Investment Objectives Assignment Example | Topics and Well Written Essays - 750 words

Investment Objectives - Assignment Example The selection is as follows: 1) 1-Year Government of Canada Treasury bills The annual yield is 0.53%. It is a zero-coupon bond and thus bears no interest. Investors receive the par value at the maturity date. It cannot be redeemed before maturity and does not have call provisions. It is issued by government of Canada, so it is considered almost risk-free as few imagine the Canadian government will default. But additionally, it has disadvantages which include: †¢ Low return †¢ No periodic interest payments †¢ Low level of liquidity 2) 1-Year Government of Canada marketable bonds The annual yield is 0.57%. Marketable bonds are more liquid than Treasury bonds as they are transferable and can be sold at a reasonable price. 3) 1-Year BMO non-redeemable GIC with semi-annualinterest payment The semi-annually compounded rate is 0.875%. Compared to T-bills, GIC yields a higher return and pays interests semi-annually. Investors can enjoy fixed income stream at each payment date. The principal and interest payments are guaranteed by BMO. 4) 1-Year Nova Scotia Bank non-redeemable GIC with monthly payment The semi-annually compounded rate is 0.775%. Investment into different banks helps dispersing business risk and makes the portfolio even safer. For this reason, purchasing from more than one bank is better than purchasing only from BMO, despite of the lower interest rate offered by Nova Scotia Bank.

Gain an understanding of Marx and apply the work of the theorist to a Essay

Gain an understanding of Marx and apply the work of the theorist to a contemporary issue - Essay Example The club represented the intellectual avant-garde as it took a leading part in the Young Hegelian movement (Blumenberg 33). Marx eventually became a journalist, the end of his life spent in London in poverty. His works were not well known during his own lifetime. Georg Wilhelm Friedrich Hegel was a German philosopher who was instrumental in the creation of the German Idealism. Dying in 1831, Hegel was part of the philosophical environment of the late 18th and early 19th century. Hegel developed theories about alienation but was confined to theorizing about alienation of consciousness. Marx was interested in Feuerbach who connected the theory to existence. Blumenberg (2000) quotes Marx as having said that Feuerbach â€Å"founded true materialism† by making â€Å"the social relationship of man to man the basic theory of his principle† and for having opposed Hegel’s mere â€Å"negation of the negation† with â€Å"the positive that has its own self for founda tion and basis† (58). In pursuing this area of inquiry, Marx developed his theories of revolution upon ’real humanism’ which â€Å"aims to overthrow capitalist society in order to realize the human essence† (Blumenberg 2000: 58). ... Feuerbach postulated that â€Å"it is anthropotheistic, the exclusive love of man for himself, the exclusive self-affirmation of the human-nature† (Churchich 1994: 260). The theory of alienation was explored as man alienates himself from his nature through the development of religion. Marx adapted this concept to his own theories of the proletariat. Intentions and Purposes Marx can be seen for his formation of the theory of a utopian society in which the true essence of being human can be revealed and lived. His calls for revolution are based upon a belief that the path on which commerce and industry was setting a course would be the end of true humanity. Marx posited his theories with the intention of condemning capitalism, an economic structure that he found to be damning to the human race. Marx intended to support his beliefs in Socialism; however, his work was not to be known during his own lifetime. Economic and Philosophic Manuscripts were not published until 1928, his o wn era not knowing much about his theories (Blumenberg 2000). Themes Most of what Marx is known for writing about is in terms of the role of the worker within a capitalist society. In his Theories of Alienation, Marx developed ideas about the nature of man, his need for understanding the purpose of his work and the intent. He discusses the way in which art is a natural part of the human experience, relating this human element to the way in which capitalism takes this from man in the industrialization of production as it is done for the purpose of providing profit to the owners. The interruption of management in the flow of gain from product creates another form of alienation in which the end benefit is not realized by the one who produces the product.

The Relationship Between Elder Generation And Youth Generation Essay Example for Free

The Relationship Between Elder Generation And Youth Generation Essay â€Å"I can’t understand this newfangled doohickey†, is a phrase oft heard from the older generation nowadays.   The phrase that comes soon after is always, â€Å"It’s the new thing grandpa!†Ã‚   While it has been theorized that these new fangled doohickeys can easily be transformed into ipods or playstations with enough patience to explain how the gadgets function, the problem however is not simply the communication gap but other things as well such as the experiences and economics.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The older generation has a different approach to many things in life that the younger generation simply cannot understand or if they do, cannot accept.    That the old or even middle aged person looking down on the youth was once a part of the younger generation is a concept that is pretty difficult to deal with.   The older generation on the other hand has a hard time teaching the youth how to avoid the same mistakes that they made when they were young because all they see is wasted and reckless youth.   This is the experience gap that separates the older generation from the younger generation.   The older generation has a lot experience but has a difficulty teaching the younger generation what they have learned from those experiences while the younger generation has a difficult time appreciating and respecting that experience.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Another problem which is increasing or perhaps highlighting the gap between the older generation and the younger generation has to do with economics.   Money is power in today’s world and he who has money is often right or worth the time to be listened to in any case. This creates a certain level of competition between the younger generation and the older generation in the sense that the younger generation wants to surpass the economic achievements of the previous generation while the older generation is not quite ready to hand over the reigns to the younger generation yet.   This creates the gap that separates the younger generation from the older generation and is further widened by other factors such as early success and the development of the youth.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   While these two factors may not be the only factors, they certainly play a big role in determining the gap between the younger generation and the older generation.   The solution to this problem is more simply suggested than implemented.   The key to solving this issue is for the youth to acknowledge the achievements of the older generation and respecting their experience and for the older generation to realize the fact that there is a reason why they are called the older generation.   Life is too short to be spent quarrelling and arguing about these trivial matters of pride.   Learning how to acknowledge and accept others, be they young or old is the way to bridge this gap.    References: Barnes, James (1991), Age-old Strife: Its Been Years since the Generation Gap Was a Topical American Phrase National Journal, 23 (Jan. 26, 1991), 216-219. Payne, Eleanor Howe, Study of a Generation Gap: The Effects of Age, Race, and Sex on Values, Unpublished Ph.D. dissertation, University of Colorado, 1973.

The Changing Notions Of Children

The Changing Notions Of Children What is a Child? Initially this may appear to be a simple question: we all have some experience of children and childhood, perhaps through family, friends or your own children, most people have close contact and bonds with children. There is also a wealth of people, in many different professions, who work with children of all ages in many types of settings. Also it is impossible to ignore the simple fact that every adult on this planet was, once, a child themselves. It is clear we all have some experience of children and childhood, and most people will have some very clear notions of what childhood is or what it should be. However once you begin to look a little deeper, it becomes far more complex than one might at first imagine: there are many different factors which effect childhood today. This paper will analyse this question further, looking at definitions of a child and how childhood has changed during the twentieth and twenty first century. Taking into account the effect of the media, consumerism, advertising, adults changing attitudes and child related policy, in order to evaluate how these factors have changed and shaped modern childhood More than sixty years ago, in 1948, the majority of the worlds countrys signed up to the United Nations Declaration of Humans Rights (Lee, 2001). This stated that all human beings were entitled to certain basic rights, which no state could remove from them. Furthermore a little over twenty years ago, in 1989, the United Nations passed a further set of rights specifically for children: the United Nations Declaration on the Rights of the Child (Lee, 2001). One might question the reasons behind this extra convention: the original declaration covered all human beings so why would children need their own special set of rights? (Lee, 2001). This gulf between children and adults within global guidelines reflects the trend of viewing adults and children as fundamentally different types of human (Lee, 2001 pg.5). Traditionally the vast majority of societies have considered adults to be complete, constant and self regulating where as the child is seen to be incomplete, changeable and requiring guidance (Lee, 2001). The sociologist Jens Qvortrup (1994) explained this fissure between human adults and human children eloquently by describing adults as human beings and children as human becomings (cited in Lee, 2001 pg. 5). Now this paper will look at different standpoints, which can be used to view the notion of what children and childhood are The United Nations Convention on the Rights of the Child 1989 defines a child in the following way: a human being below the age of eighteen years unless under the law applicable to the child, majority is attained earlier (UNCRC, Article 1, 1989). This definition of the child would fall under the category of a legal definition; another legal way to define a child would be by using the age of criminal responsibility. The age that a individual becomes criminally responsible varies greatly from country to country, in England and Wales the age was raised to ten years old in 1963, it had previously been eight (Children and Young Persons Act 1963, section16). However until the Crime and Disorder Act 1998 the law presumed that children under fourteen were doli incapax. Meaning the law regarded them as being incapable of distinguishing the difference between what is right and what is wrong, and therefore could not be convicted of a crime they had committed. Unless the criminal prosecution wer e able to definitively prove that the perpetrator was fully aware that their actions were wrong (Crime and Punishment Act 1998, section 34). The age of criminal responsibility imposed by England and Wales and the even lower age of eight in Scotland, are the lowest within the European Union. The UN Committee on the Rights of the Child has criticised the UK for the low ages imposed: stating article three of the UNCRC which requires that during criminal proceedings the childs best interests must be held in primary consideration (Broadbridge, 2009). Another perspective to look at when defining the child would be to study the concept from a sociological standpoint. What does the term child and childhood mean to society? What is their notion of a child? These are complex questions and the answers will inevitably vary depending on the country and culture one is studying. Michael Wyness (2006) used the playing-child construction to define childhood: this encompasses the notion that childhood equals a time of play, without responsibilities. By using this definition Wyness also offers a definition for adulthood: if childhood can be characterised through a lack of work therefore adulthood can be characterised as being a time for work and responsibility (Wyness, 2006 pg. 9). This would suggest that childhood is a socially constructed phenomena based on the ideas that people within a given society hold. This notion of childhood being a social construction is not a new idea: the French historian Philippe Arià ©s (1960) has also suggested that childhood is a fairly recent construction of society. Arià ©s claimed that until the fifteen century children in Western Europe were considered as miniature adults and therefore believed to have similar mental abilities and personal qualities as adults. Although due to their smaller physical presence they were viewed as physically inferior compared to a fully grown adult (Montgomery, Woodhead, 2002). Philippe Arià ©s work, Centuries of Childhood (first published 1960), was influential in attracting academic consideration towards the study of childhood; however his work has been subject to plentiful criticisms. Such as how he drew his conclusions about medieval society through the means of studying art from the period. Due to the subjective nature of art, studying a society in this way may give an inaccurate picture of how that society viewed a particular subject. A further criticism was the lack of explanation for the change in attitudes towards children (Hill, M, Tisdall, K, 1997). A society which views children as being a completely different type of human being compared to adults, will believe that the child has different needs to be fulfilled than the adults within their society. One example of this can be seen in prosperous areas of the industrialised world, where a wealth of products are available which are exclusively tailored for children. Items such as toys, clothes, cots, food stuffs and medicine are just a snippet of the vast array of child centred paraphernalia adults will encounter in various retail outlets (Montgomery, Woodhead, 2002). As well as these rather necessary commodities, there is also an overwhelming range of products designed for entertaining children. There are books, magazines and television channels; holidays and theme parks; educational software and computer games. These are just some of the things available which cater for children, turning childhood into a lucrative, commercialized business (Montgomery, Woodhead, 2002). The increasing trend in this type of consumerism aimed at children, has further led to a massive growth in advertising aimed at children. Companies now spend huge amounts of money per annum on advertising their brand to children, whereas comparatively twenty years ago the budget for this type of advertising would have been virtually nonexistent (Dunn, Layard, 2009). Research has shown that brand loyalty develops in children from a very early age: studies have shown that even children as young as two will treat a new toy differently depending on whether that child has been exposed to the toy previously through the means of advertising on television. Once they reach the age of three children tend to prefer leading branded products, which are subject to mass media marketing compared to a non branded product which tastes exactly the same (Dunn, Layard, 2009). The purpose of advertising is obviously to make the consumer desire a certain item or brand over any other similar items availab le. However advertising also has the knock on effect of making people, adults and children alike feel that they need more materialistic items than they would otherwise believe. This can leave parents feeling that they need to spend more and more money in order to make their children happy; in a survey conducted by the Childrens Society nine out of ten parents stated that advertising pressurised them into spending more than they could realistically afford (Dunn, Layard, 2009). Consumerism also has negative effects for the child; a major study was conducted in 2004 by Juliet Schor, into the effects of the media and consumerism on children. Her study has found that; if all other aspects of a childs life were equal, high exposure to media would led a child to be more materialistic, having problems relating the their parents and being at higher risk of mental health issues. These risks increase even more for children from disadvantaged backgrounds, who are living with little household i ncome to being with (Dunn, Layard, 2009). Childrens experience of childhood in the twenty first century will differ vastly from even their own parents experiences just one generation before them. This is partly due to the change in childrens leisure activities which in the last decade have shifted to included much less physically active pursuits (Dunn, Layard, 2009). Studies have shown that children are spending less time than ever before pursuing physical activities. Physically inactive pursuits such as: television, video gaming and the internet becoming ever more popular (Dunn, Layard, 2009 pg.54). This bloom in new technologies has brought a wealth of knowledge and entertainment to our finger tips. However it has also been linked with increases in three dangers: encouraging the discourse that wealth and beauty equals happiness; encouraging aggressive models of relationships and that it encourages less physical activity and unhealthy lifestyles (Dunn, Layard, 2009). The change in adults attitudes towards what pursuits can be considered safe for children is one reason for this decline in the amounts of physical, outdoor activity undertaken by modern children. Through the media, vast amounts of information regarding child murder cases are made available and easily accessible to the general public, resulting in these cases being more prominent in peoples thoughts (Dunn, Layard, 2009). This leads people to believe that the number of children being murdered, especially being murdered by strangers has been steadily increasing over time; however this isnt the case. Home office statistics show that the risk of children being murdered by a stranger are very minimal, averaging approximately eleven per year shows that for the vast majority of adults their fears for childrens safety are unfounded (Dunn, Layard, 2009). In fact a child is at much greater risk within their own home. The NSPCC believe that for each generation more than one thousand children w ill be killed before adulthood, most at the hands of a violent parent or carer (Cunningham, 2006 p.235). These high profile cases in the media have also led to childrens rights becoming more prominent within societies and indeed also the Governments thoughts. There has been a deluge of child related policy passed through the UK government, reflecting how attitudes towards children have changed; children are being viewed as separate beings that have individual needs and are in need of protection. Just one of these policies is the Children Act 2004; this Act was developed and implemented following the findings of Lord Lamings 2003 inquiry into the tragic death of Victoria Climbià ©, who died in 2002 (Duffy, Pugh, 2010). In response to the Laming report the government published the Green Paper Every Child Matters (DfES, 2003); the prime minister at the time, Tony Blair, described it as the most significant development for children for more than thirty years (Duffy, Pugh, 2010 p.9). The overall outcomes that the Green Paper and the consequent Children Act of 2004 hoped to achieve was to improve the expectations of all children, narrowing the fissure between high and low achievers via the means of reconfiguring the services available for children and families (Duffy, Pugh, 2010). The Act also set out five outcomes which all children, right from birth until the age of eighteen, should be able to achieve. These five outcomes are: to be healthy, to be protected from all forms of harm, to enjoy and achieve in their lives, to be able to contribute positively within their society and finally the ability to achieve economic wellbeing (Anning, Ball, 2008). Whilst the intention of this Act appear to hold a childs well being as paramount in its agenda, some professionals have voiced concerns over potential negative side effects, it might present for the most vulnerable of children (Womack, 2006). Under the Act a massive database containing information on all twelve million children living in England and Wales was created (Womack, 2006). Experts in the field of safeguarding children have suggested that the sheer amount of data recorded in this database, will make it easier for genuine cases of child neglect and abuse to slip through the net. Under a system that detects threat to a child, in even in the most trivial of matters, may mean a child under serious threat of harm will not be identified (Womack, 2006). When services are already looking for the needle in a haystack is it really useful to make the haystack even bigger? (Womack, 2006) Having looked at the legal and sociological perspectives of childhood and having taken into account the influence of the media, consumerism, advertising, adult attitudes and child related policy. The focus of this paper will now turn to look at the feelings and ideas that children have about what it means to be a child Wendy Stainton-Rogers conducted interviews with children from around the world as part of research for a book about childhood (Stainton-Rogers cited in Montgomery, Woodhead, 2002). In these interviews children were asked, what did being a child mean to them? One child aged eight, when interviewed and asked this question replied: Im a child because, if I was a baby I would still be small. And, and now Im a child because Im not a baby any more. Because Im, because Im grown up. And a baby is sort of like, is like almost one year old, two years old or three years old (Stainton Rogers cited in Montgomery, Woodhead, 2002 pg.7). This statement appears to show that the child questioned was somewhat confused as to exactly what a child is. They had some clear thoughts about what made them a child, but appeared hesitant in being able to justify their thoughts. Another child stated that they felt that they would become an adult after their bat mitzvah, saying that after that they would feel mo re grown up (Stainton Rogers cited in Montgomery, Woodhead, 2002 pg.7). This suggests that a childs religion will impact their feelings of what it means to be a child: that childhood ends with certain religious rites of passage. One child felt that a child was somebody who was still learning and being moulded into an adult (Stainton Rogers cited in Montgomery, Woodhead, 2003 pg.7). The answer that this child gave would fit in very well with a socially constructed model of childhood: that the purpose of childhood is for the adult members of a society to shape and mould children into acceptable members of society for the future. From completing the research for this paper, it has become clear that there is no single, universal answer to the question what is a child. Both childrens and adults views on childhood and what it means to be a child will vary vastly depending on culture, religion and the country where they live. To state that a child is a human being under the age of eighteen simply just isnt enough. Children are all individuals and no two will ever be the same just as no two adults ever will be. In order for children to be happy and grow into well rounded, balanced adults their individual needs have to be met and to be protected from serious harm. It is wrong for adult society to simply believe that a child is just an unfinished lump of clay in need of sculpting in order to become the adults society expects for the future. Children should be seen as important members within all societies, whom have the ability to positively contribute to the society in which they live. .

The British Writers Voice in Middletons The Lie of the Land :: Language Culture British Papers

The British Writer's Voice in Middleton's The Lie of the Land As I read Hayden Middleton's The Lie of the Land, I became increasingly aware that I was not only hearing the writer's voice coming through, but that it was a distinctly British writer's voice. There were words and phrases that marked the text as being decidedly not American. Yet, as I became accustomed to the writer's voice, I became less and less conscious of the dialect and simply involved with the story. In reading the story a second time, this time paying special attention to these variances, I was surprised at how many differences there actually were. What follows is a list of the words and phrases I found, on which page of The Lie of the Land I first found them (or, in some cases, where I finally decided that they were a result of a British writer's voice rather than just the writer's voice), and what I believed would be an acceptable "American" choice. Where indicated, these "American translations" were confirmed in the book Understanding British English: Bridging the Gap Bet ween the English Language and Its American Counterpart, by Margaret E. Moore (quoted definitions are as found in this resource). In cases where I wasn't sure of the meaning and no "translation" was provided in Moore's book, I consulted Webster's Dictionary. Sometimes I had to guess (these are marked with question marks on either side of the "translation"). A few times I couldn't even give a fair guess: these I left as question marks. At times I also found it difficult to determine whether the choices were due to the author being British, or whether they were simply choices that may have been made regardless of the author's nationality. At those times I was guided by instinct. PAGE British Word/Phrase American Word/Phrase Confirmed? 5 tap faucet yes

Best Friends :: Friendship Essay Personal Narrative

Best Friends Steam hung heavily in the air as Ashli Jacobson stood with her head bowed, letting the streams of hot water beat against her back. The radio by the sink blared a heavy bass line and undecipherable words. Reluctantly, she turned the shower off, wiped the water from her eyes and stepped from the dripping shower stall. A sudden pounding on the door jerked her out of her reverie. What was I just thinking about? Blast- "Ashli? Are you going to be out soon?" Ashli sighed, suppressing the urge to yell, No! I'm staying in here forever! "I'll be out in a minute," she called instead, wiping vapor from the mirror. "Hurry up, would you?" Ashli turned off the radio and secured a pink, fluffy towel around herself. Her bare feet making tiny puddles on the cool tile floor, she went to the door and opened it. Chilly air from the hallway hit her sharply and she shivered, clutching the towel closer. Jenny waited in the hall. Her blue eyes flashed with impatience. "I have to put my face on before my date." She brushed past Ashli and planted herself in front of the mirror. "What time is it?" Ashli asked, aware she was dripping on the floor. She raked a hand through her sopping wet hair. "Almost seven," Jenny answered, searching for her mascara. Joshua will be here soon." Ashli's brain began to make a list of all the things she had to do before her best friend arrived for their Saturday night ritual of popcorn, television, and conversation. Jenny looked at Ashli doubtfully. "Are you sure? He hasn't called." Ashli impatiently swiped away a lock of wet hair before answering. "He never calls. He'll be here. It's Saturday night. We never miss a Saturday together." "I noticed." Jenny began to apply blush to her cheeks. "You two are awfully close, " she commented. Ashli rolled her green eyes and sighed. "That's why he's my best friend, as opposed to just a friend. "How did his doctor's appointment go?" The question caught Ashli off guard. Not only did it come out of nowhere, but Ashli never shared important information like that with Jenny. "Well, since you apparently listened to our telephone conversation, you know the doctors are satisfied that there isn't any trace of leukemia left. He has a clean bill of health," Ashli answered through clenched teeth. Best Friends :: Friendship Essay Personal Narrative Best Friends Steam hung heavily in the air as Ashli Jacobson stood with her head bowed, letting the streams of hot water beat against her back. The radio by the sink blared a heavy bass line and undecipherable words. Reluctantly, she turned the shower off, wiped the water from her eyes and stepped from the dripping shower stall. A sudden pounding on the door jerked her out of her reverie. What was I just thinking about? Blast- "Ashli? Are you going to be out soon?" Ashli sighed, suppressing the urge to yell, No! I'm staying in here forever! "I'll be out in a minute," she called instead, wiping vapor from the mirror. "Hurry up, would you?" Ashli turned off the radio and secured a pink, fluffy towel around herself. Her bare feet making tiny puddles on the cool tile floor, she went to the door and opened it. Chilly air from the hallway hit her sharply and she shivered, clutching the towel closer. Jenny waited in the hall. Her blue eyes flashed with impatience. "I have to put my face on before my date." She brushed past Ashli and planted herself in front of the mirror. "What time is it?" Ashli asked, aware she was dripping on the floor. She raked a hand through her sopping wet hair. "Almost seven," Jenny answered, searching for her mascara. Joshua will be here soon." Ashli's brain began to make a list of all the things she had to do before her best friend arrived for their Saturday night ritual of popcorn, television, and conversation. Jenny looked at Ashli doubtfully. "Are you sure? He hasn't called." Ashli impatiently swiped away a lock of wet hair before answering. "He never calls. He'll be here. It's Saturday night. We never miss a Saturday together." "I noticed." Jenny began to apply blush to her cheeks. "You two are awfully close, " she commented. Ashli rolled her green eyes and sighed. "That's why he's my best friend, as opposed to just a friend. "How did his doctor's appointment go?" The question caught Ashli off guard. Not only did it come out of nowhere, but Ashli never shared important information like that with Jenny. "Well, since you apparently listened to our telephone conversation, you know the doctors are satisfied that there isn't any trace of leukemia left. He has a clean bill of health," Ashli answered through clenched teeth.

The Simple Gift and A Child Called IT

The desire to belong to people or a place is important to individuals as it helps them develop a sense of security and identity. This statement can be seen throughout various texts but is undoubtedly shown through the texts ‘The Simple Gift’ and ‘A Child Called IT’. The free verse novel ‘The Simple Gift’ is about Billy Luckett, a sixteen-year-old boy who decides to leave home, as he felt he was isolated from everyone else. Billy finds his security, peace and identity in the natural environment but is also shown throughout the novel that he does not give up to be a part of something or someone as he continues to strive to see the good side to others. In the novel Herrick constantly uses a various array of techniques such as symbolism, flashback and first person to portray the character’s feelings. Billy â€Å"praying for morning and sunshine† gives a sign to the reader that he desires a new life, and the symbolism of the morning and sunshine signify a new day. The wind and the rain â€Å"hitting Billy in the face with the force of a father’s punch† also help to expose the mistreatment that his father had given him whilst being at home. Through these quotes it is patent that Herrick employs the techniques symbolism and flash back to show how he is not accepted by his father. When Billy finally finds his place he can call home, Bendarat, here he also discovers his first real companionship from Old Bill, the â€Å"saddest man in the world†, and Caitlin, a girl he meets at McDonald’s who is from a wealthy family. To begin Billy is presented to the, at times, judgmental Caitlin as a bum but by displaying his compassion and not only being a homeless boy on the street he changes her perspective on himself, Old Bill and people like him. When we first see Caitlin, Herrick employs first person and the change in perspective to show Caitlin’s first reaction to Billy eating scraps at McDonalds – â€Å"put that back. † However, Caitlin avoids this, and instead says, â€Å"I hate mopping† to show Billy’s already changing influence on Caitlin. Billy, ironically, acts as a role model for Old Bill, as he transforms him by giving him â€Å"simple gifts† such as coffee, breakfast and the cigarettes. Here is shown once again the compassion given off by Billy as he does not give up on a person who tells him to â€Å"piss off son†. In becoming closer with Old Bill we are aware why he is such an old bitter man: the loss of his wife and his â€Å"darling Jessie†. It is also seen how Billy influences Old Bill to change his ways; prompting him to shave, this symbolises his own personal growth. In return Old Bill repays Billy by giving him his old house to live in. The use of first person in these quotes give a deeper explanation on to how one character has ended up where he is. All these examples illustrate how Billy’s desire to belong to a place or people helped him find that security and identity. As Old Bill presents him the gift of the key to his home this gives the sense of protection as he now has his own place to live and be himself with no violence from his father. His relationship with Caitlin also shows how she has accepted him for who he is and provides each of them with a sense of identity. The text ‘A Child Called IT’ also connects and relates to the previous text. This is portrayed through the main character, David. The first chapter ironically begins with the ending to give emphasis to the reader and demonstrate the importance of the ending for the child. Various techniques are used within the text such as first person narration and personification. As the novel is spoken in first person, its effectiveness is shown as it highlights to the reader that the story is from the child’s perspective, which is also shown in ‘The Simple Gift’ with the difference that it comes from more than one characters’ standpoint. It symbolizes that the author is directly addressing the reader to have a greater impact and engages them to continue reading. Throughout his childhood David becomes an isolated victim of his mother’s violence in comparison to how Billy is a victim to his fathers violence, which in turn makes him abandon his home and run away. David is rejected by his family members and is represented as the household slave as well as being his mothers outlet for anger. The idea of isolation is conveyed throughout the novel and it becomes evident that, not only at home, but also at school David is removed from normal relationships. The entire room lets out a howl at me – the reject of the fifth grade†, this example uses the mentioned technique of personification to emphasise to the reader that David is completely segregated, lost and alone. He does not belong at home with his own family, nor does he at school among his peers. Disconnection and alienation is presented throughout the novel, while David has accepted the fact that he does not belong to anyone or anything he still desires that someday he will be capable to connect with something or someone. This is evident in the line, â€Å"I would give anything to have been there in class when they found out I’m not so bad†. The quote has impact on the reader as it identifies that, although his peers have seemed nothing but uninterested in becoming friend with him, he still longs and strives to be accepted so that he may have that sense of belonging to a place or to people. Therefore, through these examples, it can be said that the text ‘A Child Called IT’ helps develop our understanding of the fundamental human need to belong by intensely drawing the reader’s attention to a deep sense of not belonging ad also how important it is to develop a connection with people or a place.