Analyzing Husband's Defense Essay Example | Topics and Well Written Essays - 500 words

Analyzing Husband's Defense - Essay Example ry to note that the parts of the house were equal as they had â€Å"the same space†.2 This may mean that husbands respected their wives and treated them as equals. However, it is not clear whether it was a norm for the Greek society at that time. It is clear that women were not allowed to be in their husbands’ areas as the husband was trying to justify his wife’s presence in his part of the house. He stated that it became â€Å"quite customary† for his wife to be in his (male) part of the house.3 It is necessary to add that it was common for husbands to have a complete control over their wives’ lives. Females could not have property of their own and their husbands made sure they did not have â€Å"too much† of their own and â€Å"kept an eye† on their wives â€Å"as was proper†.4 Wives could not go out alone but they could leave the house with their husbands. Notably, maids had more freedom and could leave their households on their own. Maids could go to the market or to other places to complete tasks given. For instance, a maid of a woman approached Euphiletus to tell him about â€Å"the man who is wronging†.5 At that, maids could be severely punished or even bitten for no reason. Euphiletus’ wife noted that he â€Å"mauled† the maid when he was drunk.6 Apparently, there could hardly be any reason for such a severe physical punishment. It follows that masters could do almost anything with their maids. It is noteworthy that Euphiletus does not blame his wife for adultery as he keeps stressing that she was seduced and she was a victim of the â€Å"great crime† committed by Eratosthenes.7 This fact may have two meanings. First, the wife was seen as a passive recipient of any action undertaken by a man (even if it was a wrongdoing). It is noteworthy that Euphiletus stressed that adultery led to the situation when wives became â€Å"more attached† to their lovers and â€Å"the whole house† got â€Å"in their power†.8 Hence, it seems that wives were simply a part of

Campaign Reform Essay Example | Topics and Well Written Essays - 500 words

Campaign Reform - Essay Example Non-profit organizations are considered corporations under this law and are therefore subject to the same rules and regulations as these other corporations. These are referred to as â€Å"Electioneering Communications,â€Å" or issue ads. This act amended the 1971 Federal Election Campaign Act. The BCFR was a big step towards campaign finance reform. As a direct effect, the organizations Swift Boat Veterans for the Truth, the League of Conservation Voters, MoveOn.org, and Progress for America Voter Fund were all fined for not following the new laws. In June of 2007, the US Supreme court found in Federal Election Commision Vs. Wisconsin Right to Life, Inc. that it was unconstitutional to apply the BCFR to ads that could be reasonably considered to be not specifically for or against a specific candidate. It will depend on the full extent of the 2008 election cycle to determine the extent to which this new ruling will affect campaign finance reform. While the BCFR has begun the process of finance reform, many people think that there is still a long way to go in the process. For instance, many people still feel that lobbyists and special interest groups still have too much influence on politicians, yet the BCFR does not specifically deal with lobbyists. Also, some groups have begun the process of challenging the BCFR, stating that it violates free speech. Bradley A. Smith, in the book Unfree Speech: the Folly of Campaign Finance Reform, states that not only was the system that was in place before the BCFR not as corrupt as many Americans seemed to believe, but the BCFR has made the situation worse, with incumbent and wealthy candidates being much more likely to elected than previously because the BCFR discourages grassroots organizations (Smith, 2001). Smith’s main opposition to current attempts at campaign finance reform, though,

Strategic Management of Information Systems Essay - 1

Strategic Management of Information Systems - Essay Example The Information Systems (IS) can be considered as an example of such sector. In fact, it seems that the interaction between IS strategy and business strategy is quite close. This means that the success of business strategy is highly depended on the effectiveness of IS strategy and vice versa. On the other hand, the intervention of IS strategy on business strategy is not standardized, as of its level; rather differences can be identified across businesses in different industries. The relationship between the IS strategy and the business strategy is explored in this paper by referring to a particular organization. The firm operates in the financial services industry; it is implied that the dependency of the firm on IS systems is strong. During the last 3 years the firm has managed to achieve a rapid growth, a fact that has been related to the effectiveness of its IS. However, failures, at operational level, have not been avoided, a problem that could affect the business performance in the long term. The presentation and analysis of the firm’s IS strategy and business strategy could help to realize the role of these strategies in the achievement of competitive advantage and the criteria that a successful investment on IS systems should meet. At the next level, recommendations are made for developing a risk management strategy so that the chances for severe organizational failures in the future are minimized. Within each organization IS can have a different role. For example, there are IS systems that are developed for addressing specific business problems (Oz 2008). There are also IS systems that are introduced only for ‘creating opportunities’ (Oz 2008, p.42). These opportunities aim to help an organization to increase its competitiveness in its industry, either at local or international level (Oz 2008). The above IS systems are also known as ‘strategic information systems, SIS’ (Oz 2008, p.42). These IS systems are of critical importance for business

Different Cultures Essay Example | Topics and Well Written Essays - 1250 words

Different Cultures - Essay Example Maya were never ambitious empire builders, but peaceful people who lived in harmony with nature. Roma are nomads originally lived in North West India, migrated to Persia, Middle East, and then to Constantinople to end in Western Europe and tiny population to US and Canada the last caused by World War II and Communism. Domari, Lomarvren and Romani like clans belong to this origin. This tribe was persecuted by Christians, Germans, were killed as witches, sometimes with legal and royal sanctions, were enslaved in Europe and if ever there was a population which was relentlessly hunted, tortured, systematically exterminated, they were the unfortunate Roma. Hitler went for 'getting rid of Gypsy plague' and Roma were part of holocaust and survivors did not get any support from Allies. They were the common targets of all, and should be appreciated for managing to survive, despite the murderous setbacks. They are still targeted by groups of insanity and governments have not done enough for them in any country. Maya's royalties cemented the kinship and the divine lineage by marrying ruling class members of other cities. Roma married young; courtships were allowed to some extent, but not more. Arranged, practical and sometimes love marriages were practiced, and marriages were a gala three day affair, after which, they lived with groom's parents, and only after they had children, they might be allowed to live a semi-detached life. Daughter in law is kept strictly under control and have to perform all her duties without anything in return. "The daughter-in-law must prove herself to her new family and is expected to perform services with little in return. She is expected to care for her in-laws and produce grandchildren. With the birth of her first child the daughter-in-law moves from the child or bori status to mother-of-the-child status" http://www3.baylor.edu/Charles_Kemp/gypsy_health.htm Maya did not have such rigidities, and marriages did not endanger women folk into slavery. Maya men were responsible for all outside work, earning and decision making. Women were home-bound, but not obsessively so, and took all decisions of home life and maintained a healthy economy. Aged people lived a good and sheltered life in family, because the elders were respected and cherished and here, they are close to Roma, where the house elders only could speak to outsiders and were never interrupted or advised or overruled. Both clans had gender regulated rules where women had to look after home and hearth and men, earning and external responsibilities. But Maya women definitely were more independent than Roma. Maya had rigid class system, but Roma did not have much of it, as all are equal and they were never ruled by kings, but only by a clan headman. Roma consider pregnancy and child birth unclean and keep the event out of familia home. Child is mainly mother's responsibility and mother should maintain state of wuzho and there are varied ceremonies for the father to accept the child as his own. Children are the

Personal Statement Essay Example for Free

Personal Statement Essay The sound of the thunderous crowd in the background seemed to fade away as I approached the stage. Droplets of sweat began to run down my face as my sympathetic nervous system kicked into gear, sherona grant stand up I began to shake and become weak but gained a lot of confidence and I walked upon the stage and held my head high and looked into the crowd and turned around and received my diploma and then on to getting accepted into universities and making my mother a proud woman has been an amazing feeling so I want to continue to place a smile on her heart and a memory on her forehead to show her that I am an success story. A dream can lay waste only if there is no kick start to reality. In the sleep state there is no conscious being but once you are awoken from the formality of death, only being that you were in darkness for nine months and light is at its standing ovation your passage way is a wide and broad path either you take the path less traveled or you take the most traveled path. I chose to uphold a different light I chose the path less traveled, amongst millions I stand out because of my kindled soul encamping the dark world bringing forward a sense of light to the wilderness. My confidence does not over power my personality, I am a very relaxed person and in the humble state you can only wait upon things to take its place and move freely in your life. In the bible it states faith without work is dead and god helps those that helps themselves. I’m attending Florida a amp; m university at this moment and I do not think this is the place for me I prefer to attend a university like point university because it has a Christian environment that I need to get closer to god along with my personal experience with god. I went to a high school that had Christian values and the school taught me patience in every way possible. From the research I did I believe Point University fits who I am as a whole in the mission, values, goals statements states that Point University is a school that educate students for Christ-centered service and leadership throughout the world. They statements begin to breakdown how and what will be done to show the teachings of Christ and how the student has grown and will learn through the teachings of the teachers and how the atmosphere will flow. Academic background comes from when I first started school in Jamaica and then when I came to America I always been a person about business and never gave up no matter how hard a subject was for me. I have volunteered at plenty of place I was a volunteer at a hospital named memorial regional hospital, I was also a water girl for my schools football team and I was an active member of my church with the youth department. I have been put down and told that because of certain things I will not make it but god was judged so who am I not to be judged I will never give up my dreams that I have because of my pride and who I am which is a strong willed person. I am a person that does not care what another person has to say about me because god created me to be who I am a strong, persistent and hard working person. Point University seems to be a place where there is no playing just strictly business and support from staff no matter if you mess up. I’m interested in attending Point University to grow spiritually and finish my education in the biological studies to become a doctor. My personal motto states no matter how long it takes you to achieve a goal as long as you get it is all that matters. A change has to be made in your life and this change of wanting to attend a Christian school will be a better one for me instead of a school with no order. My achievements in my academic career have been my main focus but god should always be my number one choice and then all other things will be added onto my life. As I reflect back over my experiences, I have come to realize that medicine is not only a career, but also a lifelong relationship and strong commitment to my future. I believe that I am equipped with qualities needed to excel as a future student and as a future doctor. Whether it be the patience learned while attending school or growing in god I will come out with something worth the wait. Also the compassion radiated while learning and helping others while I obtain my career or the stamina needed to compete and learn all material given to me I know without a doubt that I am and will be a student and a doctor.

Physical Surveillance Essay Example for Free

Physical Surveillance Essay The act of surveillance is designed to observe individuals, areas or objects that are of particular interest to an investigator in order to collect information and evidence that may be associated with a suspect and his related criminal activities. Physical surveillance is a method of examination of a particular area that is linked to a crime scene or a suspect. This may include inspecting the area when the crime took place, as well as the victim’s and suspect’s homes, vehicles and paraphernalia. Examination will cover both the conditions of the places and items, as well as the position of the places and items in the particular areas. Physical surveillance is important in a crime scene investigation because it provides a way for the investigator to reconstruct the scene and make inferences on what actually happened during the incident (Gardner, 2005). Any area that is associated with a crime is identified as soon as a crime has been established or reported. In addition, these particular areas are protected from any type of disruption by putting a crime scene tape along the perimeter of the area concerned. It has been reported that the most complicate part of an investigation is the establishment and protection of the boundaries of a crime scene because the signs related to a scene are often elusive to an investigator. Other investigators employ search dogs to facilitate the establishment and tracking of a crime scene. Photography is commonly employed in the physical surveillance of a crime scene. This visual documentation of an area is very helpful to an investigator because it physically records the features of the area before any other activity is performed to the crime scene. Physical surveillance also involves marking all potential evidences to the crime. In addition to photographs, sketches of the crime scene are also important in physical surveillance of a specific area. Sketches are generally considered as essential information of crime scenes because these serve as detailed notes of the investigation, although the diagrammatic representation is of less quality than a simple photograph. Sketches provide measurements of the crime scene, including distances between two points of interest that are located within the area under investigation. An investigator often starts with a rough sketch and eventually moves on to a final sketch that is drawn to scale. These sketches are commonly employed as models during court hearings and trials because these provide the floor-plan of an area of interest, the elevation of the area and its details and other critical dimensions that may be helpful in the analysis of a crime scene. Physical surveillance serves more purposes in a crime scene investigation than a technical surveillance because it provides the investigator with sufficient evidence that may be important in linking a specific suspect to a particular crime. Technical surveillance does not provide the specific details that physical surveillance provides because it does not provide any associative details that are critical to an investigation. In addition, physical surveillance provides a view of the crime scene through an observer’s eyes and this usually provides a neutral view of the area, removing any biases and discrimination of certain items and areas. Physical surveillance also provides a better understanding of a crime incident through the note-taking that is performed on the area, including any traces of struggle or bullet holes. It also assists the investigator in reconstructing the sequence of events that are related to the crime, including the initial moments of what was said, done or executed by the victim and the suspect.

Concepts of Social Cohesion and Equality in Education

Concepts of Social Cohesion and Equality in Education The Personal is Political: Why do we let this happen? This age old saying indicates that the choices we make, the way we look, the way we act and present ourselves with and to other people, are political and defines our political orientation, as society dictates we have to look a certain way. But Who says so? The Person is Political is a liberal feminism theory, identifying that Personal problems are Political problems, as they are as a result of political systematic oppression. A rallying cry for many feminists in the 60s and 70s, in their underlying message, in writings, readings and consciousness raising. Relating to the theory and resonating with the feminists cry, Marxism removed the focus away from struggling individuals and onto group struggling, ratifying the only way to effect real change is to do so collectively! Concurring with this ideology, Durkheim further cited by Filloux, stated society is bigger than us and shapes our thoughts and actions the collective conscious, mechanical solidarity with sameness and social bonds based on shared morality, uniting members. This essay will look at supported published literature, how it is understood by the leaders of thought in this field, validating and correlating the shared language to describe and defend my own practice in the community of education. How are we faring against social, economic, cultural and political ideologies? Is it just words? It is my belief, fairness and equality for all has still not been achieved and is an ever evolving work in progress. The differences in society are our connections. Our cultural norms are tacit and white privilege is asking us to challenge them daily and understand what is in Our Knapsacks. We as practitioners, do have the power of inertia to intercede between the individual learner and stakeholders to collectively effect real change to ensure a better society for all. Irelands changing demographic over the last 10 years has helped to shape a more socially and culturally diverse society. There is no doubt that Ireland will remain a diverse society and it is important that we celebrate and harness this diversity and ensure that our communities are inclusive. Speech by Minister Stanton Equality Then, Now Future: Creating a more Equal Inclusive Society Key concepts and theories will explain real life practices and demonstrate the obligation to promote a critical analysis of social change and inclusion, in the context of the social, cultural and political frameworks. Critical reflection and ethics within daily practice trigger theories of social change, inclusion, quality and diversity in my role as an educator. A learner who is Dyslexic, Stephanie (not her real name) is the genesis of the case study and consequently support the growth of this essay. In order to understand other cultures, the lived experience of inequality and inclusion, or lack of will be categorised by three levels of the Micro, Meso and Macro. Taking this into consideration, her lived perspective will evaluate the extent to which Adult and Further Education includes marginalized social groups, what should be contained in an inclusive curriculum and the sense of agency to provide a comfortable supportive environment to enable her to deal with societys barriers. Critical factors such as equality form our mind-sets within particular cultures. The particular culture within our families, organisations and government are the markers of difference and operate at different levels in responding to diversity. Possessing an understanding of what is in my knapsack as a practitioner, Peggy McIntosh (McIntosh, 2016) enabled me to check my own assumptions and re-evaluate, Who and what I am and Who and what I am not The Other. Micro level considers the teaching and learning viewpoints at individual levels in Adult and Further Education. Long gone are the days of I Teach, You listen! approaches, the theory of developing intellect and not listening to the learners voice is non-productive. The importance of emotions are fundamental in the development to the functioning of an inclusive democratic society. How can I let my learners see that I truly care about their progression, if I cannot demonstrate empathy? Sharing my journey of Lifelong Learning, in a professional and legitimate manner allowing the language of emotions to be present within the classroom, is crucial in the establishment of trust building of respectful relationships. In addition, concurring with Filloux, practitioners should adopt to a discipline of sociology, providing for successful structures and facilitation of learning, in conducive learning environments. The teacher of the future is thus one who will manage to live out the pedagogical wish of the sociologist.. (Filloux, 1993) During Stephanies Wk1 Day 1, Induction Week on a yearlong Level 5 Office Administration Course, through Icebreaker introductions, Stephanie disclosed she had not been interviewed or applied for the course herself and was not happy about having to attend. As she had not applied for the course her negative attitude could be somewhat understandable. Stephanie had received a phone call from the organisation, the day prior to commencement of the course and instructed to arrive for class the following day at 8.30am. This relaxed day enabled Tuckmans Formation Stage to develop, empowering learners to share experiences, develop relationships and build confidence and self-worth. On Day 2, following reflection of the previous lesson, further discussions unfolded with Stephanie sharing her bad experiences in school to the group. Relationships were emerging, with other learners demonstrating sympathetic responses. Admitting how she struggled with reading, confessing how daily she was publically humiliated by having to read out loud and when she refused to do so, was labelled troublesome. She was regularly called stupid or dumb by both the teachers and peers and often sent to sit outside the headmistresss door, when she became argumentative. In her own admission, she said it was easier to start an argument in the classroom rather than feel useless. Stephanie felt the only person she developed a relationship with, was the School Secretary. She took the time to listen to me! This school secretary had recognised she was different and suggested her best approach to improve her performance in school would be to go to her doctor, and get a psychological assessment con ducted. The school would receive government funding to support learners with additional needs and the school would be in better position to support Stephanie with her studies. As a result of that conversation, Stephanie felt she had personally failed, in addition to the school system failing her, so she dropped out of school, after her Junior Certificate. However, she did go to the doctors who confirmed in a psychological report that Stephanie was Dyslexic. Emile Durkheim suggests Anomie is a lack of moral standards in a society. Unfortunately, it could be argued Stephanies previous experiences of system failure, in 2nd level education, certainly had an impact on her individual belief systems, behaviours and overall perceptions of Further Education (FE), hence shaping her negative attitude and barriers to motivation of learning. In addition to delivering subject matter content, practitioners are also expected to ensure learners are familiarised with the Rules and Regulations of the Institution. Following the 2 days lessons, in a 1:1 session, Stephanie was made aware of the facility to apply for Learner Support, if she felt she had a specific requirement. She produced her psychological report, stating I had come to class armed with it on the first day, but wanted to see if I would fit in with everybody first. To further support her progression through the course, additional support sessions for an hour, twice a week before and / or after class were offered, by myself. Reassurance was given to Stephanie that all strategies and learning experiences would be reflected in her own personal learning style. In addition, Learner Support if approved, would permit an extra 25% additional time to complete all assessments, the support services of a Reader / Scribe would be made available and all papers would be photocopi ed on yellow paper, to assist with reading. Following the meeting an application was submitted to the organisation for Learner Support. Micro Level is hugely important in the awareness to issues, context and sometimes problems that Adult learners experience, to develop learners skills and confidence in their learning with the necessary practices and strategies. Concurrent with Social Justice Ireland, our social role responsibility, as practitioners, leads to the identification of problems and impediments for progression and inclusion, to change and ensure a better, inclusive, nondiscriminatory society for all. Working to build a just society where human rights are respected, human dignity is protected, human development is facilitated and the environment is respected and protected. (Social Justice Ireland, 2009-2016) Meso Level is the organisations approaches to ameliorate policies and practices to support and promote inclusion, by facilitating the necessary support apparatuses. It could be argued, the solution to constructed failure, at Meso Level in Stephanies case at 2nd Level, focussed more on medical treatments, psychological assessments and monetary gain, instead of focussing on the educational solutions and the necessary support apparatuses. Thus, identifying the other so called efforts of supported others as self-centred. Concurring with Fiona OConnor suggestions, there is a severe lack of professional training given to practitioners to manage diversity within classrooms. Furthermore, at Meso Level is it more ubiquitous. Many employees at this level have never experienced the importance of emotions and emotional work within classrooms, as their roles and responsibilities are often administrative. (Number Crunching). In line with current paradigms to social inclusivity there is an institutional racism still in existence. At Macro Level, the lack of an interview for Stephanie prior to the course commencement, highlighted the failure to identify the necessary prerequisites, willingness to learn, commitment to complete such a long course or that she had an intellectual disability and cognitive condition such as Dyslexia, further demonstrates their lack of concern they do not want to be bothered. Practitioners organise the necessary applications, follow up paper work and hiring of Reader / Scribe personne l for a learner who has been approved for Learner Support. All of which is additional duties outside of class time. The organisations approach to addressing fostering and inclusion of inequality and diversity by practices could be questionable. Are they adopting a bums on seats view? Should practitioners be pre advised of the physical, mental and intellectual disabilities of learners in advance of course commencement? Macro Level is the wider structure context of class, gender and race. Legislative and policy frameworks are regularly being reproduced in the roll out of new revised Strategic Plans, underpinning education, equality and promotion of social inclusion in societal change. However, prior to commencement of the course, Stephanie contacted The Department of Social Protection (DSP) to clarify why she had a place on a course, as she had not applied for one. The information received, informed her she was from a marginalised group, on a Long Term Unemployed Register, therefore it was compulsory to complete a course. This was further outlined in written format, and stated that her failure to attend the course could result in deductions from her Social Welfare Payment. DSP enforcement, can be argued as having a negative impact on learners readiness to learn and a barrier to motivate individuals to partake in learning and progression to Adult and Further Education. Disability Acts, Equality Acts and legislative Strategic Plans provide opportunities to collaborate together and ensure that all of our citizens are entitled to lifelong learning (LLL) advocating the central pillar of the European Union (EU) strategy, to create a dynamic and competitive knowledge- based society and economy (NUI Galway, 2011). Is this at a cost to the individual? Where is the freedom of choice? The educational systems in place are clearly strongly integrated into the society. However, in my opinion, it is impossible to expect equality in education in short of progression and advancement towards equality in the social, economic, cultural and political systems. With this in mind, changing education is the catalyst to those revolutions in changing cultural values and opinions. As previously identified, Marxism removed the focus away from struggling individuals and onto group struggling. It is my belief, fairness and equality for all has still not been achieved and is an ever evolving work in progress, ratifying the only way to effect real change is to do so collectively. References Anon., 2016. Education.ie. [Online] Available at: http://www.education.ie/en/Press-Events/Press-Releases/2016-Press-Releases/PR16-11-21.html[Accessed 22 November 2016]. Anon., 2016. Step It Up:Ireland vows gender equality a foreign policy in the push for the Sustainable Development Goal | UN Women. [Online] Available at: http://www.unwomen.org/en/get-involved/step-it-up/commitments/ireland[Accessed 12 December 2016]. Anon., 2016. www.leargas.ie. [Online] Available at: http://www.leargas.ie/resources/[Accessed 2 December 2016]. Camilleri , M. A. Camilleri, A., 2015. Education and social cohesion for economic growth. International Journal of Leadership in Education, 19(5), pp. 617-631. Cullen Owens, R., 2005. A Social History of Women in Ireland, 1870-1970 An Exploration of the Changing Role and Status of Women in Irish Society. Dublin: Gill Macmillan. Electronic Platform for Adult Learning in Europe, 2016. epale.ie. [Online] Available at: https://ec.europa.eu/epale/en/themes/social-inclusion[Accessed 18 November 2016]. European Commission, 2016. The EU and Irish Women. [Online] Available at: http://ec.europa.eu/ireland/node/684_en#education[Accessed 12 December 2016]. Filloux, J.-C., 1993. EMILE DURKHEIM (1858-1917). UNESCO: International Bureau of Education, 23(1/2), pp. 303-320. Hearne, L. et al., 2010. The Adult Learner 2010 The Irish Journal of Adul and Community Education. Dublin: AONTAS. McIntosh, P., 2016. White Privilege:Unpacking the Invisible Knapsack. Waterford : s.n. NUI Galway, 2011. Lifelong Learning: Contemporary Policy and Practice. Galway: National University of Ireland. OCarroll, E., 2012. Preparing for Training Delivery. In: Train the Trainer. Dublin: Gill Macmillan, pp. 50-67. OConnor, F., 2010. Institutional racism in Irish adult education: fact or fiction?. In: The Adult Learner 2010 The Irish Journal of Adult and Community Education. Dublin : AONTAS, pp. 29-52. Office for the Promotion of Migrant Integration, 2011. Integration.ie. [Online] Available at: http://www.integration.ie/website/omi/omiwebv6.nsf/page/index-en[Accessed 11 November 2016]. OGrady, M., 2015. How Societies Change, Waterford: Dr Maeve OGrady Moodle WIT. OGrady, M., 2016. Education, Equality Social Inclusion, Waterford: Dr Maeve OGrady Moodle WIT. OGrady, M., 2016. The Other in Adult Education, Waterford: Dr Maeve OGrady Moodle WIT. Osler, A., 2015. The stories we tell: exploring narrative in education for justice and equality in multicultural contexts. Multicultural Education Review, 7(1-2), pp. 12-25. Social Justice Ireland, 2009-2016. Social Justice Ireland. [Online] Available at: http://www.socialjustice.ie/content/policy-issues/presentations-oireachtas-committees[Accessed 12 December 2016]. Waterford Area Partnership, 2016. Waterford Area Partnership. [Online] Available at: http://waterfordlife.ie/supporting-communities/social-inclusion/sicap/[Accessed 23 February 2016].