The Ability For An Educator - 1386 Words

The ability for an educator to produce a safe learning environment should not take years of chaos and turmoil to find solutions to behavior problems in the classroom. The availability of researched based information found on the internet is only seconds away. Professional learning communities are available to assist in such matters, yet persistent discipline problems end careers for many young teachers. Polat, Kaya, and Akdag (2013) stated teachers new to the education system leave the profession within their first three years of employment. What can be done to stop the outflow of educators leaving the field as the inflow of students continues to increase? Educators must be reflective teachers in order to change practices that fall short†¦show more content†¦I believe the improvement of my students is attributed to the improvement of my skills in the above-mentioned areas of classroom management. Even though improvement has been made, there is still more work to be done. Two areas that need improvement deal with peer mediation techniques and forming successful partnerships with parents. The first seldom happens and the latter happens with less frequency I had hoped for in finding support for student learning and behavior. One example where peer mediation would be effective is conflict between students arising from something done or said to them. For instance, a child approached me to say someone hit them when in fact the other child was trying to remove a bug off the accusers back. This misunderstanding or miscommunication consumes time away from instruction and does not empower children to solve conflicts correctly on their own. Another area I want to focus on is establishing more partnerships with parents. Even though I did establish a handful of partnerships by e-mailing parents activity pictures of their child throughout the year, I feel much more can be accomplished. The quality of such a relationship as reported by Gurland and Evangelista (2015) predicts the outcome of future achievements. Thus, the following are SMART goals created to strengthen the areas pertaining to peer mediation and parent relationships. By September 5, 2016,

Social Media And Camera Ready Cell Phones During World War...

Most people in the United States would say that the ability to adapt is simply a part of the American way of life. Americans have always relied on this trait since the early days of British colonization to present times. It can be demonstrated in all facets of life. Adaptability was the reason the old frontier was populated; people adjusted to the unfamiliar climates, conditions, and landscapes. New immigrants were able to adapt to the culture and thrive in the United States, and they continue to. Americans adapted to the threat of the enemy during World War II and needed to accustom themselves to a life full of restrictions on their day-to-day activities. In the military, soldiers adapt to a new way of thinking in order to allow themselves to become warriors. Currently, Americans must adapt to a life lived in view of everyone with the use of social media and camera-ready cell phones. Throughout the course of American history and into our present times, American citizens have depende d on their ability to adapt, whether it be mentally, physically, and/or emotionally. It was imperative that citizens were adaptable in the past, and it continues to be so today. The adaptability trait is not only necessary to survive, but it is also an important factor to prosper, as the life of Louie Zamperini demonstrates. In Laura Hillenbrand’s bestselling biography, Unbroken, she tells the story of Louie Zamperini. Louie was branded several diverse labels during his life: he was a thief, anShow MoreRelatedAmerican Culture And The American World War II Essay1423 Words   |  6 PagesAmerican culture and thrive in the United States. Americans adapted to the threat of the enemy during World War II and had to acclimate to a life full of restrictions in their day to day activities. In the military, soldiers must adapt to a new way of thinking to allow themselves to become warriors. 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Hamlet Faking Madness Essay Example For Students

Hamlet Faking Madness Essay I am but mad north-north-west: when the wind is southerly I know a hawkfrom a handsaw (II.ii.376-7). This is a classic example of the wildand whirling words (I.v.134) with which Hamlet hopes to persuade people tobelieve that he is mad. These words, however, prove that beneath his anticdisposition, Hamlet is very sane indeed. Beneath his strange choice ofimagery involving points of the compass, the weather, and hunting birds, he isannouncing that he is calculatedly choosing the times when to appear mad. Hamletis saying that he knows a hunting hawk from a hunted handsaw orheron, in other words, that, very far form being mad, he is perfectly capable ofrecognizing his enemies. Hamlets madness was faked for a purpose. He warned hisfriends he intended to fake madness, but Gertrude as well as Claudius sawthrough it, and even the slightly dull-witted Polonius was suspicious. Hispublic face is one of insanity but, in his private moments of soliloquy, throughhis confidences to Horatio, and in his careful plans of action, we see that hismadness is assumed. After the Ghosts first appearance to Hamlet, Hamlet decidesthat when he finds it suitable or advantageous to him, he will put on a mask ofmadness so to speak. He confides to Horatio that when he finds the occasionappropriate, he will put an antic disposition on (I.v.173). Thisstrategy gives Hamlet a chance to find proof of Claudiuss guilt and tocontemplate his revenge tactic. Although he has sworn to avenge his fathersmurder, he is not sure of the Ghosts origins: The spirit that I have seen/ May be the devil (II.ii.596-7). He uses his apparent madness as adelaying tactic to buy time in which to discover whether the Ghosts tale ofmurder is true and to decide how to handle the situation. At the same time, hewants to appear unthreatening and harmless so that people will divulgeinformation to him, much in the same way that an adult will talk about animportant secret in the presence of a young child. To convince everyone of hismadness, Hamlet spends many hours walking back and forth alone in the lobby,speaking those wild and whirling words which make little sense onthe surface but in fact carry a meaningful subtext. When asked if he recognizesPolonius, Hamlet promptly replies, Excellent well; you are afishmonger (II.ii.172). Although the response seems crazy since afish-seller would look completely unlike the expensively dressed lord Polonius,Hamlet is actually criticizing Polonius for his management of Ophelia, sincefishmonger is Elizabethan slang for pimp. He playsmind-games with Polonius, getting him in crazy talk to agree first that a cloudlooks like a camel, then a weasel and finally a whale, and in a very sane aside,he then comments that they fool me to the top of my bent(III.ii.375). Although he appears to have lost touch with reality, he keepsreminding us that he is not at all far gone, far gone (II.ii.187) asPolonius claims, but is in fact very much in command of himself and thesituation. With his rantings and ravings and his seemingly useless pacing of thelobby, Hamlet manages to appear quite mad. The nave and trusting Opheliabelieves in and is devastated by what she sees as his downfall: O, what anoble mind is here oerthrown! / . . . The expectancy and rose of the fair state/ . . . quite, quite down! (III.i.152,4,6). Rosencrantz and Guildensternare also fully convinced. They are Hamlets equals in age but are far inferiorin intellect and therefore dont understand that he is faking. However, althoughHamlet manages to convince these simple friends and Ophelia of his insanity,other characters in the play such as Claudius, Gertrude and even Poloniuseventually see through his behavior. Claudius is constantly on his guard becauseof his guilty conscience and he therefore recognizes that Hamlet is faking. Theking is suspicious of Hamlet from the very beginning. He denies Hamletpermission to return to university so that he can keep an eye on him close by. .u2162a7909d6c76d9e9433157793680fd , .u2162a7909d6c76d9e9433157793680fd .postImageUrl , .u2162a7909d6c76d9e9433157793680fd .centered-text-area { min-height: 80px; position: relative; } .u2162a7909d6c76d9e9433157793680fd , .u2162a7909d6c76d9e9433157793680fd:hover , .u2162a7909d6c76d9e9433157793680fd:visited , .u2162a7909d6c76d9e9433157793680fd:active { border:0!important; } .u2162a7909d6c76d9e9433157793680fd .clearfix:after { content: ""; display: table; clear: both; } .u2162a7909d6c76d9e9433157793680fd { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u2162a7909d6c76d9e9433157793680fd:active , .u2162a7909d6c76d9e9433157793680fd:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2162a7909d6c76d9e9433157793680fd .centered-text-area { width: 100%; position: relative ; } .u2162a7909d6c76d9e9433157793680fd .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2162a7909d6c76d9e9433157793680fd .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2162a7909d6c76d9e9433157793680fd .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u2162a7909d6c76d9e9433157793680fd:hover .ctaButton { background-color: #34495E!important; } .u2162a7909d6c76d9e9433157793680fd .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2162a7909d6c76d9e9433157793680fd .u2162a7909d6c76d9e9433157793680fd-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2162a7909d6c76d9e9433157793680fd:after { content: ""; display: block; clear: both; } READ: Enuresis Essay When Hamlet starts acting strangely, Claudius gets all the more suspicious andsends Rosencrantz and Guildenstern to spy on him. Their instructions are todiscover why Hamlet is pretending to be mad: And can you, by no drift ofcircumstance, / Get from him why he puts on this confusion, my italics /Grating so harshly all his days of quiet / With turbulent and dangerouslunacy (III.i.1-4). The reason Claudius is so reluctant to believe thatOphelias rejection has caused Hamlets lunacy is that he doesnt believe in hismadness at all. When Claudius realizes through the play-within-the-play thatHamlet knows the truth about his fathers death, he immediately sends him awayto England. The prevailing piece of evidence demonstrating Claudiuss knowledgeof Hamlets sanity is the fact that he feels threatened enough by Hamlet toorder him killed by the king of England: For like the hectic in my bloodhe rages, / And thou must cure me: till I know tis done, / Howeer my haps, myjoys were neer begun (IV.ii i.67-9). In the scene in his mothers bedroom,Hamlet tells Gertrude that his insanity is assumed: It is not madness /I have utterd: bring me to the test, / And I the matter will reword, whichmadness / Would gambol from (III.iv.143-6), but even without hisconfirmation, the queen has seen through his act. While Hamlet is reprimandingher, she is so upset that she describes his words as daggers(III.iv.98) and claims, Thou hast cleft my heart in twain(III.iv.158). The words of a madman could not have penetrated her soul to suchan extent. The queen takes every word Hamlet says seriously, proving sherespects him and believes his mind to be sound. Furthermore, she believesHamlets confession of sanity immediately. She does not question him at all butinstead promises to keep it her secret. I have no life to breathe / Whatthough hast said to me (III.iv.200-1). Even Polonius can see that Hamlethas not completely lost touch with the world. Although he frequently misses themeanings of Hamlets rem arks and insults, he does recognize that they make somesense. After a confusing conversation with Hamlet he remarks, Though thisbe madness, yet there is method int (II.ii.205). When his theory ofrejected love proves wrong, he becomes very suspicious of Hamlets behavior andoffers to test it by hiding behind the arras in Gertrudes bedroomso that he can listen in on Hamlets private conversation with his mother. Poloniuss suspicions about the legitimacy of Hamlets madness lead to his deathwhen Hamlet stabs the arras in the mistaken belief that theeavesdropper is Claudius. Hamlets soliloquies, his confidences to Horatio, andhis elaborate plans are by far the most convincing proof of his sanity. Throughout the play, Hamlets soliloquies reveal his inner thoughts which arecompletely rational. In one such speech, Hamlet criticizes himself for nothaving yet taken action to avenge his fathers murder: O what a rogue andpeasant slave am I / . . . the son of the dear murderd, / Prompted to myrevenge by heaven and hell, / Must, like a whore, unpack my heart withwords (II. ii. 545, 581-3). Hamlet calls himself a dull and muddy-mettledrascal (II.ii.563), a villain and a coward, but when he realizes that hisanger doesnt achieve anything practical other than the unpacking of his heart,he stops. These are not the thoughts of a madman; his emotions are real and histhoughts are those of a rational man. Even when he contemplates suicide in theto be or not to be soliloquy, his reasons himself out of it througha very sane consideration of the dangers of an unknown afterlife: And thusthe native hue of resolution / Is sicklied oer with the pale cast ofthought (III.i. 85-6). A further important p roof of his sanity is howpatiently he devises plans to prepare for his revenge. As he explains toHoratio, his antic disposition is a device to test his enemies. Hismounting of the play-within-the-play is another well-laid plan to trap Claudiusinto admitting guilt: The plays the thing / Wherein Ill catch theconscience of the king (II.ii.602-3) and even when the play brings himconcrete proof, he is careful not to rush to take his revenge at the wrongmoment. He could easily kill Claudius while he is praying but restrains himselfso that there is no chance of Claudiuss entering heaven. Although Hamletspatience can be seen as an example of his procrastination, I think that it israther a sign of rationality. Hamlet shows himself perfectly capable of action,as well as of rational thought, in escaping the kings armed guard, dispatchingRosencrantz and Guildenstern to their deaths in England, dealing with thepirates and making it back to Denmark. In addition, the letter Horatio from himthrough the ambassador bound for England is clear and precise and shows no signsof a befuddled mind. Finally, I am convinced of Hamlets sanity by his verynormal reactions to the people around him. He is perfectly sane, friendly andcourteous with the players, giving them good acting tips which they appreciateand respect. When Polonius and Claudius test the theory of rejected love byloosing Ophelia to him, Hamlet acts completely rationally. He greetsOphelia sweetly, gets a little cold when he remembers that he has not seen herfor this many a day, is very hurt when she returns his remembrances,and becomes completely furious, insulting womankind in general, when she lies tohim about her fathers whereabouts and he realizes he is being spied on. Hereacts the way any hurt young rejected lover would. In the end, it is surprisingthat he is able to keep up the charade of feigning madness for so long, and partof his tragedy is that it doesnt help him anyway; in the end, he avenges hisfather by killin g Claudius not through an act of madness, but as a result ofClaudiuss own treachery. .u76a7a2ebcdb9eaed12c1044f7b03c897 , .u76a7a2ebcdb9eaed12c1044f7b03c897 .postImageUrl , .u76a7a2ebcdb9eaed12c1044f7b03c897 .centered-text-area { min-height: 80px; position: relative; } .u76a7a2ebcdb9eaed12c1044f7b03c897 , .u76a7a2ebcdb9eaed12c1044f7b03c897:hover , .u76a7a2ebcdb9eaed12c1044f7b03c897:visited , .u76a7a2ebcdb9eaed12c1044f7b03c897:active { border:0!important; } .u76a7a2ebcdb9eaed12c1044f7b03c897 .clearfix:after { content: ""; display: table; clear: both; } .u76a7a2ebcdb9eaed12c1044f7b03c897 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u76a7a2ebcdb9eaed12c1044f7b03c897:active , .u76a7a2ebcdb9eaed12c1044f7b03c897:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u76a7a2ebcdb9eaed12c1044f7b03c897 .centered-text-area { width: 100%; position: relative ; } .u76a7a2ebcdb9eaed12c1044f7b03c897 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u76a7a2ebcdb9eaed12c1044f7b03c897 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u76a7a2ebcdb9eaed12c1044f7b03c897 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u76a7a2ebcdb9eaed12c1044f7b03c897:hover .ctaButton { background-color: #34495E!important; } .u76a7a2ebcdb9eaed12c1044f7b03c897 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u76a7a2ebcdb9eaed12c1044f7b03c897 .u76a7a2ebcdb9eaed12c1044f7b03c897-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u76a7a2ebcdb9eaed12c1044f7b03c897:after { content: ""; display: block; clear: both; } READ: Additive Layer Manufacturing for Aerospace Parts EssayShakespeare

The United States At The Paris Peace Conference Essays -

The United States At The Paris Peace Conference The United States at the Paris Peace Conference The First World War had lasting effects on almost every aspect of our society. Empires and monarchies collapsed, democracy began to rise, capitalism was affected, and inflation resulted from the cost of war. It became apparent that an agreement must be reached which would clearly outline the steps necessary to repair the damages done by the war. Even more importantly, a method must be devised which would, in theory, prevent such a horrific war from occurring ever again. The Paris Peace Conference was held in the winter of 1919, predominantly at the infamous Palace of Versailles, and was intended to realize these goals. Twenty-seven nations were present at the Conference, although only four of these countries had a true voice in the matter at hand. These four countries, the Great Powers, were Italy, France, England, and the United States. Represented by Vittorio Orlando, Georges Clemenceau, David Lloyd George, and Woodrow Wilson, respectively, these men held the vast majority of power and influence present at the Conference. President Wilson represented the United States at Versailles. He believed that World War I should end in a treaty based on democracy rather than on politics of power, and he was present to see to it that the Treaty of Versailles was written accordingly. Wilson embodied the success of the democratic, liberal, progressive and nationalistic movements of the past century, and represented what society wished for the future. His idealistic views and goals for the reparation of society were made evident through his presence at the Conference, as well as Blake 2 through the plans that he brought with him. In a talk with newspaperman R.J. Bender of the United Press, Wilson states what is basically his attitude towards the entire conference: ?A statement that I once made that this should be a peace without victory holds more strongly today than ever. The peace that we make must be one in which justice alone is the determining factor.? Wilson demonstrates the visionary approach with which he viewed the Peace Conference precisely in this remark. President Wilson's presence at the conference has been debated from many angles. It was possible, was he not present at the conference, that the Allies would insist on a resolution rooted in force and vengeance between the European countries. Wilson felt that this method would be ineffective in the long run. He believed that only on a peace reached through justice could a stable society be rebuilt. Wilson personally felt that the best way to attain a genuine peace among all countries would be to create a bond of nations that had entered into an agreement to prevent the reoccurrence of such a Great War, although he recognized the likeliness of opposition to his plan. He predicted correctly that there would be a demand for immediate peace terms and a postponement on an association of nations. Because Wilson felt so strongly that his plan was the most sensible and definite way in which to proceed with the Peace Conferences, he felt obligated to be present in Paris. This enabled him to defend his views and thus protect what he felt was in the best interest of the United States. It has been argued that this was not a wise choice for the President. Many say that had he remained in Washington and carried on negotiations through his Commissioners, he would have retained his place as superior and powerful. This would have allowed him to dictate the terms of the treaty as he wished. The fact that he attended the conference resulted in the loss Blake 3 of the position of power that he held. This forced Wilson to submit to the wills of the European countries, many of which harbored feelings of hostility towards the conquered countries. While it seems apparent that the most beneficial move the President could have taken was to remain in the United States, his idealistic belief in the promise of the bond of nations led him to disregard advice and sail to France to secure the Treaty of Versailles. Wilson had extremely specific goals in mind when he departed for France. The 14 Points, which he had written

Blade Runner Directors Cut essays

Blade Runner Director's Cut essays What theme or themes have you found in a feature film you have studied this year, which are relevant to a modern audience? The film, Blade Runner: Directors Cut, (BRDC) directed by Ridley Scott, explores a major theme that is relevant to us as a modern audience. The main theme is the questioning of humanity. This film forces the viewer to really wonder what humanity actually is, and how human we are. It forces us as the viewer to question our values, and to ponder over the difference between human and inferior beings. In, BRDC, the main theme is the question of what is humanity? One of the ways we wonder this, is through the replicants. Replicants are genetically engineered beings, or clones that are illegal on Earth. A number of rebel replicants have escaped from their off-world colony to Earth, where they wish to seek more life from their creator. They are only given a four-year life span. The film follows Deckard (Harrison Ford) as he is given the task of finding the replicants and retiring or killing them. This forces us as the viewer to question the humanity issues of this. We wonder if it is right to kill something that will only last four years. For example, the replicants appear to be human as is seen at the beginning, when the replicant Leon cares so much about his mother that he shoots another man for trying to talk about her. In fact, replicants do not have a mother but are implanted with the memory of one. The fact that the subject of his mother provoked such an emotional response from Leon, shows that he does possess human qualities, despite claims from the creator Tyrell that replicants can not experience human emotion. Leon shows in this scene that he does possess emotions, and while the viewer questions his humanity as he kills another man, they are also forced to question the humanity issues of killing them. They appear to be normal human beings, yet they m ...

Women In Islam Example

Women In Islam Example Women In Islam – Article Example Women in Islam – Article Summary In Islam, women are treated as equal to men. This is because they have equivalent importance as they carry out different acts of life. They form an integral part of the family basis and due to this, their significance is increased exponentially. They are a symbol of love, tenderness and unity within the family. Their role in marriage is also defined in accordance with the Islamic tenets and regulations as prescribed in the Holy Book Quran and the teachings of the Holy Prophet, Sunnah. When the talk goes out loud regarding the aspect of motherhood, it is an important part of any woman as she is completed when she becomes a mother. There are prescribed rights of divorced women which shall be given by the men who give them divorce. Also society has got a huge role to play under such circumstances. These include the quintessential pointers of inheritance, monogamy and so on. It is mandatory on every Muslim’s part and not just the male frater nity to educate them. The females therefore have a very significant role to play as they learn from worldly things as well as the Islamic teachings. Modesty is an important yardstick of understanding how the modern Islamic women should adhere to and what kinds of qualities they must adapt to. Being responsible on their part is not equal to superiority and this should be understood in the proper contexts. The oppressive practices meted on to the women must be taken care of by the society so that such activities do not come about at all.

Strategic Human Resource Management Case Study Example | Topics and Well Written Essays - 500 words

Strategic Human Resource Management - Case Study Example The major political concern that Excellence University is facing is the issue of clamping of the education visa by the involved agency. This has reduced the number of foreign students in the university. In terms of economic issues, the economic downturn has affected the enrolment rates and hence impacting on the remuneration packages for the university staff (Millmore, 2007). Among the social issues affecting the university is the lack of approval of some of the course in the university by the press. The operation of the university has also been affected by its failure to embrace technology in its various aspects leading to complaints from both the staff and the students. When it comes to legal matter the issue of UK Border Agency clamping the education visas of the students from foreign nations is also affecting the operation of the university. Despite the challenges being experienced, the university still has some strength in terms of the human resources. One of the strengths is the emphasis on quality and the open door policy that has allowed for and encouraged open communication. The weaknesses of the university in terms of human resources include poor management, poor secession plans, lack of customer support, low job satisfaction among the employees and out dated remuneration packages. The major opportunity that the business has is incorporating technology in its human resource operations to have the ability to react to some of the challenges that it is facing. Some of the major threats that it faces are the withdrawal of its licences, strives and stoppages due to the union issues, competition and withdrawal of foreign students. Some of the key influences that are impacting on the business now include poor management, outdated employee remuneration packages, failure to incorporate technology and competition. These four key factors

To analyze the historical significance of a figure studied in this Term Paper

To analyze the historical significance of a figure studied in this course - Term Paper Example It is in this regard that Churchill is considered one of the most influential historical figures for courageous political and military leadership. This paper gives a critical analysis of Winston Churchill in line with the past history that influenced his courageous leadership, his influence during his leadership period and how his influence on political and military leadership has extended to the current era. How Previous History Influenced Churchill The leadership skills that Churchill demonstrated were motivated or influenced by his experiences within the military. Churchill attended and was part of the Royal Military College, Sandhurst, which culminated the beginning of his career in the military. At the college and later in the military, Churchill’s leadership abilities and skills were obvious. In the year 1901, Churchill entered parliament. At this time he was only 26 years old and his courage and leadership qualities made him to gain significant admiration from members a nd colleagues within his party (Bell 1097). When the Second World War broke out, Churchill was appointed within the Royal Navy as the First Lord of Admiralty. However he resigned from this role after the Dardanelles expedition which was characterized by disastrous incidents. This however did not weaken his spirits. As a result, Churchill rejoined the military and later went back to a political career where he played senior governmental roles within missions in overseas nations. The 1939 breaking out of the war caused Churchill to be reappointed as the First Lord of Admiralty. The resignation of the British prime minster Chamberlain in 1940 was followed by the Churchill takeover as the new prime minister. This officially marked his important role in the political and military reigns within the UK and other parts of the world. His charisma and courage was demonstrated by the fact that he refused to give in to the Nazi Germany. This led to great inspiration to his country and the milit ary in addition to political leaders. Their focus was therefore to stage a retreat and win against the influence of the Germans. An air defense was therefore organized by Churchill which successfully marked the victory in the battle of Britain and Mussolini’s Italy. Italy in return gained the trust of Britain under the leadership of Churchill. It is therefore notable from the historical perspective that Churchill was both a charismatic and influential leader within the political and military reams of Britain and other parts of the world. The Influence of Churchill during his Time Even though Churchill lost his prime minster position in the year 1945, his passion for leadership in politics was not lost. This reveals that he was a determined individual who was focused at achieving his dreams. Because of this determination, Churchill was reelected in the year 1951 as the prime minister of Britain (Dumbrell 35). During his tenure as prime minster, Churchill was an exceptional mil itary or war time leader who served both political and military roles for his country. More importantly, Churchill was a successful literary scholar. This is disclosed by the fact that he started writing his campaign reports early when he was only 24 years old. From the campaign reports, Churchill came up with his first publication in the year 1900. The culmination of Churchill’s achievements and influence in leadership was achieved in 1953 when we was honored with a Nobel Prize for Literature in addition to an

Discrimination and Young People Essay Example for Free

Discrimination and Young People Essay 1.1 Explain what is meant by * diversity * equality * inclusion Diversity means difference. It means understanding that each individual is unique, and recognizing our individual differences such as race, ethnicity, gender, sexual orientation, age, physical abilities and religious beliefs. Equality means treating everyone the same regardless of their individual differences. It is the discovery of these differences in a safe, positive, and nurturing environment. Everyone has an equal right to be treated with dignity and respect. No one should be denied opportunities because of their race or ethnicity, their disability, their gender or sexual orientation, their age or religion. Inclusion means including people in a way that makes them feel appreciated and respected. Treating individuals fairly and respecting the differences between them makes it easier to include them. 1.2 Describe the potential effects of discrimination Discrimination is treating someone or a group of people in a different way to everyone else based on their individual differences. It involves the behavior towards a child or children such as excluding or restricting children from activities that other children are participating in. Discrimination happens when we fail to respect individuals and their choices. Discrimination affects everybody in different ways: Low self-esteem, depression, withdrawn behaviour, shyness, tearful, fearful etc. When someone is discriminated against, it can exclude them from friends, family, neighbours, and society in general. A child’s self-worth is reduced, as they feel isolated, and alone. Children’s Young People’s Workforce (2010 page 21) states that â€Å"When children experience prejudiced attitudes, there is a danger of damage to their self-esteem and self-confidence†. Discrimination can limit a child’s right to achieve their potential and objectives, their right to learn, their right to succeed. The most common forms of discrimination are racial remarks, being insulted and being the butt of hurtful jokes. Discrimination, racism and harassment may have significant mental and physical health consequences such as frustration, stress, anxiety and depression. Effects of discrimination physically and emotionally: Depression Anger Low self-esteem Isolation Loss of confidence Low self-worth Feeling stressed or unable to cope Fear of rejection The long-term effects could include: Loss of motivation Missed opportunities that may affect the childs experiences and development Limited access to services Mental illness caused by stress 1.3 Explain how inclusive practice promotes equality and supports diversity Inclusive practice is about the attitudes, approaches and approaches taken to ensure that people are not excluded or isolated. It means supporting diversity by accepting and welcoming children’s differences, and promoting equality by ensuring equal opportunities for all children. Child care workers show inclusive practice by working in ways that recognise, respect, value and make the most of all aspects of diversity. Children’s Young People’s Workforce (2010 page 25) states that another type of inclusive practice is to â€Å"offer children equality of opportunity to  participate, develop and learn. This does not mean treating them all the same; we have to acknowledge their diversity and treat children as individuals, with equal concern†. Having a sound awareness of and responding sensitively to an individual’s diverse needs supports them in developing a sense of belonging, well-being and confidence in their identity and capabilities and it helps them to achieve their potential to take their place in society. In addition, inclusive practice involves having an understanding of the impact that discrimination, inequality and social exclusion can have on an individual’s physical and mental health. Having such an understanding ensures appropriate, personalised care and support, thereby enabling an individual to develop self-respect and maintain a valued role in society. Children’s Young People’s Workforce (2010 page 20) states that â€Å"When children spend time in settings which promote diversity, equality of opportunity and inclusion, they are able to make progress in all areas of development†. Inclusive practice involves reflecting on and challenging one’s own prejudices, behaviours and work practices. It also involves challenging those of colleagues and other service providers with a view to changing ways of thinking and working and changing services to build on good practice and to better support diversity and promote equality. Bibliography Authors:Penny Tassoni, Kate Beith, Kath Bulman, Sue Griffin Year of publication:2010 Title:Children’s Young People’s Workforce – Early Learning Childcare Publisher:Heinemann

Television Violence and Children :: essays research papers media

Television Violence and Children The effects of television violence and children can vary according to the child. There are various effects, both physical and psychological, that can occur. First of all, the child, through his years of watching television, may develop the concept that violence is a way to solve problems. The watching of these television shows is where most of the children pick up this aggressive mindset they have. It is to be said that eighty percent of what you learn when you are a child, is from what you see. That in it can become very dangerous to the child in many ways. Secondly, the child may have a favorite character he or she looks up to, who may have a violent role in the cartoon. Seeing their favorite cartoon character kill another character may give an impression that it?s funny and is okay to so the same. The bright colors from cartoons simply catch the child?s eye. . The viewing of violence does not make the child violent, but it kind of tells them that it is acceptable for their favorite cartoon character to hurt others. There have been researches that have shown that the estimated child, once passed elementary, will have been introduced to eight thousand murders, and more than one hundred-thousand acts of some sort of violence on television. Those numbers show a dramatic change in the way television shows have increased their violence rate. With numbers like these, violence can be extremely harmful to a child. In recent studies it has been proven that once children are put in front of a television, their concentration cannot be broken or wrecked. Most children who watch these violent shows have been less patient, more aggressive, and more likely to have lower grades than the children who watch television shows like Mr. Rogers. The more the child watches these violent shows, the faster he or she will unnaturally speed up the impact of the

Organisational dialouge Essay

Question 2: A range of authors (e.g. Gerard and Ellinor 2001; Isaacs 1993, 1999; Schein 1993; Senge 1995) suggest that dialogue can positively transform organizational cultures. Do you agree with this assessment? Why? Why not? Engage with relevant academic literature in developing your argument. Student Name: Nguyen Vu Hoang Dung Student Number: 11477445 In organization people spend 80 percent of their time to communicate (The British Psychological Society 2012). Communication is a key tool to share information, foster different opinions and build alignment and trust. According to Gerard & Teurfs (1995), the process of dialogue is an invitation to create organization cultures through conversations. It acts as a learning environment that shifting individuals to â€Å"a deeper understanding of collaboration in groups, and a new way of sensing their connections to others throughout the organization† (Querubin 2011, p.19). It brings all the ideas together and suspends judgment so people will have a greater chance to understand each other (Brayman, Grey & Stearns 2010). This essay will analyze the role of dialogue in transforming organizational cultures positively and all the benefits it brings. However, it will also examine the challenges of implementing dialogue. Organizational culture includes shared values and beliefs that guide behaviors of all members and determine the way things should be done in the organization (Sergiovanni 1984). Company has its own culture usually indicates higher performance. The role of dialogue is not only to spread the common values and meanings that company wants its employees to follow but also allow everyone to express their own interest. According to Gerard and  Ellinor (2001), the main purpose of dialogue is to produce collective understanding. Firstly, they compared the differences between dialogue and discussion. In discussion, people tend to protect their own thoughts and do not truly concern about other’s opinions and needs. They play as a speaker’s role rather than as a listener. It might leave the remainder out of discussion with frustration, isolation and disrespect. Decisions could be made by the person who has the most power and influence in the group (Gerard and Ellinor 2001). Hence it weakens the aim of enhancing organizational cultures. In contrast, when employees participate in a dialogue, their role as a listener is more important than as a speaker. They desire to hear what others want to say. They try to fit all different perspectives into a common value. Therefore, if issues occur, they listen to deeply understand other’s thoughts and opinions (Gerard and Ellinor 2001). By doing that, employees are getting closer to each other and conflicts are minimized. They help their team or their department to build shared culture. Secondly, Gerard and Ellinor (2001) stated five skills of dialogue including suspension of judgment, listening, reflection, assumption identification and inquiry. They defined the meaning of suspension in dialogue is not to stop one’s judgment about a problem. Instead, they have to aware what their judgments are and â€Å"then holding them lightly so they can still hear what others are saying† (Gerard and Ellinor 2001, p. 7). After listening carefully to other’s ideas, they need to reflect their own assumptions. Therefore, to revising whether those assumptions are linked to the organization or not. If they cannot understand the differences, they must inquire for more information. Hence, this process of dialogue enables each employee to foster different views and converge them together to become one unique aim. Organizational culture is enhanced. In agreement with Gerard and Ellinor, Isaacs (1999) analyzed four principles of dialogue based on Bohm’s research in 1996. They are listening, respecting, suspending and voicing. Firstly, Isaacs had compared listening skill in dialogue to listening to music. He stated a single note of music could not deliver the meaning of the whole song. It is similar to one’s role in a conversation. A single idea is not sufficient to set purposes and  cultures for the whole organization. Hence, dialogue is an excellent practice to give people a chance to listen deeply and get into the nature of the conversation. Secondly, he defined respecting as getting to know more about one person and figure out what sources or circumstances has created their particular thinking. Based on this understanding, people in an organization will pay more respect to each other. The main goal of respecting in dialogue is not to seek decision but to tolerate difference, gap and conflict (Isaacs 1999). The third principle of dialogue, suspending, is determined similar to Gerard and Ellinor (2001). And the last principle Isaacs mentioned is voicing. He suggested people should listen internally so as to select what should say and what should not say in a circumstance. Sometimes keeping silence and listen can achieve the best result. Therefore, the purpose of voicing means people contribute their speech, not only for themselves, but to the whole idea. Overall, these principles are considered having positive effects on organizational learning. They emphasize group and organization achievements rather than an individual accomplishment. In Schein’s study (1993), he described dialogue as â€Å"talking around the campfire† (p. 391). He used â€Å"campfire† as a metaphor to explain how decision is made through dialogue. In the past, people sat around campfire during meeting and shared their own opinions. Arguments would never come up as people just simply expressed their thoughts without any discussion or debate. Through that, they were aware themselves which idea was acceptable and were unacceptable (Schein 1993). This process allowed enough time for each person to listen to a deeper layer of other’s opinions then reflect on their own assumptions. Moreover, Schein introduced the check-in concept. At the beginning of the meeting, each person will respectively contribute his or her ideas, views and feelings to the group as a whole, and therefore, â€Å"has helped to create the group† (Schein 1993, p. 392). Lastly, Schein stressed the limitation of eye contact. This makes people feel ea sier to suspend disagreements and concentrate on listening. Senge (1995) determined dialogue as a facilitator for team learning. Based on his research, team is the key unit to build culture in an organization. By applying dialogue into team learning process, it develops shared vision and  brings result every member truly desires. It also creates teamwork and shares equal leadership to each member in the group. Through sharing a common pool of meaning, culture is positively transforming from individual to group values and beliefs. Although dialogue is proved to have a great effect on organizational culture, there are challenges in implementing it into organization learning system. The first challenge is due to hierarchy level in an organization (Raelin 2012). Dialogue requires equal say and sharing from each member of the organization. However, employees tend to afraid of expressing their true views in front of their managers. They leave decision making to people at higher position. In top-down companies, upper levels of management have full knowledge of desired targets, goals and norms. They have the right and ability to create and change organizational culture. They enforce rules and duties on their employee. They usually do not spend time to listen to individual’s opinion and feeling. Hence, it is very challenging to apply dialogue into this type of business. Furthermore, if the organization involves a cross-culture, that employee come from different culture backgrounds, there is a need for a more lengthy and complicated process of dialogue (Schein 1993). In this type of organization, people use different languages and operate from different mental models. Organization needs to design a dialogue that enables all these people to communicate effectively. Thornhill, Lewis & Saunders (2000) also emphasized there is may be a need to â€Å"re-designing of performance appraisal systems and reward systems† and â€Å"the re-definition of job roles to induce employees into accept the new behavior expected from them† (p. 27). Hence it is costly and time consuming. Finally, dialogue may not be suitable to apply to all organizations cultures in the world. For example, Western culture is different from Eastern culture. As dialogue encourage the limitation of eye contact (Schein 1993), people from the West will consider this as impolite or even disrespectful (Spindler 1990). In addition, in Western countries people prefer confrontation whereas Eastern people prefer to say what they feel most  appropriate in this circumstance or least hurtful to the others (Schein 1993). Therefore, dialogue must be selective so it is suitable for each particular organization. In conclusion, dialogue has played a key role in positively transforming organizational culture. It acts as a learning environment that shifts individual to group thinking. It leads each employee to recognize the essential of collaborating in a group. Querubin (2011) demonstrated that dialogue enables members to â€Å"become open to diversity and lose an â€Å"us vs. them† paradigm so prevalent in task-oriented cultures† (p. 19). Hence, group achievement is more important than individual accomplishment. Moreover, dialogue includes suspending of judgment, listening, respect, reflection, assumption and voicing. Through all these principles, dialogue creates collective understanding and leads all members of the organization to higher commitment. However, the implementation of dialogue still faces several challenges, including hierarchy levels, time consuming and different cultural backgrounds. Therefore, selective approach of dialogue must be considered to apply to specifi c organization. REFERENCES Bohm, D. 1996, On Dialogue. Ed. Lee Nichol, Routledge, London & New York. Brayman, J., Grey, M. & Stearns, M. 2010, Taking Flight to Literacy and Leadership, Rowman & Littlefield, viewed 16 December 2010, Ellinor, L. & Gerard, G. 2001, Dialogue at Work: Skills at Leveraging Collective Understanding, Pegasus Communications, Waltham, MA. Ellinor, L. & Gerard, G. 2001, Dialogue at Work: Skills at Leveraging Collective Understanding, Pegasus Communications, Waltham, MA, pp. 7. Gerard, G. & Teurfs, L. 1995, Dialogue and Organizational Transformation, 1st edn, Sterling & Stone, Inc., San Francisco. Isaacs, W. 1999, Dialogue and the Art of Thinking Together: A Pioneering Approach to Communicating in Business and in Live, Currency, New York. Querubin, C. 2011, ‘The effect on the organization’, Dialogue: Creating Shared Meaning and Other Benefits for Business, pp. 19, Raelin, J. 2012, ‘Dialogue and deliberation as expressions of democratic leadership in participatory organizational change’, Journal of Organizational Change Management, Vol. 25. Schein , E. H. 1993, On dialogue, culture, and organizational learning . Organizational Dynamics, pp 391-392. Senge, P. M. 1995, The spirit of personal mastery, MN: Charthouse International Learning Corporation, Burnsville. Sergiovanni, T. 1984, ‘Leadership and excellence in schooling’, Educational Leadership Journal, vol. 4. Spindler, G. 1993, The American Cultural Dialogue and Its Transmission, Psychology Press, The British Psychological Society 2012, Dialogue: How to create change in organizations through conversation, viewed 14 May 2012, http://www.bps.org.uk/events/dialogue-how-create-change-organisations-through-conversation-1 Thornhill, A., Lewis, M. & Saunders, M. 2000, Managing Change: A Human Resource Strategy Approach, Prentice Hall, London.

Kolb’s Experiential Learning Cycle

Kolb’s experimental learning model was developed in 1984. The theoretical perspective of the model was that different people showed difference in their development preferences towards different styles of learning. Like any other way, such people would develop different preference to other styles in their lives including leadership, management and negotiating. According to Kolb, a combination of four styles in the learning process determine the nature of the learning styles. Consequently, the legitimacy for learning to take place should be a compound of the four different processes. These styles are: – Firstly, active experimentation seeks to establish the basis of what could be new in the learning process. It seeks to use the combination of various methods aimed at driving towards the act of new knowledge. According to this process, learners should be professional models when left in determining the best criteria within a package of relevant learning materials. This process involves  Ã‚   discussion within small groups, solving of learning problems and getting feedback from peer members. Abstract conceptualization seeks to find and conceptualize the relationship between two or more things. This is achieved through analytic comparison between learning analogies, going to lectures and reading learning materials. Abstract conceptualization is promoted through comparative approaches in case studies, reflective thinking and theoretical reading. According to http://www.businessballs.com/kolblearningstyles.htm, reflective observation seeks to relate the perception brought out through observation by a learner in developing contingent knowledge. This could be through observation of journals, logs as well as brainstorming. From what a learner sees from the reflective observation, the trainer should then provide the most adequate interpretation to learner. Concrete experience is what the learner conceptualizes from real life learning experience through an interaction with the learning environment. It involves the use of fieldwork excursions, laboratory findings and physical observations. From what the learner gets from such concrete experience, he/she should then question about the most appropriate area with which such knowledge can be applied. The training methodology involves peer group feedback from learners with directions from their trainer. (Sherry, Lori, 2004) Kolb’s experimental learning theory is therefore a component of four stages /processes. The model is important in that it seeks towards understanding the different learning styles among different individual persons as well as giving a fundamental experimental cycle that helps in its implementation. It forms the benchmark principle in his learning theory where both concrete and immediate experience acts as the basic tool support of the learner’s reflections and observations. Accordingly, whatever reflection and observations that are distilled and assimilated help to provide abstract concepts that produce new action implication that could be taken through active testing. The final consequence of this chain network of activities is the development of rational experience that make fundamental of knowledge. (Carolyn, 1993) Kolb’s learning cycle is a representative process, which involves touching all learning bases through a spiral learning cycle. The cycle involves experiencing, thinking, reflecting and acting. Consequently, the results of concrete and immediate experiences would be reflections and observations. Such set of reflections undergo through a process of assimilation which is then passed through absorption and translation into specific abstract conceptions which have active implications. Such a person can thus involve in an active testing and experimentation of what he /she had got from the former process and thus creating new set of experiences. According to Kolb’s, the preference towards learning styles is diverse for different people. The influence towards a specific learning style is determined by the potentiality of various factors. Kolb’s adequately defined out the three specific stages of development. Elsewhere, the propensity towards the reconciliation within these stages and the integration with these learning styles has its growth and improvement through out the different development stages. (Carolyn, 1993) Indeed, he has cited the acquisition stage as what comes between birth and adolescent. Here, a person develops cognitive structures and basic abilities. Either, specializations is what comes during schooling period and experience towards adulthood. Here, the person develops special styles of learning whose influence is the state of socialization within an organization and the state of education. The stage of integration occurs during mid-career period across the old life domain. The person expresses learning styles which are non-dominant. According to Kolb, the influence towards a particular learning style consists the implications of two state variables.   These include feeling and thinking towards concrete experience and abstract conceptualization. Elsewhere, there is   doing and watching towards active experimentation and reflective thinking. The importance held by knowing the nature of learning style by a particular person helps the trainer to give learning orientations according to such specific methods. Consequently, specific learning style would have positive response to specific stimulus needs. These active training options allied to the different learning styles include the diverging perspective, where the learners have different perspectives to look things. There is a high sensitivity towards learning objectives. Either, there consists assimilation which refers to styles that are concise in nature and which require logical approaches. Here, concepts and ideas make an important aspect. Moreover, converging process involve solving problems as well as applying their learning skills towards finding practical solutions. The accommodating style of learning is relied only in intuition than the use of logics. It involves the use of other person’s learning results in taking experimental and practical impacts. (Sherry, Lori, 2004) Reference Carolyn, Z. (1993) Topical Article: Integrating Separate and Connected Knowing. The Experiential Learning Model. Teaching of Psychology, Vol. 20 Kolb’s Learning Styles, Experimental Learning Theory. Retrieved on 26th April 2008 from http://www.businessballs.com/kolblearningstyles.htm Sherry, K Lori, R. (2004) Designing Online Workshop: Using an Experience Learning Model. Journal of College Counseling. Vol. 7

Why Write a Follow Up Email After Sending Resume

Why Write a Follow Up Email After Sending Resume Writing resumes is often a huge, anxiety-ridden feat. You need to follow certain rules to complete a resume. But dont worry you can always ask our experts to write your resume. After sending resumes, most people want to sit back and relax, considering their part of the job hunt over. However, theres an important step after youve sent out your resume. Ignoring it may cause you to miss some opportunities. Sending a follow-up email can make the crucial difference between getting a call for an interview or getting left in the discard pile. A follow-up email accomplishes a lot of things: It ensures that your email wasnt lost and/or that your resume made it into the right hands. It shows that you have initiative and that youre really interested in the position. Even if the hiring manager already looked through your resume, sending a follow-up email will cause them to pay special attention to it. When sending out your follow-up email, bear the following tips in mind: Send a Message to Your Contact If you happen to have a contact within the company you applied to, go ahead and send them a message letting them know that you sent your resume but havent had a response yet. They may be able to give you an insiders scoop on why not. It could be that the hiring manager is on vacation or the company is in the middle of a major overhaul. Or this may just be standard for them to take a long time before replying. Any heads up you can get from your contact will help you relax a little bit while you wait for a reply. Send a Message to Human Resources If you dont have a contact and you sent your resume blind, then you should do some research to find out who the companys human resources head is and shoot them an email about your resume. Sending an email directly to them will make you stand out from the crowd who didnt put the time or effort into finding out who would be hiring them. Be Brief Your message should be around 100 words. Dont ramble or bring up non-relevant topics. Be professional. Introduce yourself by including your full name and job title. Then include your reason for writing: I sent my resume to your company on December 5th and would like to make sure that it was received. Restate Your Skills and Experiences Go ahead and summarize your resumes highlights. This will help trigger their memory if they did read your resume and hopefully spark their interest in reading it if they havent. I have a Masters in Fine Arts and worked for five years as director of the Museum of Modern Art in San Francisco. Ive recently relocated to New York and am seeking a position at your museum. Thank Them for Their Time Showing some courtesy goes a long way. A lot of hiring managers are busy and its a drag to read resumes and check references so make sure you tell them: Thank you for taking the time to consider my resume. Re-attach Your Resume If, for some reason, your resume got lost in cyberspace or if they havent gotten around to reading it yet, make it easy for them. You can also benefit from such a situation because you will have one more chance to check if everything is good with your resume. You can even strengthen your resume by adding good adjectives for resume that you can find on our blog. Go ahead and re-attach your resume so they can have it at their fingertips after reading your email. That way they dont have to go digging around through their email to find it. If after looking through your resume, youve found out that it should be rewritten, follow these 8 steps to writing a magnetic resume. Send Another Email After Two Weeks If you havent heard back from them after two more weeks, go ahead and shoot off another email. Follow the same protocol as above, only this time its not necessary to re-attach your resume. And Another Two Weeks Later Try one more time, and if you dont hear back after that, you might have to accept that you struck out on this one. At least then you can start to focus your energy on other companies and will hopefully have earned some other interviews by then. Have any resume tricks up your sleeve? Wed appreciate your comments and suggestions!

Annotated Bibliography on Thoreaus essay Resistance to Civil Government †English Literature Essay

Annotated Bibliography on Thoreaus essay Resistance to Civil Government – English Literature Essay Free Online Research Papers The idea that I am pursuing in this annotated bibliography is whether or not the ideas suggested by Henry David Thoreau in his essay â€Å"Resistance to Civil Government† are actually anarchy. To do this, I first found a definition of anarchy in Webster’s Dictionary. It defines anarchy as a lack of government in a state; lawlessness; confusion. Upon beginning research, I found that Thoreau’s essay was also published under the title â€Å"Civil Disobedience† and that most critics call it that. Eulau, Heinz â€Å"Wayside Challenger: Some Remarks on the Politics of Henry David Thoreau.† Thoreau: A Collection of Critical Essays. (1959): 117-130 Heinz Eulau writes that Thoreau â€Å"refused to vote because he considered the democratic ballet an ineffective political instrument† (119). Eulau says that Thoreau called for a better government at once, not for government to end at once. Eulau also says that â€Å"Such a government would anticipate and provide for reform, cherish its â€Å"wise minority† and encourage its citizens to be on the alert to point out its faults.† Thoreau is demanding a government that protects and serves its people, not itself. He probably saw the government not wanting to abolish slavery as one of the many ways that government works for government and not for the people it governs, because slavery kept a lot of money in the right places for the government. Eulau also says that Thoreau’s politics could not be brought into literal use because they were ambiguous. He says that Thoreau could not recognize why his ideas could not work â€Å"because he fell back, again and again, on the principle of individual conscience as the sole valid guide in the political action† (120). This, according to Eulau, is in conflict with the democratic principle of majority rule. I think that if the people were of the high conscience Thoreau assumed, then their majority would be of the same high conscience and thus they would make moral and just decisions for everyone. It’s too bad that the level of conscience Thoreau believed in does not exist for the majority of people today. Edel, Leon. Henry David Thoreau. (1970): 47p Leon Edel says that the essay â€Å"Civil Disobedience† is written to set up Thoreau’s argument for â€Å"men to offer noncompliance when their conscience dictates it† (38). He says that this idea in practice â€Å"has proved to be a passive way of making revolution† (38). Edel is focusing on Thoreau’s essay as a way of making changes, rather than a call for government to end. He argues that â€Å"passive resistance† does not work in all situations, saying that Nazis in tanks would surely run over people sitting in the road to protest them. He also says, â€Å"Thoreau’s civil disobedience presupposes a high state of conscience† (38). While I don’t share the same faith in man that Thoreau did, I do believe that if the high state of conscience he believed in could be achieved that his ideas would work. Edel also says, â€Å"Whether the personal anarchism Thoreau preached is possible in every age remains to be seenâ⠂¬  (39). I think that he is saying that by living the way he did, Thoreau achieved his own personal anarchy, while still being under the United States government. To use anarchy in this way would imply that it means freedom on an individual level, which is in some ways obtainable today, but everyone still must abide by laws. Glick, Wendell. â€Å"Civil Disobedience’: Thoreau’s Attack upon Relativism.† Western Humanities Review, Vol. VII No. 1 (1952): 35-42. Wendell Glick writes that Thoreau is calling only for a government that governs not at all when men are prepared for it. Glick says that Thoreau is addressing those no-government men the anarchists and extremists. According to Glick, Thoreau believed that these men fail to take into consideration the imperfection of the human species. So if Thoreau is calling for anarchy, he is not calling for anarchy as we think of it today. His anarchy is more like a utopian society, which can only exist when men become enlightened enough to govern themselves. Glick says that Thoreau considered governments only temporary arrangements whose purpose are to keep order until â€Å"the development of the individual should make them no longer necessary† (38). Glick adds â€Å"Thoreau did not object to government per se† (38). According to Glick, Thoreau was so angry at the tendency of government to â€Å"substitute the principal of social utility for the principle of absolute rightà ¢â‚¬  (38). I agree with Glick’s arguments that Thoreau did not totally write off government all together. Thoreau realized that the situation he wanted was not possible at his time, but he was very optimistic about the possibility of it occurring in the future. Kazin, Alfrid. Henry David Thoreau: Studies and Commentaries. Fairleigh Dickinson University Press. (1972): 34-52. Alfrid Kazin says that Thoreau knew no Negroes and had never been oppressed; yet he claimed strong opposition to slavery. Kazin uses this to argue that Thoreau was an idealist whose ideas existed only in principle and not reality. He also says that Thoreau â€Å"proposed to teach others to be as free of society as himself† (44). Being free of society is hardly a synonym for anarchy. Kazin states that Thoreau â€Å"affirms the absolute right of the individual to obey his own conscience in defiance of an unknown law† (44). Disobeying a law is hardly anarchy, but could an argument not be made that obeying an unjust law is closer to anarchy? Democracy is based on government by the people, and not governing oneself by obeying an unjust law would then fit the definition of lawlessness (for oneself) in anarchy. Kazin quotes Thoreau as saying, â€Å"Under a government which imprisons any unjustly, the true place for a just man is in prison† (44). Thoreau is obvio usly making a reference to himself here, but I think that he cannot expect a perfect society in any shape or form, which is implied when he says that no one should be unjustly imprisoned. If imprisonment is to be used as punishment at all, human error will ensure that there will always be wrongfully imprisoned persons. Krutch, Joseph Wood. Henry David Thoreau. (1948): 298p Joseph Krutch writes that Thoreau â€Å"calls upon all honest men to do what he has done and to refuse active or even symbolical support to the state which countenances the nefarious institution of slavery† (134). Krutch also says that Thoreau is angry with those that feel they have done their part by just voting for the right person. I think Thoreau felt that no one was capable of leading everyone in the right way all the time and so all authority should be challenged. Krutch says that â€Å"Thoreau was not unaware of the fact that he assumed the existence of these conditions, and it certainly did not seem to him, as it seemed to certain of his critics, that the assumptions invalidated the argument† (136). Here he is referring to Thoreau’s assumption that man is in a high enough state of conscience to govern himself. This would suggest that Thoreau knew his ideas could not work in his time, and maybe not at any time. However, he still wanted to express wha t might be the best way to do things under ideal conditions, in hopes that they might drive man farther towards them. This I agree with, as I think Thoreau knew the limitations of man then and was writing idealistically about a better way to live. Madison, Charles A. â€Å"Henry David Thoreau: Transcendental Individualist.† Ethics, Vol. IV No. 2 (1944): 110-123. Charles Madison says that Thoreau â€Å"gravitated toward the principles of philosophical anarchism† (114). This would suggest that Thoreau wasn’t demanding exactly what he wrote about, but instead trying to get people to think and to resist that which they feel is wrong. He says that Thoreau’s reasoning is that the individual and not the state is the best judge of right and wrong. I think Thoreau assumes that all people can differentiate between right and wrong. I slightly disagree with him here because some people cannot see right and wrong. That being said, Thoreau also seems to think that all people will use their judgement of right and wrong to make good moral decisions. This does not work at all in today’s society, as many people can make the distinction but won’t follow through with the right action. I don’t see how society could have been that much different in Thoreau’s day. Madison says that Thoreau knew that men need ed government as long as greed and passion overtook them. This would again reiterate the idea of â€Å"philosophical anarchism,† which may be of better use as a teacher than it would be in practice. Nelson, William Stuart. â€Å"Thoreau and American Non-Violent Resistance.† Thoreau in Our Season. (1967): 14-18. William Nelson writes â€Å"It is yet to dawn fully upon the participants in sit-ins, freedom rides and other recent forms of non-violent resistance in the United States how deeply indebted they are to Henry David Thoreau† (14). He says that Thoreau â€Å"conceded that government is a present necessity but held that governments by their very nature are prone to err† (14). Thoreau would then not be calling for anarchy, but for a check to the errors of government by the people of a nation. Nelson says that what Thoreau really wants is â€Å"the assertion of the right of conscience in the presence of the rule of law† (15). I agree with this, as I think Thoreau was fine with law as long as it was just and moral. If the law is not just and moral, then man should resist until it is changed. Nelson says, â€Å"Civil resistance is not necessarily invoked against every law which is regarded as bad† (15). This reiterates that Thoreau did not mind all laws, ju st those that his conscience deemed unjust. Nichols, Charles H. â€Å"Thoreau on the Citizen and His Government.† PHYLON: The Atlanta University Review of Race and Culture, Vol. XIII No. 1 (1952): 19-24. Charles Nichols writes that Thoreau refused the government at his time any cooperation, while he stated his allegiance to a higher law. He says that the higher law Thoreau was looking for can be found in nature. Looking for any law at all would suggest that anarchy is not what Thoreau wanted. Anarchy by definition is the absence of laws. Thoreau did say, however, â€Å"he who lives by the highest law is in one sense lawless.† Thoreau meant that by living under the law of nature, a person is free. Nichols says â€Å"to vote thus for a man or measure with no consideration of what is morally right is to participate in a series of crimes against humanity (20). I think that voting for politicians or laws without morally judging them would bring about a state far worse than anarchy. Nichols says that the individuals Thoreau speaks of, the ones, who could and should govern themselves, would surely support a government that sought to establish and maintain justice. This would suggest that Thoreau just wants a better government, not anarchy. Saalbach, Robert Palmer. â€Å"Thoreau and Civil Disobedience.† Ball State University Forum Vol. XIII No. 4 (1972): 18-24. Robert Saalbach gives a definition of society, which to him is â€Å"a system of mutually accepted rules of conduct limiting the behavior of individuals† (19). He argues that without these rules there is not a society, but a collection of individuals that do not know how to act in reference to others. He also says that society is a game and cannot be played without rules. I think that rules are needed for society today, only because there are those that cannot and will not think for themselves, as well as those that are purely evil. Saalbach says, â€Å"Thoreau assumes that the law always follows expediency while conscience always follows the right† (20). I agree that Thoreau assumed that every person’s conscience always follows the right, but I think he realized that people don’t always follow their conscience. He felt that is what every person should strive for, realizing that some people do not follow a strict morality. Saalbach also argues that law and right cannot be distinguished from each other. I do not agree with this, as law can be something just to further the wants of those in power, which is not necessarily right. Vivas, Eliso. â€Å"Thoreau: The Paradox of Youth.† The New Student Vol. 7 No. 23 (1928): 5-8 Eliso Vivas says of Thoreau â€Å"He was an anarchist because he saw the essential uselessness of government† (5). I don’t think seeing government as useless necessarily labels a person an anarchist. Vivas says that Thoreau suggests that men only keep government around because they are afraid to do without its protection. Vivas says that Thoreau never felt a need for government because he was willing to share anything he owned with anyone. A society without government, but with people sharing everything they own does not sound like anarchy to me, although by definition it would be. Vivas uses the term â€Å"self-sufficient† to describe Thoreau and his ideas for a non-government. A society of self-sufficient individuals doesn’t sound like anarchy to me either. However, Thoreau was the exception and not the rule. Most people in my opinion could not deal with that kind of society. All of this information points to one thing and that is that Thoreau contradicts himself in his essay Civil Disobedience.† If he really wants no government at all, then he is calling for anarchy, but if he is only calling for this when man has a high enough conscience level, then it would not be the anarchy that I have defined. I think his main intention was to have people question the government, not to just take whatever it gives them. By saying that no government would be best, he drew attention to his essay because people are drawn to extremes. By just looking at it on the surface, I might call it anarchy, but I think Thoreau was calling for a kind of society that we don’t even have a word for, because we can’t see how it could exist. Research Papers on Annotated Bibliography on Thoreau's essay "Resistance to Civil Government" - English Literature EssayQuebec and CanadaBringing Democracy to AfricaComparison: Letter from Birmingham and Crito19 Century Society: A Deeply Divided EraAssess the importance of Nationalism 1815-1850 EuropePETSTEL analysis of IndiaCapital PunishmentThe Effects of Illegal ImmigrationNever Been Kicked Out of a Place This NiceRelationship between Media Coverage and Social and

Red Hat or Suse Research Paper Example | Topics and Well Written Essays - 1750 words

Red Hat or Suse - Research Paper Example The most annoying of Red hat is its slow running of applications even though it has a perfect architecture of its Gnome. The slowness may be as a result of the fact that thee general configuration is not okay as opposed to the Gnome itself. LINUX MARKET SHARE GENERAL COMPARISON Red hat’s theme of Bluecurve is not efficient since it does not hide that open source applications come from here. SUSE’s own window decoration together with KDE’s keramik icons are so efficient together thus KDE and Gnome applications blend in together very well. Another advantage going to SUSE is the fact that it is a very good working clipboard as opposed to the Red hat’s lack of an integrated copy and paste solution such that if a person wants to copy a text and try pasting it in another application, it usually ends in one finding the clipboard empty. Irritating is an understatement to this scenario. SUSE has integrated its system control tools much better than Red hat since the control tools are divided into two sets, one for the system hardware and it goes by the name YAST and the other one for KDE. Red hat on the other hand has very little or minimal control over hardware, the boot loader and the other areas/ parts of the system since the Gnome controls are scattered everywhere. The other similarities and differences are as follow in the statements and paragraphs below. Red hat Linux focuses on the attributes that follow: Offering a highly optimized application for large-scale, centrally-managed enterprise deployment, industry-leading virtualization performance, flexibility, security for both host and guest environment, the provision of a platform that offers clients access to better technology in the life time of the product, and provides the best efficiency with the latest generation of system which are scalable. There are various features that define Red Hat (Haynes, 2009). Such features, and which vary to some extent from Suse include the following: kernel and core technology stack, virtualization, performance, client/desktop, development, scalability, and security. The first features to examine is kernel and core technology stack. It provides the user with an updated core, including the operating system kernel, compiler and development tools, libraries, and drivers and not forgetting applications such as nfs, http, samba etc. It has been the leading developer and contributor of technology to the Linux kernel for many years and uses them to come up with a kernel that encompasses a comprehensive set of strength capabilities in the enterprise (Davenport, 2009). Its design allows for future capabilities to be included and incorporated into it without impacting certified applications and this is possible by keeping APIs/ ABIs stable. The benefit of this is that it provides a platform for future incorporation of the latest open source technologies in a state-of-the-art solution. ISVs enjoy a stable, flexible environment on which to launch and support their applications. Thus the end user achieve the maximum return on their investment in IT, with features that give the maximum and proper utilization of resources and rapid absorption of new technologies. Red

Nursing Health History Case Study Example | Topics and Well Written Essays - 2500 words

Nursing Health History - Case Study Example Two months later, Dorothy noticed that the wound is becoming bigger and worse and has moved up to the lower portion of the leg. The persistence of this wound prompted the patient to consult the emergency department of the hospital. Dorothy does not smoke, but claims to drink a few glasses of wine on occasion. She leads a sedentary lifestyle, performing minimal household chores. Tending to her garden every morning is the most exercise that she does. There is history of Diabetes Mellitus on the maternal side of the patient, while on the paternal side, there is history of hypertension. Despite this knowledge, Dorothy still liked eating cakes and pastries. There is no history of asthma. In 1971, she published her nursing concepts of practice known as the Self Care theory (Berman, Erb, Kozier, & Snyder, 2004). She sought to answer the questions "what is nursing" and "when do people need nursing care", from which she concluded that people need nursing when they are unable to care for themselves (Delaune & Ladner, 2006). Orem's Self Care theory revolves around four concepts: (1) self care; (2) self care agency (which consists of two agents: the self care agent and a dependent care agent); (3) self care requisites; and (4) therapeutic self care demand (Berman, Erb, Kozier, & Sydney, 2004). ... self care; (2) self care agency (which consists of two agents: the self care agent and a dependent care agent); (3) self care requisites; and (4) therapeutic self care demand (Berman, Erb, Kozier, & Sydney, 2004). Self care pertains to the activities an individual practices independently throughout the course of life to promote and maintain health and wellness, while self care agency refers to the individual's ability to carry out these activities (Berman, Erb, Kozier, & Sydney, 2004). The self care agent is the independent individual who cares for himself, while the dependent care agent is another person who provides the care. Examples of a self care agent and a dependent care agent are adults and children respectively (Berman, Erb, Kozier, & Snyder, 2004). Lastly, therapeutic self care demand pertains to every activity done by an individual to fulfill self care demands, which stems from the need to be responsible (Berman, Erb, Kozier, & Sydney, 2004). In short, it refers to actions taken to maintain health and wellness. Self Care Deficit Model courtesy of www.nursing.uiowa.edu Self care is performed by oneself for oneself. It is a gradually learned and deliberate behavior for the purpose of bringing about a condition of well-being (Delaune & Ladner, 2006). It is an individual's right and at the same time a personal responsibility. It may be effective or ineffective, and therapeutic and non-therapeutic (University of Iowa, n.d.). According to this theory, it is the self care deficit that presents the need for nursing care, not the medical condition (Delaune & Ladner, 2006). Self care deficit is subdivided into three categories: universal self care requisites, developmental self care requisites, and health deviation self care requisite

What was new about Darwin's theory of Human Nature Essay

What was new about Darwin's theory of Human Nature - Essay Example (Mayr) Darwins theory, although successful in profoundly shaking scientific opinion about the development of life, could not explain the source of variation in traits within a species, and Darwins proposal of a hereditary mechanism was not compelling to biologists. Although the occurrence of evolution of some sort became a widely-accepted view among scientists, Darwins specific ideas about evolution—that it occurred gradually by natural and sexual selection—were actively attacked and rejected. Darwins theory nearly shattered the traditional Christian notion that humanity, poised between beast and angel, was literally formed in Gods image. Darwin pointed out, long before we knew that we share 98.5 percent of our genetic material with chimpanzees, that what looks back at us in the mirror is not the face of God but is kin to the earthbound apes. As the Edinburgh Review warned at the time, "a revolution in thought is imminent, which will shake society to its very foundations by destroying the sanctity of the conscience and the religious sense." (Zimmer) Darwins theory created a revolution in thought. It took over 100 years for the shock of our humble origins to wear off and for scientists to begin to address the serious implications that Darwinian evolution has for understanding human nature. During that time, greatly due to Darwins contribution, Western cultures faith in science grew, as faith in a Supreme Being guiding our destiny diminished. Something fascinating seems to happen when human beings begin to ponder the process of evolution. Something that calls forth awe at diversity and recognizes unity in life. Even Darwin, in The Descent of Man, used his own godless logic to envision a greater human unity that borders on the spiritual: "As man advances in civilization and small tribes are united into larger communities, the simplest reason would tell each individual that he ought to extend his social instincts and sympathies to all the members

Good vs Evil Essay Example for Free

Good vs Evil Essay Going back to as far as we can remember there has always been a battle between good and evil or right vs. wrong. At the end of the day we are all faced with a moment where we must make a decision. A series of made decisions will, as a result, mold our character to somehow define ourselves as either good people or bad people. It is no surprise that this very own reality is the focus on our entertainment as well. We lose ourselves in an action packed film about a superhero saving the world from a villain to spending an evening watching soap operas where Mr. Perfect goes through an injustice as Mr. Wrong in Every Sense takes his woman away from him. But before all of this technology took over, this scenery was given to us in a more witty and creative way. We will discuss these mentioned roles in two superb stories that until this day simply cannot be replaced by special effects and/or exaggerated and unnecessary stunts. Let’s begin by discussing this subject along with one of O’Connor’s masterpieces â€Å" A Good Man is Hard to find†. This is a story without restraint on going straight to the point. We may describe O’Connor’s style of writing as a no apologies type of writing. The story begins by portraying an almost ordinary family. There is a grandmother, who plays the main role, along with her son, daughter-in-law, and grandchildren. This family discusses the possibilities of taking a road trip to Florida whereas the grandmother tries her best to persuade them into not following along with the plans. Being the paranoid elder we read about, she brings up the recent release of a killer and saying how â€Å"I couldn’t answer to my conscience† (449) if her family came across him. Moving on to spoiling the finale, the story ends with every member of the family being shot and killed. Although brutal, it is tied completely to the title as the family comes across a cold hearted, merciless killer who did not care for the pleading of poor old grandma. As previously discussed, this is a classic case of the innocent (good) sadly falling under the mercy of a criminal (evil). O’Connor was an author that wrote with a purpose and meaning behind every story. Even though some may argue about this being simple a story for entertainment, we are able to take a look around and notice that scenarios like the one in the story happen around us sadly. Therefore, the reader can relate and surely sympathize for the family and what they went through. One of O’Connor’s greatest attempt in revealing the mindset behind a character like The Misfit is through one of his final words after killing the grandmother by saying â€Å"She would have been a good woman†¦if it had been somebody there to shoot her every minute of her life† (459). Moving along to Boyle’s â€Å"Carnal Knowledge† we will find a variation of the Right vs. Wrong scenario. In this story we will read about the common scenario of a man, Jim, doing whatever it takes with the purpose of pursuing love in the arms of a very selfish and egotistical Alena. Like many, Jim works hard and enjoys eating meat, as he would love nothing more than to have â€Å"Beef, mutton, pork, venison, dripping burgers, and greasy ribs† (569). But his whole world is turned upside down when he meets Alena, as he was laying on the beach feeling lonesome. In contrast to him, Alena is an animal rights fanatic. Regardless, cupid’s arrow had struck Jim from the moment he laid eyes on her. He tried changing everything about himself to try and win her heart. Jim lost his job, became a vegan, and became part of animal rights protests to impress her. The sad part of the story was not love striking Jim. Instead, Alena being as self involved as she was, did not reciprocate the feelings he had for her. She did not reciprocate anything at all for that matter. After all his effort and attempts, Alena ends up with Rolfe and leaving with him to Wyoming, Along with this devastating heart break for Jim, during their whole friendship he was mistreated and being unfairly dealt by the woman who stole his heart. This is another relatable topic as we see this happen all the time around us or to us in our daily life. We find a relationship where there is and abuser and an abused. There is a relationship where there is right vs. wrong. Good vs. evil and right vs. wrong. We learn about this endless battle through stories, poems, movies, etc. Most importantly, we must treasure the brilliant work from authors like Boyle and O’Connor, which show us some of these scenarios through some of their writing. The same way we recognize the faults and the attributes in these characters, we can learn a thing or two and avoid making the same mistakes or catching ourselves while we still can before we hurt someone or even ourselves. We can all agree that right is most important after all.

George Bass :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  As I walked to the Daly Science Center from Benson Memorial with a stomach full of ridiculously expensive cheap food, I expected the lecture of Dr. Bass to be more or less of a rehashing of what he spoke to our class about earlier in the day, albeit with a few more and older people watching. My first surprise came as I opened the door of lecture hall 206 and saw all the students sitting on the stairs. I myself was relegated to sitting at the very top of the stairs, near the door, with other students sitting on nearly every stair all the way down. As soon as I sat down I was immediately drawn into the lecture by Dr. Bass’s immense passion and visible love for his field of work. My second surprise came as I listened to his tales of various escapades and adventures along the Turkish coast. The most impressive part of his lecture was his comfort in not only lecturing on the intellectual context of his work, but also his willingness to share his personal experi ences with a large group of strangers. The longer I listened to Dr. Bass speak the more honored I felt to be in the presence of a true legend of archaeology. At first I did not understand why he included the slide and story about the beach where him and his wife spent their honeymoon forty years ago. However, towards the end of the lecture when he brought us back to that same beach, I was amazed that it has come to be known as â€Å"the beach where the American’s were†. You notice I say brought â€Å"us† because that is exactly what Dr. Bass did Monday evening. He brought us as an audience with him on his trips to the Near East and down to the sea floor to look for amphoras and scarabs in shipwrecks, which before his work nobody knew existed.   Ã‚  Ã‚  Ã‚  Ã‚  When he showed the slide of Queen Nefertiti’s scarab I though no other find he has made could top it. However, upon further reflection I believe his discovery of the oldest â€Å"book†, and glass were more historically significant items. In my humble opinion, Dr. Bass’s most extraordinary finding was his work outside of the dive sites. His theories regarding contact and trade between Egypt and the Near East, Greece, and the Middle East in the Bronze Age have gone from mere speculation to widely accepted academic fact as a direct result of his research and writing.

Ethical Reflection on the Manhattan Project Essay

The Manhattan Project is the code name for the US government’s secret project that was established before World War II and culminated in the development of the nuclear bomb. From 1942 to 1946, the project was under the direction of Major General Leslie Groves of the US Army Corps of Engineers. It employs more than 130,000 people and cost nearly US$2 billion (roughly equivalent to $25.8 billion as of 2013). Over 90% of the cost was for building factories and producing the fissionable materials, with less than 10% for development and production of the weapons. At that time Hitler was building an atomic bomb obscurely and would use it in the war against the allies to turn the tables. The necessity and ethical responsibilities are clear cut. If the allies didn’t develop the nuclear bomb before Germany, they will suffer heavy loss and casualty in view of the huge destructive power of nuclear bomb. Hitler can even threat the allies to use the bomb on the civilians to force the allies to compromise to reach his strategic target. In 1945, two atomic bombs produced by the project were dropped on Hiroshima and Nagasaki, Japan, which accelerate the pace of Japan’s haul down their flag and prevent the meaningless and desperate resistance of Japan. The project is proposed by many prominent physicists including Albert Einstein to the US government at that time. It is considered as a fast and efficient method to end the catastrophe and avoid even more loss and casualty to the human being as a whole. From this aspect, it is deontologically righteous. However, it is difficult to decide it from the aspect of consequentialism and virtue ethics because we need a long period to judge the consequence or reflect on ethics. It is controversial both at that time and in the future. It accelerates the ending of the great calamity with the expense of destructive environmental impact and the lives of many civilians in the two cities. It provides a great amount clean energy in view of the pressing energy shortage while open the Pandora box for human being. It develops the subtle balance between big powers to avoid the war while possibly knells the bell for the civilization and the earth.