-risk and were being abused and neglected by their parents but the state failed in their duty to protect them. However, although the state failed in their duty at this time, a recommendation was made that à ¢Ã¢â€š ¬Ã…“the government was committed to holding a referendum on inserting childrenà ¢Ã¢â€š ¬Ã¢â€ž ¢s rights into the Irish constitution and to legislative change to ensure that the voice of the child is heard when courts are considering matters that affect themà ¢Ã¢â€š ¬Ã‚  (Gibbons, 2010) it was after this report that the Childrenà ¢Ã¢â€š ¬Ã¢â€ž ¢s Referendum was held. From these reports three main issues emerged as to how the childcare act 1991 could be improved. These were for mandatory reporting to be introduced, and from this recommendation Meithal was founded (a National Practice Model which ensures that childrenà ¢Ã¢â€š ¬Ã¢â€ž ¢s needs and strengths are effectively identified a nd understood and are responded to in a timely way in order for children and their families to get the help and the support that they need by immediate reporting of suspected abuse or where it seems a child is at risk or could be at risk in the future), robust systems to inspect and monitor the care of children and undertaking constitutional reform. The Child Care Act, 1991, is working to meet these recommendations and working to fulfil its purpose to protect children who are at risk. The law is constantly being updated to fulfil this purpose, the proposed article 42a, the new child and family relationship bill and the childrenà ¢Ã¢â€š ¬Ã¢â€ž ¢s referendum are all proofs of this, but work still needs to be done to perfect this act. Section 169 of the new Child and Family Relationships bill amends section 20 of the Child Care Act 1991. The amendment allows the powers of the court to be extended to adjourn proceedings under the Civil Partnership and Certain Rights and Obligatio ns of Cohabitants Act 2010. Before this amendment proceedings under the child care act 1991 did not involve any dependent child of civil partners (TUSLA, 2015). The amendment to section 20 does not bestow any new function on the court but is intends to operate as an obvious signposting to judges and legal representatives of the powers which are already available to it under the Child Care Act 1991 (Family Law Ireland, 2015). Under the Child Care Act, 1991, childrenà ¢Ã¢â€š ¬Ã¢â€ž ¢s rights were ignored. Children had no right to protection from harm or to have their voices heard, their best interests were paramount but with respect to the rights of their parents (Kilkelly, 2012). The Childrenà ¢Ã¢â€š ¬Ã¢â€ž ¢s referendum was brought in to try and change this and to allow the voice of the child to be heard and to have a right to be heard under article 42A. Under article 42A à ¢Ã¢â€š ¬Ã…“The state recognises and affirms the natural and impresciptible rights of all children a nd shall, as far as practicable, by its laws protect and vindicate those rightsà ¢Ã¢â€š ¬Ã‚  (TUSLA, 2015). In order for The Child Care Act 1991 to be fully effective changes need to be made ensure protection for all children in all situations are catered for. Under the aftercare section where it states that the à ¢Ã¢â€š ¬Ã…“state may provide aftercare for children leaving careà ¢Ã¢â€š ¬Ã‚  (The Child Care Act, 1991) needs to be changed to ensure that all children receive this care, it should be an entitlement to children as it is putting more children at risk as they enter their adulthood. Conclusion: The Child Care Act, 1991, emphasises the importance of the protection of children in Ireland, it places a legal responsibility on the HSE and the Child and Family Agency to promote the wellbeing of children in Ireland who are not receiving ample protection and care (Barnardos, 2010) and yet The Child Care Act 1991 is not satisfying its promise as a child protection str ucture. The Child Care Act 1991 is not being as effective as it could be. Assessments are key to positive outcomes in child protection and the recommendations which come out of these assessments are vital to be followed through. Failure to comply with these recommendations is putting children in Ireland at risk as these are the paramount opportunities for early preventions of harm. The Child Care Act 1991 has proved to be fundamental for children who are at risk, however, it must be able to adjust and improve with the times, and it is vital that it learns from the mistakes that were made in the past. Even with the proposal of article 42A, children are still very much without a voice and vulnerable, more has to be done to give a voice to children in child protection cases. The Child Care Act 1991 has the potential to prevent risk to children, but it must be built on and fully implemented to be as effective as possible. Bibliography Barnardos. (2010). Information Pack Chil d Protection. Retrieved March 19, 2015, from Barnardos: https://www.barnardos.ie/assets/files/information-pack/Child-Protection-Pack 2010.pdf DCYA. (2011). Children First. Dublin: Department of Children and Youth Affairs. Family Law Ireland. (2015). Children and Family Relationships Bill,2015-the Guardianship, Custody and Access Changes. Retrieved Arpil 2, 2015, from Family Law Ireland: https://familylawirelandhq.com/children-and-family-relationships-bill2015-the-guardianship-custody-and-access-changes/ Gibbons, N. (2010). Roscommon Child Care Case Report of the Inquiry Team to the Health Service Executive. Dublin: The Stationery Office. Kilkelly, U. (2007). Barriers to the Realisation of Childrenà ¢Ã¢â€š ¬Ã¢â€ž ¢s Rights in Ireland. Cork: Ombudsman for Children. Kilkelly, U. (2012). Learning Lessons from the Past: Legal Issues. Irish Journal of Applied Social Studies , 12 (1), Article 2. Moore, K. A. (2006, October). Child Trends. Retrieved March 24, 2015, from D efining the Term At Risk: https://www.childtrends.org/wp-content/uploads/2006/01/DefiningAtRisk1.pdf Nestor, J. (2011). An Introduction to Irish Family Law (4 ed.). Dublin: Gill Macmillan. The Child Care Act. (1991). The Child Care Act, 1991. Retrieved March 18, 2015, from The Irish Statue Book: https://www.irishstatutebook.ie/1991/en/act/pub/0017/ TUSLA. (2015). Child Protection and Welfare. Retrieved March 19, 2015, from TUSLA: https://www.tusla.ie/services/child-protection-welfare