Why have pylons across the Waikato become a big cause of argument Essay

Why have pylons across the Waikato become a big cause of argument among farmers and the government - Essay Example There were three approaches to the solution of the Anti-Transpower. Farmers filed a court case against Transpower to stop the company from erecting pylons across their farms. The pylons would occupy their precious land and also spoil the outlook of the area. In short, the farmers wanted compensation. There were three possible solutions were; full compensation for farmers by Transpower Company, the use of an alternative route for the transmission pylons or the employment of underground cables. The establishment of 10km of underground cables was underway though the farmers were not satisfied (Boyes, 2005). During the period 2006/2007 Louise Upston, who was the member of parliament of Taupo, sued Transpower. She did not want the pylons to cross her farm and other people’s farms. Unfortunately, The Environment Court ruled against her and authorized Transpower to proceed. This showed how determined the government was to achieve its goals. Transpower agreed to compensate three hundred and eight land owners $165 million. Each owner of land was compensated with at least $500,000, but some got more in correspondence to the magnitude of land occupied buy pylons (Tocker, 2012a). Transpower, state owned electricity Generation Company intended to upgrade the grid systems. This was aimed at increasing the power needs by New Zealanders. New Zealand is a developed country and therefore the 220kV power is not enough. The company wanted to increase the capacity to 400kV. The Resource Management Act, reviewed in 2004 favored Transpower. It gave the government power to control property ownership to protect the government interests. Disturbingly, the farmers from Waikato had a different opinion. They feared that the pylons would cost them a fortune due to the damages of property during the construction process (Contrafed Publishing, 2010). Apparently, the farmers criticized the Transpower for using pylons. The farmers argued that the structures will not only hinder their

Cannabis Industry Leadership Essay Example | Topics and Well Written Essays - 750 words

Cannabis Industry Leadership - Essay Example From the study it is clear that Ethan Nadelmann is among the individuals who are enforcing moves towards marijuana legalization. He serves as the Drug Policy Alliance administrative director. He stipulates that the government should not interfere with the activities of those individuals who use marijuana. Nadelmann has for about two decades has adopted reforms that influence deliberate awareness, arguing that the fight against cruel laws on drugs is not only about fighting for the rights of individuals that use drugs. He also targets popular substances such as marijuana. The move targets fighting against the overreach actin exercised by the federal government hence end the pointless drug ban among humans. As the report explores legalization of marijuana was a neglected issue 20 years ago before the Nadelmann’s entry to the field. At this period, only criminal growers participated in the practice by issuing leaflets in various shows to demand the government to stop interfering with the marijuana industry. Presently, however, the efforts that Nadelmann has put forth have led to the legalization of cannabis in two states, while it is used for medicinal purposes in an additional 16 states. Nadelmann is also an influential policy entrepreneur who targets any issue affecting domestic matters. The major force that drove Nadelmann to support the legalization of marijuana was the idea that drug abuse was considered a crisis in the public health field.

Structure and Development of Curriculum

Structure and Development of Curriculum Introduction The curriculum is not a simple word that can be defined; it is a discipline that consists of many factors that ultimately create the curriculum. Upon reading further into this subject, it has become obvious that the curriculum is a complex field and is more likely to reveal that many authors, scholars, academic writers each have a definition describing what the curriculum best means to them or its best definition in the context they discuss. This paper will focus on the Australian Curriculum and will attempt to address issues such as the various definitions of the curriculum, the purpose or goal of the curriculum, how the curriculum is developed, the structure of the curriculum, how the curriculum is influenced by different learning theories, the processes of teaching, learning and assessment and how the curriculum relates to 21st Century learners. Incorporating these factors and understanding this information will allow the reader to formulate his or her own educated definition of t he curriculum whilst recognising the primary features which influence learning within our schools. Definition of Curriculum and its Stakeholders Several definitions surround the meaning of curriculum; to get an overview of the definition we can throw relevant words together such as plan, objective, content, subject matter, opportunities, guidelines, framework, experiences or strategies, although in order to make sense of these words and their relationship to the curriculum we must connect these words in a logical pattern. Authors and academics Brady Kennedy (2010, p.5) simply state In seeking to understand better the role of the curriculum in the 21st century, the purpose should be to ensure that children and young people are well equipped to handle whatever it is that this century will call them to do and be, in other words, there must be a common interest and a common bond by all those involved, while Marsh and Willis (2007, as cited in Marsh, 2010, p.93) define curriculum as an interrelated set of plans and experiences which a student completes under the guidance of the school. Other definitions of the curriculum arise, d ependant on the stakeholders in question, these stakeholders are people who have an interest in the curriculum, its formation and its delivery. The business community feel that the curriculum must be able to support students in their future employment opportunities while preparing them for the economic needs of society (Brady Kennedy, 2010) and parent groups are concerned that the curriculum could be manipulated by government bodies for academic analysis instead of concentrating on equipping their children with the appropriate knowledge and experiences for a successful future (Brady Kennedy, 2010). ACARA (2010c) describes the new National curriculum as a broad scope and sequence of core learning. Critical decisions about the total educational program and how it will be implemented and adapted to meet the needs and interests of students will be the responsibility of education authorities, schools, teachers, parents and students Marsh (2010, p.24) provides a list of stakeholders with whom the National Curriculum Board (NCB), now known as the Australian Curriculum, Assessment and Reporting Authority (ACARA) consults Government Federal/State Minister for Education, Council of Australian Governments, Premiers, State/Territory ministers, Federal opposition, State/Territory opposition Education authorities Government and Non-Government Schools, Australasian Curriculum, Assessment and Certification Authorities (ACACA), Department of Education, Employment and Workplace Relations (DEEWR). Professional associations Unions, Business, Employers School-based Principals, Administrators, Teachers, Students Community Parents, Parent groups, Parent Associations Tertiary Sector Universities, TAFE, Industry training sectors, Academics From this information it is evident that the curriculum is complex, detailed and is influenced by many groups. Fundamentally, it is a plan that consists of goals/aims, content and achievement standards for each subject to be taught within Australian schools, in other words, the curriculum is a planned description of the what, how and when of teaching, learning and assessment. Understanding the foundation of curriculum, we can now concentrate on the goal of the curriculum WHO is it for and WHAT do we expect from our education system and for young Australian citizens? The purpose or goal of the Curriculum and Education Curriculum must be of direct relevance to the childs social, cultural, environmental and economic context and to his or her present and future needs and take full account of the childs evolving capacities; teaching methods should be tailored to the different needs of different children (UN Committee on the Rights of the Child, General Comment 1 as cited in Sullivan Keeney, 2008, p.38). In order to understand the goal or purpose of education, we must understand who we are directing our learning to. Acknowledging the diversity of learners will assist in identifying the scope and range of the content to be covered by the curriculum. Brady and Kennedy (2010, p.38) state Teachers must examine the curriculum carefully to ensure it does not exclude the diverse experiences that students bring with them to the classroom. More positively, the curriculum should highlight those experiences and make them the basis for discovery and learning. The K-12 National Curriculum is directed towards students developing their knowledge and understanding of the major disciplines Mathematics, English, Science and History to enable students to further their knowledge and specialise in fields through further tertiary education. Further to this, the curriculum provides the foundation that allows young Australian citizens to deal confidently with issues that arise and enables them to make informed decisions regarding social and personal matters. (EQUITY) ACARA is responsible for the development of the Australian curriculum from Kindergarten to Year 12. ACARAs work with the Australian curriculum is directed by the 2008 Melbourne Declaration on Educational Goals for Young Australians. This declaration commits to supporting learners with quality education and providing them with the skills necessary for future endeavours (ACARA, 2009a). The Australian curriculum will outline the scope and sequence of key learning areas, in other words WHAT and WHEN it is to be taught at schools, although teachers will ultimately make the decision on HOW to organise, structure and deliver this information to benefit each and every students learning experience (ACARA, 2009b). The educational goals for young Australian citizens focus on creating successful learners such as developing their capacity to be creative, resourceful and motivated individuals, to be able to think, obtain and evaluate evidence, work independently and in teams, be able to communicat e ideas, utilise current technology and be able to make informed decisions and gain the necessary skills regarding their learning and employment directions. These goals also aim to create confident individuals by providing the tools that promote a sense of self-awareness to be able to manage all facets of their wellbeing, develop values such as honesty, empathy and respect for themselves and others, form personal, social and professional relationships and have the confidence to pursue further education and training. In addition, becoming active and informed citizens is addressed through the cross-curriculum dimensions, which aim to instil an understanding and appreciation for Australias indigenous history and diverse culture and sustaining and improving our natural and social surroundings (ACARA, 2009b). So far we have discussed what the curriculum is and how it can be defined, the major influences on the curriculums development, namely the stakeholders and the purpose or goals of the curriculum and education. Before we discuss the structure and development of the curriculum, it is important to be aware of where and how the curriculum originated and why the curriculum is structured the way it is. Structure and Development of the Curriculum The structure of the curriculum and how it is developed caters for the wide range of stakeholders involved while endeavouring to achieve the best learning outcomes for Australian students. The core-curriculum was developed through the Curriculum Development Centre (CDC) by the former Director, Malcolm Skilbeck in 1980. The 24-page document attempted to reconceptualise the existing school subjects within a social-reconstructionist framework (Marsh, 2010, p.11). Even though parts of the core-curriculum were adopted in NSW, WA and NT, the development did not continue due to a lack of funding for the CDC. As the decades passed, many attempts at developing a national curriculum failed to make it successfully through its journey, finally in 2008, under the Rudd Government, a National Curriculum Board (NCB) was created to develop a National Curriculum for students Kindergarten to Year 12, consisting of four Key Learning Areas (KLAs) Mathematics, English, History and Science, with additiona l components of general capabilities and cross-curriculum dimensions working alongside these KLAs (Marsh, 2010). ACARA (2009c) was created to oversee the successful development of the Kindergarten to Year 12 Curriculum, plus the Senior Secondary Curriculum and the Early Years Curriculum Framework. Below outlines the four stages involved in the development of the Australian Curriculum Kindergarten to Year 12. Curriculum shaping stage- This involves the development of the draft shape paper, where expert advice is requested and endorsed by ACARAs board for public feedback. This creates the final shape paper, consisting of an outline of the Australian curriculum including design advice for learning areas. Curriculum writing stage A team consisting of writers, curriculum experts, and ACARA curriculum staff developing the Australian curriculum. The information includes content description and achievement standards; to achieve this, the team refers to national and international research on curriculum, while also referring to current state and territory curriculums. After public feedback and necessary modifications, the Australian curriculum for the particular learning area is ready for publication. Implementation stage Implementation plans are developed by ACARA and state/territory curriculum and school authorities (ACARA, 2010b) Evaluation and review stage Implementation feedback is reviewed carefully via processes that monitor this information. Below is a visual snapshot of the components included in the National Curriculum to be implemented in the year 2011. Australian curriculum graph.png Source: (ACARA, 2009a) Each KLA contains a statement of rationale, aims, content structure and descriptions, and achievement standards. Statement of rationale Overview of the particular subject Aims What students will achieve from this subject Content structure/organisation How the subject is arranged/designed and the information involved Content description specifies what teachers are expected to teach for each learning area at each year level, also provides the scope and sequence of teaching Achievement standards describes the quality of learning e.g. the understanding, knowledge and skill students are required to achieve at each year level. While the National curriculum will keep the original structure of scope and sequence for the KLAs, it is evident the new curriculum has become more detailed and involved, by introducing general capabilities and cross-curriculum dimensions in addition to the KLAs, teachers may find it difficult to be able to get through all the required content in the time allocated, while some may require further intensive training to increase their knowledge in certain areas such as History. Few primary teachers have a sufficient background in History and that they will require concentrated training to develop academic and pedagogical knowledge in History (Harris-Hart, 2009 as cited in Marsh, 2010, p.26), although ACARA (2010c) states the key focus during curriculum development is on depth of learning and not breadth of learning, so as not to overcrowd the curriculum. Since the Australian Curriculum has been collated from different components of the eight state/territory curriculums currently in ope ration, they have maintained the KLAs, added general capabilities and cross-curriculum dimensions while keeping the existing structure for sequencing within the learning areas. (REFERENCE) For example, the NSW curriculum comprises of six KLAs for primary school and eight KLAs for secondary school. Below is a visual snapshot of the NSW Primary syllabus. http://k6.boardofstudies.nsw.edu.au/images/time_on_each_subject.jpg Source: (NSW-BOS, 2008) Schools in New South Wales use the Kindergarten to Year 10 Curriculum Framework as the foundation of what, how and when the content is to be taught, although the NSW Board of Studies acknowledges that schools and teachers take responsibility for the way in which the content is organised and delivered (NSW-BOS, 2002a). NSW primary teachers use the NSW Primary Curriculum Foundation Statements to find out what needs to be taught in each subject. The six subjects within the NSW curriculum are English, Mathematics, Science and Technology, Personal Development, Health and Physical Education (PDHPE), Human Society and Its Environment (HSIE) and Creative arts (NSW-BOS, 2002b), while the Australian Curriculum takes into consideration two new components that will enhance the learning process by working alongside the four KLAs, these components are ten (10) general capabilities and three (3) cross-curriculum dimensions. The ten (10) general capabilities are: literacy, numeracy, information and communication technology, thinking skills, ethical behaviour, creativity, self-management, teamwork, intercultural understanding and social competence. The three (3) cross-curriculum dimensions are: Indigenous history and culture, Asia and Australias engagement with Asia and Sustainability (ACARA, 2010a). Conclusion The Curriculum is a planned description of the what, how and when of teaching, learning and assessment, it is the foundation for learners, students and teachers while being influenced by the many stakeholders that want a share/input in the direction of the Curriculum. The structure and development of the Australian Curriculum includes many components such as teaching, learning and assessment which have focused on the depth of learning not the breadth. Throughout this paper it is also evident that the Australian Curriculum has been influenced by the theories of teaching and learning from several theorists such as Piaget, Bloom, Krathwohl, Vygotsky, Bruner and Maslows taxonomy. In addition, we must keep in mind that by understanding our students changing nature and their diversities, the Australian Curriculum has the opportunity to be in the forefront of teaching and learning in the 21st Century.

The Pitiful Prufrock of The Love Song of J. Alfred Prufrock Essay

The Pitiful Prufrock of The Love Song of J. Alfred Prufrock      Ã‚  Ã‚  Ã‚   T.S. Elliot's "The Love Song of J. Alfred Prufrock," is a melancholy poem of one man's   frustrated search to find the meaning of his existence.   The speaker's strong use of imagery contributes to the poems theme of communion and loneliness. The Poem begins with an invitation from Prufrock to follow him through his self-examination. The imagery of this invitation begins with a startling simile, "Let us go then you and I/ When the evening is spread out against the sky/ Like a patient etherised upon a table." This simile literally describes the evening sky, but functions on another level. Prufrock's description of the "etherised"   evening indicates an altering of perception, and an altering of time, which creates a dreamlike quality throughout the poem. This dreamlike quality is supported throughout the poem with the "yellow fog" that contributes to the slowed-down-etherised feeling of the poem. Time and perception are effectively "etherised" in this poem.      It is almost as if the poem is a suspended moment of realization of one man's life, "spread out against the sky". The imagery of the patient represents Prufrock's self-examination. Furthermore, the imagery of the "etherised patient" denotes a person waiting for treatment. It seems this treatment will be Prufrock's examination of himself and his life. Prufrock repeats his invitation and asks the reader to follow him through a cold and lonely setting that seems to be the Prufrock's domain.   The imagery of the journey through the   city is described   as   pointed to lead the reader (and more accurat... ....   He knows the approval he covets comes from a frivolous, futile, class of people.   He has heard them talk for years and knows only fashion, appearance, art, and style are deemed worthy of discussion.   In fact, he listened so long he can't hear there voices anymore. He can only hear "voices dying with a dying fall," not unlike the indistinguishable hum of music playing in another room.   But this is fine with him, because he and his world are once again at a comfortable place.      Ã‚  Ã‚  Ã‚  Ã‚   Finally and permanently, Prufrock accepts that he will never be a prophet like Lazarus or a prince like Hamlet, and he slips into the safety of a fantasy world. Works Consulted: T.S. Eliot, The Love Song of J. Alfred Prufrock. The Norton Anthology of English Literature. 6th ed. Vol. 2. ed. M. H. Abrams New York, London: Norton, 1993.

Required Skill-Set and Knowledge of a Successful Policy Analyst in the Ecowas Region Essay

The Policy Process consists of many different and connected parts and is not easily explained theoretically because it involves diverse category of actors; is influenced by experimentation, learning from mistakes, etc; is shaped by discourse and narratives; and is highly political. The policy process focuses on the way that leads to decision making and it has different stages which include, Agenda Setting, Decision Making, Implementation and Monitoring & Evaluation. In short, we can now say that the policy process is the way policy reforms are planned, designed, implemented and evaluated. Explaining the complex policy process requires a policy analyst who is knowledgeable and trained in the field and is able to solve complex policy issues; balance constituents’ need with the political and economic realities of governance; and gather and analyze information to assist in the planning, development, interpretation, and review of government or industrial politics. Gupta, D. K. 2010). A Policy Analyst, also called a researcher or a scholar, is a person who works to raise public awareness of social issues, such as crime prevention, access to health care, and protection of the environment. An analyst in government creates policy and evaluates program effectively and provides decision makers with data and hypotheses about the effects of different policies. Blanchard S. (1997). The Economic Community of West African States (ECOWAS) is a regional group of fifteen countries, founded in 1975. Its mission is to promote economic integration in all fields of economic activity, particularly industry, transport, telecommunications, energy, agriculture, natural resources, commerce, monetary and financial questions, social and cultural matters. The ECOWAS Commission and the ECOWAS Bank for Investment and Development, more often called The Fund are its two main institutions designed to implement policies, pursue a number of program and carry out development projects in Member States. Such projects include intra-community road construction; telecommunications; and agricultural, energy and water resources development. With this background, we now take look at the key roles of the analyst in the policy process and the skills-set and knowledge an analyst should have to be successful in the ECOWAS Region. To attain the desired aim or result as an analyst can be very challenging when thinking about the potential applications and repercussions of a policy. To succeed in the policy analysis career, one must be on top of logical reasoning and have an intimate knowledge of the legal and political systems in the nation or institution of work, along with an understanding of social attitudes that can influence policy. To identify and prioritize policy issues; clarify government policy objectives; identify potential conflicts in terms of objectives and interests; identify current policies and their consequences; identify alternative viable policy instruments, their probable direct and indirect consequences and the risk that these may not materialize; develop criteria and indicators to assess progress towards objectives; design viable policy packages, with associated strategies to obtain political support and to ensure organizational effectiveness; advocate viable policy packages in a clear, brief and persuasive way; review government policies and design viable policy packages; and help policy makers take appropriate decisions on sensitive issues. These are the things a policy analyst does. Blanchard S. (2007). Principally, policy analyst in decision making process should be cognizance of administrative rules, procedures and routines which characterizes the public in action. You should posses a superior application of rationality both in decision (policy) and implementing decisions (administration), have a claim and more rigorous methods of investigation, and effective regard for efficient means of operation. Decision making in the policy process as an analyst in the ECOWAS Region is indeed cardinal to sustain socio-political and economic stability. An analyst should understand and draw distinctions between management and policy making, define stages of government activities (decision making), implement those decisions and evaluate the outcome. This analyst must frequently and simplistically offer a solution to what is said to be the â€Å"central problem of bureaucratic inadequacy†, Should be knowledgeable in program budgeting to relate expenditure budgeting to define goals and outputs, again with the intention of controlling the cost of achieving set objectives. Another essential tool a policy analyst should posses in decision making in the ECOWAS Region is necessary and sufficient information in public policy making; information is frequently inadequate and simply not available, yet there is constrained supplied by time and events. Chooses between competing objectives can be rationally determined on the basis of accurate formulation of knowledge. A major problem for rational method is the reliance upon knowledge which is quantifiable. According to Lord William Beveridge (1942) â€Å"reason and special knowledge have the chance only if there is a channel of access to those who have power†. Implementation in the policy process is a crucial business of translating decisions into events: of getting done. The policy analyst can at least agree that getting things done, or implementation, is a crucial aspect of the real world of public policy making, and one which has been neglected in theoretical literature. Implementation relates to specified objectives, the translation into practice of the policy emerge from the complex process of decision making. As a policy analyst, management of state policies might be of universal interest, which makes more essential a proper scrutiny of the claims of managerialism. Policy scientist is likely, skeptical of how much effect management can have on the success of public policies. As a policy analyst, Christopher Hood once said, â€Å"real administration give an account of real organizational life† and thus summarize his model as follows: 1. An administrative system should be unitary, with a single line of authority; 2. Objective must be given, uniform, explicit, and known throughout the system; 3. Clear and authoritative objective must still be implemented, to achieve this, the system must ensure either perfect obedience or perfect control: there must be perfect information and communication, with all task unambiguously specified and precisely coordinated; all these conditions require an adequate time scare for fulfillment. In public organizations, no meaningful distinction between policy and administration is possible, and policies roposed and authorized by former political institutions and participants are in a wide variety of ways influence, mediated, and even altered by formal administrative institutions and participants at both higher and lower levels. (Hood calls this, in the implementation stage, knocking off the corners to get policy through the front door). The problem of policy making might be clearly define of what is involve in good management which was further demonstrated by the reference to the question of information. Hood’s model says that information must be accurate and must be communicated. Clearly, it is essential for governments to estimate results, to measure these results, and learn from them. Evaluation is feedback, and technically such feedback operates as a self adjusting mechanism, alternatively, evaluation might generate more data on which the policy analyst base on to improve population of best future policies. Major problem arise with the nature of political leadership and organizational behavior. Political leaders will not be anxious to have too critical an examination of their failure; this will be particularly so if, as with many economic plans in states, political leaders have never intended implementation but sought only the easier fruits of political rhetoric. We need to understand as analyst operating in a complex environment that evaluation is not merely a technical matter, nor even a question of good practice, it is, or maybe a highly political issue. We are always, therefore, likely to find that an absence of evaluation contributes further to the uncertainties an unsystematic nature of politics, and in its analysis, the uncertainty principle might be given great regard. One significant effect is to widen the gap which exists between theory and practice. This gap is created in a variety of ways. The most obvious problem is the absence of real political or administrative experience in those who teach and theorize about public policy. This the analyst partly explains to remoteness of theory from the real world policy. Some policy analyst would quite deliberately avoid any involvement in the real world of policy on the ground that this might impose upon their unwanted intellectual constrictions, as well as quite practical constrains. As an analyst, it not difficult to understand this tension between academic and practitioners, each threatens to interfere with the activities of other. The theorist wishes to distance itself intellectually from the real policy world to avoid the ideological contamination which inevitably comes from actual participation in an area of policy. The practitioner tends to avoid over exposure to a wide range of ideas. Finally, policy analysis is synonymous with creativity, and with defining problems rather than offering handy solutions, policy analysis the more creative calculations concern finding problems for which solutions might be attempted. To be a successful policy analyst in the ECOWAS Region, you must be able to manage time, be able to think clearly and practically, be able to combine/structure ideas to form theories for research, must be dependable when it comes to creating frameworks for quantitative and qualitative data analysis, and must have good verbal and writing skills. In short, you must be able to work hard, plan, communicate, do critical readings and suggestions, be logical and have research skills. Have a perception and sense of the region, you must know the political geography and national boundaries, have geographic perspectives on democracy and elections, must be knowledgeable on geography and migration analysis, population policies and issues, and must be able to analyze the sustainable urban development and transportation of West Africa to bring sustained economic growth and democracy to the region.

Cathy Come Home Text Analysis

Cathy Come Home English text analysis †¢ What was the purpose of the text and who was the target audience? The purpose of the text is to inform the reader about what the film is about. It uses words like ‘documentary’, ‘social issues drama’, ‘docudrama’. In the first line of the text it impresses upon the readers the importance this film played in changing the social-economic viewpoint of the viewers. â€Å"First broadcast by the BBC in 1966, it was a pivotal in the launch of the housing charity Shelter, and instrumental in changing the law regarding homelessness. The target audience for the text would be adults, with a certain level of education and social/ political awareness possibly someone of middle class background as Jon Fortgang uses mostly sophisticated language such as polemical and inexorable. The sentence structure is quite long and complex as well. †¢ Comment on the writer’s style and language technique. The langua ge used by Jon Fortgang is mostly formal and the sentence structure and paragraphs are quite long and sophisticated. There are some parts of the text that is informal such as â€Å"rough and ready documentary†, â€Å"With baby on the way, money is tight. This is done so as to relate to his readers. The first two sentences and the last three sentences of the review are emboldened to emphasis importance of the text, he also uses positive adjectives such as powerful and pivotal. He also lets his readers know that the film is â€Å"One of the most important British works ever, and is then reinforced again in the second to last paragraph of review and relates and how the issues covered in the film can be related to what is happening today. List at least 3 facts given in the review. – First broadcast in 1966, it was pivotal in the launch of the housing charity Shelter and instrumental in changing the law regarding homelessness. – Directed by Loach before he made the transition from TV to cinema. – It is written by Jeremy Sanford and is acted by Carol White and Ray Brooks. †¢ Identify at least 3 opinions given and comment on the language used. – â€Å"A milestone in British film making and still one of Loach’s most direct and watchable works. Issues and characters are carefully balanced, Sandford’s writing is credible and intelligent and the intervening decades has done nothing to lessen the films impact. † – â€Å"If a film is measured by its impact on the real world then ‘Cathy Come Home’ surely ranks as the among the most important British works ever. † – â€Å"Seen by a quarter of all Britons at the time of its broadcast, this is a powerful but also easily digestible social issues drama and perhaps the saddest aspect of the film is its clear and continued relevance. † The language used in these opinions are all positive adjectives impressing upon the reader just how powerful and influential this film was at the time of its screening. Although some of it cannot be proven fact such as â€Å"Seen by a quarter of all Britons at the time of its broadcast. † This would be impossible for him to know about unless he had actual statistics that told him the viewing figures for that time. Summarisation of ‘Cathy Come Home’ in 100 words Directed by Ken Loach, ‘Cathy Come Home’ is a powerful docudrama dealing with a young family’s descent into homelessness. The story follows a young couple Cathy (Carol White) and Reg (Ray Brooks) who decide to set up home together. Cathy soon falls pregnant with their first child and money soon becomes a problem. Unfortunately Reg has an accident costing him his job. It is this catalyst which causes the family to lose their home. Moving from one place to another they struggle to survive. With tensions rising between the couple, the family is forced to split up, possibly for good.