Transformational Change

At each moment of every day, someone, of eminent importance or the subordinate drifting around the park is embarking on a transformational change of some specific nature. What does that suggest to us? It indicates that at some point in our life we will experience this transformation as well. A transformational change is a modification to your life, as you know it; the learning cycle begins by recognizing that there is a substantial problem with your life in its current state. Once this breakthrough has been exposed, you must establish a way to suppress the predicament in order to resolve it. From this point on it may be a brief or time-consuming journey to your new life; but the expedition can be excruciating nevertheless. â€Å"Transformation, though desirable, rarely comes easily. † (Alexander, M. Clugston, W, & Tice, E. , 2009, Ch 5, p7) One conclusion that you can count on is that the ordeal that you have been through was meaningful and advantageous to your growth and development. Personally, I have been through a significant amount of transformational learning experiences. A select few come to mind, such as: graduating high school and beginning college for the first time, getting married, having a child, getting a divorce, going to real estate and tax school, and the death of my grandmother. Each of these circumstances have taken a toll on me; but when it came to selecting the transformational change that I am presently engaged, I believe that my decision recedes back into position in my renewal experiential cycle. I have ineffectively accomplished my original educational goals; so instead of establishing a new target, I will be â€Å"embracing the opportunity† to attempt once more. I am certain that ninety percent of our class, at the slightest, is going through the same transition as I am; working tediously to get a college degree taking into account a cumbersome work schedule and a family. Those were the strongest decisive factors this time around. At this point in my life I sense it is now or never; I faithfully believe that God has a plan for all of us, and it is now my time to thrive. When change is openly engaged, growth inevitably results—allowing boundaries to be broken and a new sense of freedom to be experienced. † (Alexander, M. Clugston, W, & Tice, E. , 2009, Ch 5, p3) According to Jack Mezirow’s research, identifying the seven phases occurring in the learning process, I have fulfilled up to this moment the first six phases: * â€Å"Experiencing a disorienting dilemma† I have faced the reality that it is time to buy my own home to raise my daughter in, despite the issue that I will not be getting married. In order to do this I must be financially secure with a career and a college degree on the wall. * â€Å"Self-Examination† Am I ready? Can I handle the stress? Is it worth the trouble? Will I have the time? Am I going to have to give up something in order to accomplish my goals? Will my financial aid and all of my credits transfer I have already received? Yes to all, and it will be worth it as the result. * â€Å"Critical assessment of assumptions† Will there actually be a job or an innovative career opportunity available to me when I essentially receive my college degree? I assume there will be, but all I can do is complete school through graduation and explore then. * â€Å"Recognizing that others have gone through a similar process† My mother is my hero. She went back to school in her early thirty’s, the same age I am now, and she has three degrees on the wall. She actually started her doctorate degree, but decided to wait until the school relocated near us in a year and a half in order for her to go to classes on campus rather than online. Therefore, when she does get the doctorate she will have four college degrees and be a doctor. I cannot help but admire her. * â€Å"Exploring a process† Going to college online at Ashford University until I complete my Bachelor’s Degree is my plan. Then from there you cannot speculate what may happen. I may continue school until I am fifty years old. I genuinely love learning and education universally. * â€Å"Formulating a plan of action† This time in school I am majoring in a degree that will actually benefit me obtaining employment immediately when graduating. In addition, I have approximately twenty years experience in all aspects of business and management. My previous degree program at the last school I attended was Interior Design. I am highly interested, but the market is obsolete, just as Real Estate in which I hold a license. * â€Å"Reintegration† I am not certain that I have accomplished this phase at the present time. (Alexander, M. Clugston, W, & Tice, E. , 2009, Ch 5, p7) For me personally, the reintegration phase can be experiential in two different aspects; attending school and being acclimated by the end of my first class, which is undoubtedly fulfilled. On the other hand, it could indicate graduating and facing the world as a newfound pristine college graduate. If the later is the case, then I have ample time to set new short-term goals for my next class, and continue adhering to them until my ultimate goal of graduating categorically occurs. I have had numerous blessings in my lifetime; however, the day that I graduate from college will be the second most ecstatic day of my life, second to childbirth.

Difference between poems Essay

Both poems are a response to other people’s idea of the poet’s cultural identities. The poems are written as though the poet is replying to some one directly. ‘Half-Cast’ is about a multi cultural person who is standing up against racism and against people look down upon them because of their ethnicity. John Agard is arguing with the person who is being racist to him by questioning if ‘Half-Cast’ means he is half a man. ‘Still I rise’ is about a woman, Maya Angelou who has had a traumatic personal and cultural history but still she rises above it. She has had to face racial and sexual prejudice, but she still stands strong. In ‘Half-Cast’ John Agard opens the poem with a polite but angry request. This opening is only an angry one because of the following lines. ‘Excuse me; standing on one leg, I am half-cast’ This sarcasm is showing that he is trying to be nice but is annoyed about it. The first line is very polite but immediately after the poet is acquiring the ‘reader’ of suggesting he is half a man by using the words ‘half-caste’. He uses informal language throughout the poem, the language is also written in john Agard’s dialect. It makes you say the words how it sounds. This could be the poet celebrating his culture. ‘Explain yuself, Wha yu mean’ This also makes you as the reader feel the anger, annoyance and sadness through the Agards tone. The structure of the poem is simple but effective by using a three line opening two quite large stanzas then closes with three lines. One poetic technique he uses in each stanza is repetition of his points. ‘Explain yuself, Wha yu mean’ This is repeated also so that Agard could give his reasons for being insulted and emphasises his argument. In each stanza he uses comparisons; ‘When yu say half-caste, Yu mean Tchaikovsky, Sit down at dah piano, an mix a black key Wid a white key, Is a half-caste symphony’. This is questioning it Tchaikovsky’s music should be seen as inferior because he mixed black and white notes. The poem is well structured and the language is perfectly composed. I have keep using this quote as it very strong and uses a lot of poetic techniques. ‘Explain yu self, Wha yu mean’. The comparisons are very good because you can understand and relate to his point as he compares his situation using metaphors. ‘Still I rise’, it is set out in 8 stanzas, and in which 7 out of 8 are all the same lengths except the eighth as it is the last stanza and is the climax of the poem. The language she uses is mostly formal but it very up beat. ‘You may kill me’, but she is not bothered. In some stanzas it seems as she is mocking the person/people who are putting her down; like they are pathetic. ‘Does my sexiness upset you’ the word ‘sexiness’ in this context does not only imply that she is beautiful and believes that she is, but that she feels proud of her culture, which makes her confident. Maya uses many techniques in her writing such as through out the poem she uses rhetorical questions. ‘Did you want to see me broken? ‘ These questions force the reader to think and imagine about there own views on racism and what it would be like to be in her shoes. She also uses personification; ‘You may kill me with your hatefulness’. This is effective because ‘kill me’ is a very strong phrase and keeps creating the image of her arriving back at her town after the sager. Throughout the poem she has used a rhyming pattern of every first and last lines this is successful as it builds a flowing structure to the poem. The poet uses repetition to emphasise her point ‘Out of the hut of history’s shame I rise Up from a†¦. I rise’. This shows that once again she has risen above it. ‘History’s shame’ this is a direct reference to the struggles faced by her ancestors in her cultural history. I think that Maya’s technique clearly puts her point across and the last stanza finishes the poem with a strong phrase of ‘I rise, I rise, I rise, I rise’ presenting that life is hard but what ever it throws at you, you shall rise above it. In each of the poems Maya Angelou and John Agard use repetition which emphasises their subliminal messages in the poem. John Agard gets quite defensive and angry, whereas Maya Angelou although angry and annoyed she stays calms and ‘rises’ above it. I think the message of the two poems is that even when we are faced with prejudice and discrimination we can be the better people by not complying with it. I also believe the most effective techniques used to present their opinions of their cultures and peoples perception of them were repetition, similes and rhetorical questions; this created the tense moments that draw the reader in to go on and finish the poem.

Analysis on Empire of the Sun

G. Ballard who Is portrayed as Jamie In the movie(Breadline 1). At the beginning of the movie. While the mall character Jamie Is In his hotel room, he sees that the Japanese ships are attacking American ships that are docked at the harbor in Shanghai(Breadline 1). Japan also used aircrafts to bomb China(Dunn 1). Like most Americans, when a war begins they are scared, running for shelter and trying to get out of harms way. At any place or time when a war would begin, the actions of people would be the same as this movie portrayed it to be.In Empire of he Sun, people were screaming, running down streets and ducking from bullets as they were flying through the air. Since the war took place In 1941 the ships are very old, not as equips as they are today nor are they technologically advanced as the ships are now. Airplanes in this movie were also less sophisticated then they are today. The older aircrafts randomly dropped bombs in hopes of hitting a target, since then,aircrafts can drop b ombs with pinpoint accuracy(Dunn 2). In one scene, when planes were flying so low Jamie had to duck while he was standing on a alcohol.Today's airplanes can be thousands of feet In the alarm but still get the Job done on the ground. Near the middle of the movie, right after Jamie meets two American Merchant Seaman named Franks and Basis, all three get captured by the Japanese soldiers and are sent too detention center where they lived for four years. Japanese soldiers went around capturing civilians who were not Japanese. There were more than 14,000 white people in these camps(History on the Net 1). The detention center In the movie Is portrayed exactly how they were In the war.The centers are ridden with diseases, no food or water, ripped or warn out clothing and very tight quarters. For example, there could be as many as 10 men in a 16 X 16 foot room at the camp(Harris 1). One in every three people died of starvation(History on the Net 1). That is exactly how it was in real life f or captured civilians. The movie showed how horribly harsh it was to live in a detention center during the war, but Jamie seemed to like it. The scene Is historically accurate because the American planes had bombed the camp to gain control.At the end of the movie James camp was rescued by American soldiers that took all the kids from the POP camp to a hospital camp to find their parents. Waiting outside the camp, Jamie is hoping his parents would arrive. Being captured for that many years, people's appearances changes especially one of a child. The scene depicted many happy kids being reunited with their parents as was Jasmine's feeling when he finally found his parents. Being separated from his parents at ten Declining AT ten war Ana Delving alone Tort Tour years, en may now want to stay lose to their side until he is an adult.Sometimes there is good that comes out of a war as in this movie where soldiers and nurses will do whatever it takes to reunite love ones. In all, the movie is a historically accurate film based on a true story from war time. It shows scenes that the director wants to portray correctly. The director shows how a child must learn to grow up very quick and learn how to survive. This director also showed how war was different in 1941 to today in regards to how the ships and airplanes differ from then and now.

Information Technology Ethics Term Paper Example | Topics and Well Written Essays - 1000 words

Information Technology Ethics - Term Paper Example Cyber crimes are here to stay. As Price stated, â€Å"As the number of computer owners connected to the internet increases, so too does the opportunity for cyber crime† (Price, 2010). Chantler in his review of the book, â€Å"The Reality of the Threat† by Nigel Phair (2007) cited Phair’s description of the different cyber crimes (Chantler, 2007). Phair noted (as cited by Chantler 2007) that cyber crimes can be broadly divided into seven groups namely: 1) unwanted software; 2) identity crime; 3) phishing; 4) critical infrastructure protection; 5) intellectual property; 6) communications; and 7) terrorism (Chantler, 2007). Hacking activities, spyware, adware, cookies, Trojans, spams and viruses fall under unwanted software. Unwanted software may be found either outside or within the organization. The second and third types of cyber crime, identity crime and phishing, deal with proof of identity, authentication of internet users and the tools used to get information . Chantler goes on further to cite Phair’s description of the other divisions of cyber crimes (2007). Critical infrastructure protection crimes are the crimes which involve the destruction of the information structures such as telecommunications and computer networks. On the other hand, crimes on intellectual property are concerned with software piracy. Cyber crime on communications is another form of cyber crime which gets much attention from organizations. These type of crimes include risks and threats on â€Å"wireless devices, VoIP (voice-over-internet protocol) - such as Skype and Google-talk, third generation phone systems, issues with caller ID, clipping, v-bombing, sim boxing, internet dumping, PABX hacking, phoneline scanning, voicemail, cloning, Bluetooth, RFID† and issues on privacy (Chantler, 2007). Like any other group of society, terrorists have also resorted to digital technology in carrying out their activities. They use cyber space to commit crimes suc h as information warfare and distributed denial of service attacks (ddos) (Chantler, 2007). One of the most common crimes which Chantler failed to mention is cyber bullying. Over the years, there has been a proliferation of cyber bullying crimes worldwide. Cyber bullying is â€Å"bullying through email, instant messaging (IMing), chat room exchanges, Web site posts, or digital messages or images send to a cellular phone or personal digital assistant (PDA)† (Hazelden Foundation, n.d.). Cyber bullying involves online harassment which has become more severe through the years sometimes even the cause of some suicides among teenagers. Electronic Monitoring of Employees One of the offshoots of the advancement in information technology is the growth in the extent of workplace monitoring in several companies. Software such as Websense, SurfControl, SmartFilter and Xora have sprung up as corporations saw the need to monitor employees in the workplace. These software make it easy for m anagement to monitor the computer, internet or email use of the employees. A software like Xora can even go as far as monitoring an employee’s whereabouts through GPS technology on their company’s mobile phones (Dell & Cullen, 2006). According to sellers of Web and email monitoring software, employee productivity, corporate liability and bandwidth limitations are the major reasons why workplace monitoring is implemented by corporations (Lemos, 2001). In a study by the American Management Association and the ePolicy Institute, it was revealed that 76% of employers

Merger, Acquisition, and International Strategies Essay - 9

Merger, Acquisition, and International Strategies - Essay Example The company under consideration is the Burger King. It also identifies a possible business level and corporate level strategies for the organization. The American Airline Group is a company that is publicly traded and has its headquarters in Texas. This company was formed on the 9th of December 2013, with a merger between the United States Airways Group, and the AMR Corporation. These two airline companies merged to form the largest airline company all over the world. The American Airline Group operates not less than 6,700 daily flights to different locations in the world. This covers about 56 countries, and more than 336 locations found in these 56 countries (Agyenim, 2014). The American airline group has operating revenue of about 40 billion American dollars, and boasts of a workforce of over 100,000 employees. The company plans to introduce an additional 607 aircrafts, and this includes 90 wide body airplanes, and 517 narrow body airplanes. The full merger of this company, resulting to the use of a single operating certificate is expected to be complete in the later periods of 2015 (Agyenim, 2014). The merger of the two airline companies was necessitated by the bankruptcy of AMR group. The strategy used in creating this merger is referred to as the stock-swap strategy/merger. Under this strategy, the shareholders of the US Airways received 28% of the shares of the new company. The creditors of AMR, and other equity holders were to receive the remaining 72% of the shares of the new company. This process was to take two years, upon which the company will pay the creditors of AMR their interests, and other stakeholders of the company a share of the company equity (Agyenim, 2014). This is a rare occurrence in bankruptcy cases where creditors usually receive cents, on a dollar they claim. On the other hand common stakeholders of the company are always wiped out, without receiving any benefits from the

Teenage Alcoholism Research Paper Example | Topics and Well Written Essays - 3000 words

Teenage Alcoholism - Research Paper Example However, when excessive drinking and drinking binges are resorted to, that’s when the trouble starts. A drinking binge can actually lead to alcohol poisoning which can kill a person. â€Å"Alcoholism is a disease that develops over time. It can be treated, but not cured† (Graves 18). II. Causes/Sources Most teens drink alcohol because of peer pressure and want to feel accepted by their close buddies. They feel that if their friends do it, they should too. Sometimes, they want to fit in to the group to achieve popularity in school and be branded as â€Å"cool†. On the other hand, â€Å"many teens drink hoping to find relief from boredom, loneliness, anger, unhappiness or pressure. While the other teenagers perceive drinking as a sign of maturity† (Graves 15). The feeling of maturity gives the teens a temporary license to do whatever they please. Teens are also influenced by the adults surrounding them. Even as young children, when they see their parents are engage in alcohol abuse, they tend to become like them in the future. â€Å"They have a misconception that drinking is an acceptable norm as they see it inside their homes†(Graves 16). Trouble in the home which often times lead to family conflicts, pushes the teens to become alcoholics. Another valid cause which can heavily influence teens is a captivating and luring advertisement. Teens are generally attracted to what they see on television, on the internet, on magazines or even while listening to rock music. Media plays a major role to sway a teen-ager’s choice. â€Å"Television programs an movies often portray drinking in a positive vein, too† (Hyde 13). Most of the time, teens make the wrong options because they do things for the off beam reasons. They are only guided by the way... Most teens drink alcohol because of peer pressure and want to feel accepted by their close buddies. They feel that if their friends do it, they should too. Sometimes, they want to fit into the group to achieve popularity in school and be branded as â€Å"cool†. On the other hand, â€Å"many teens drink hoping to find relief from boredom, loneliness, anger, unhappiness or pressure. While the other teenagers perceive drinking as a sign of maturity† (Graves 15). The feeling of maturity gives the teens a temporary license to do whatever they please.Teens are also influenced by the adults surrounding them. Even as young children, when they see their parents are engaged in alcohol abuse, they tend to become like them in the future. â€Å"They have a misconception that drinking is an acceptable norm as they see it inside their homes†(Graves 16). Trouble in the home which often times lead to family conflicts pushes the teens to become alcoholics.Teens are generally attra cted to what they see on television, on the internet, on magazines or even while listening to rock music. Media plays a major role to sway a teenager's choice. â€Å"Television programs movies often portray drinking in a positive vein, too† (Hyde 13). Most of the time, teens make the wrong options because they do things for the off beam reasons. They are only guided by the way that they feel at the certain moment and fail to use logical basis before arriving at a decision. Examples of these are the fraudulent advertisements which promise joy and pleasure.

The Milgram Experiment Research Paper Example | Topics and Well Written Essays - 1000 words

The Milgram Experiment - Research Paper Example This research paper will concentrate on discussing the Milgram experiment, the method used in this experiment and the results of the experiment. Literature review Most people would answer no, when ordered by a person in authority to deliver an electrical shock of 400-volts to another person, but Stanley Milgram conducted obedience experiments that showed results which were surprising. Experiments like this offer a disturbing and powerful look in the power of obedience and authority. Shortly after the trial of Adolph Eichmann had begun who was a World War II criminal Milgram started his experiments. Adolph Eichmann’s defense roused Milgram’s interest when he said he was following instructions when he ordered millions of Jews to be killed. "Could it be true that Eichmann and his were just following orders accomplices during the Holocaust? Could we call them all accomplices?" (Milgram, 1974); this is the question Milgram posed in his book Obedience to Authority. The Milgra m Experiment method The Milgram experiment involved 40 participants who were men who were recruited in for exchange for $4.50 due to their participation. In this experiment, Milgram had to develop a shock generator that was intimidating. This shock generator had shock levels that started at 30-volts and had an increment of 15-volt up to 450-volts. Switches had terms labeled slight shock, moderate shock, severe shock and finally two switches that were labeled XXX. Each of the participants took the role of a teacher delivering a shock to a student each time there was a production of an incorrect answer. Participants in this case thought that they delivered ideal shocks to the respective student, while actually the student in the experiment was pretending to get a shock. The participant heard the learner plead for a release or complain of a heart condition as the experiment progressed. After reaching the 300-volts level, the learner had a demand to be released and banged on the wall. T he learner refused to answer and remained silent, refusing to answer more questions. Milgram, who was the experimenter, then gave instructions to the participant to deliver another shock when there is silence treating silence as a response that is incorrect. Most of these participants asked Milgram whether to continue delivering these shocks. Then Milgram issued a series of commands to determine what the participant would follow his orders. Milgram first commanded the participant to continue delivering shocks; he then commanded them that the experiment required that they continue delivering shocks. He then commanded them that it was essential that they continued delivering these shocks. Finally, he commanded them that they had no other choice but to continue delivering those shocks. In his book Obedience to Authority Milgram quotes that social psychology reveals a lesson that not what kind of person a man is, but the kind of a situation in which he can be, that determine the action of a person, (Milgram, 1974). Milgram Experiment results The measure of obedience was determined by the levels of shock that participants were willing to subject to the learner. Milgram once posed a question to a group of students at Yale University as to how far they thought most participants were willing to go. The prediction was that not more than 3 percent of the participan

Vocationalism Essay Example | Topics and Well Written Essays - 1250 words

Vocationalism - Essay Example For example, perceiving vocational education as a way to provide population with jobs and thus supply skilled workers to industry would be logically coherent with the definition of vocationalism given above. However, such scope of the research would be useless, because the main question becomes pointless: UK had lower unemployment rate under 25 year-olds than Germany in 2004 (12.1% against 15.1% correspondingly2). Another view is applied in this essay: integration of vocational education into the social life of the country. Vocational education cannot be measured by sole employment rates, as it is only one of many factors determining employment. One may argue that detachment of vocational system from the workplace in the UK is not a weakness but a peculiarity developed within a historical process. Indeed, one system of vocational education cannot be compared to another without assessing them in contexts of their countries. Three main differences between German and British vocational education are identified, and observed one after another: socialisation, companies' participation, and the structure of education. Regardless of the term referred to them it is argued that gaps found within those differences would have increased the quality of vocational education in the UK if minimised. ... Germany is a more industrialised country than Britain, therefore its demand in vocational students is higher. German vocational school has more than a century of training experience, it provides apprentices with a rich training content and theoretical education well connected to a practice in companies. The successes of industrialisation achieved without any serious input from education in England have served as a base for the belief that formal education is not helpful in providing preparation for future work3. The delay of development of vocational education in England had its consequences. For example, following the 1944 Education Act only half the local authorities required to set up technical schools actually did so, with the result that at their peak only 3-5% of the school population attended technical secondary schools4. Social Perception Historical distinctions of vocational education in the UK and Germany have led to different social perception of apprenticeship in these two countries. English vocational education has significant difficulties in retaining learners as they age, and, additionally, it appears to be ineffective in attracting the least well qualified5. Particularly, in-company training appears to be almost completely forgotten, while the school-based vocational courses at colleges and university courses are in much higher demand than non-academic in-company training. This contrasts with the situation in Germany6. German society has a positive experience of cooperation between schooling institutions and business companies supported with a long history. British students attracted by comprehensive secondary system, low interest of companies for participation in vocational education on-site, and

Health questions Essay Example | Topics and Well Written Essays - 250 words

Health questions - Essay Example Possession of sufficient knowledge among the persons charged with the responsibility of providing self care is of great importance. Specifically, this knowledge includes knowledge with regard to issues ascribed to self-care. Another important factor is proper inter-personal and communication skills in order to enhance the provision of self-care services. Consequently, consultation is an imperative factor taken into consideration when providing self-care. Alternative Medical Systems is one of the domains of CAM; these are medical systems based on practices as well as theory i.e. homeopathic medicine. Another domain of CAM is mind-body interventions that focus on enhancing the cognitive functionality in order to improve body processes. There is also Biologically-Based therapies that involve the use of herbs and medicine to improve biological functions. Manipulative Body-based Therapies are the fourth domain of the CAM practices; this domain involves processes of manipulating certain parts of the body. E-waste is basically electronic waste materials; it is a major problem to the contemporary society owing to the fact that most of them are non-biodegradable pose challenges with regard to disposal or

Analyse the way women are treated in Candide. Are gender roles an Essay

Analyse the way women are treated in Candide. Are gender roles an object of satire for Volataire, and if so, what problems andor solutions did he identify - Essay Example Cunegonde is the female protagonist of the novel and she is described as "aged seventeen, was rosy-cheeked, fresh, plump and tempting", in the beginning of the novel. This itself sets pace for and acts as a revelation of Voltaire's satirical take on the mere 'objectification' of women. Further, Candide falls in love with her, owing to her good looks. For this, he is banished from the house of the Baron. Later, Cunegonde falls prey to the exploitation of Bulgar soldiers. As the novel progresses, we find that Cunegonde is constantly being shipped to Constantinople or is made a slave and exploited. The author recurrently brings to our notice that men were a superior clan, while women were merely their counterparts, who had no prominent role or more meaning to their lives apart from succumbing to the carnal desires of the superior males. This gender pattern was a great source of ridicule for many authors and Voltaire certainly does highlight this societal pattern and ridicules it in his satirical novel. In the process of satirising the objectification of women, Voltaire does come to a conclusion regarding the same. He puts forth two exemplary characters; that of Candide and Cunegonde.

Sherif 1954 Essay Example for Free

Sherif 1954 Essay Aim: To study the origin of prejudice arising from the formation of social groups Sherif carried out research into groups, leadership and the effect groups had on attitudes and behaviour. The Robbers Cave Study built upon his previous work. He thought that social behaviour could not be studied properly by looking at individuals in isolation. He recognised how social organisation differs between cultures and affects group practices, so he claimed that groups have to be understood as part of a social structure. The Robbers Cave Study used two groups of young boys to find: how the groups developed; if and how conflict between the groups arose; and how to reduce any such friction. Three terms defined according to Sherif are: small group individuals share a common goal that fosters interaction; individuals are affected differently by being in a group; an in-group develops with its own hierarchy and a set of norms is standardised norm a product of group interaction that regulates member behaviour in terms of expected or ideal behaviour group a social unit with a number of individuals who are interdependent and have a set of norms and values for self regulation; individuals have roles within the unit Procedure 22 young boys, aged 11, who did not know each other prior to the study. All from Protestant Oklahoma families to eliminate family problems and match the kids as much as possible. They were also matched based on a rating, including their IQ, from their teachers and were finally reassessed and matched , including issues such as sporting ability, before the experiment began. A nominal fee was charged for the children to attend the camp and they were not informed that they were being used for a piece of research in order to obtain â€Å"true† results The Camp The experiment is called the Robbers Cave Study because it took place in a camp at Robbers Cave State Park, Oklahoma. The location was a 200-acre Boy Scouts of America camp completely surrounded by the State Park. The site was isolated and keeping the two groups apart (at first) was easy because of the layout of the site, as shown in the diagram Data Collection There was a wide range of data collection methods: observer – participant observer allocated to each group for 12 hours a day sociometric analysis – issues such as friendship patterns were noted and studied experiment – boys had to collect beans and estimate how many each boy had collected tape recordings – words and phrases used to describe their own group were studied The observers were trained not to influence the boys’ decisions but to help them once a decision was reached Three Stage Experiment The two groups were formed and set up norms and hierarchies (to see how they became in-groups) The two groups were introduced and competition was set up, as a tournament (to test for friction, name-calling and hostility to the out-group) The two groups were set goals that they needed each other to achieve Stage 1: in-group formation The two groups were kept apart for one week to help the formation of group norms and relations. They had to work as a group to achieve common goals that required cooperation. Data was gathered by observation, including rating of emerging relationships, sociometric measures and experimental judgements. Status positions and roles in the groups were studied. There is much detail about how hierarchies within each group developed. The measurements were thought to be both valid and reliable because different data collection methods produced similar results. For example, in the bean-collecting task, the boys tended to overestimate the number of beans their own group members had collected and underestimate the number collected by the other group (the number of beans was actually the same). Stage 2: inter-group relations, the friction phase After the first week, the two groups were told about one another and a tournament was set up with competitive activities. Points could be earned for the group and there were rewards. As soon as they heard about each other, the two groups became hostile. They wanted to play each other at baseball, so they effectively set up their own tournament, which was what the researchers wanted. The aim of the experiment was to make one group frustrated because of the other group, to see if negative attitudes developed. Adjectives and phrases were recorded to see if they were derogatory and behaviour was observed as previously. The researchers introduced the collecting the beans experiment: the boys had to collect beans and then judge how many each boy had collected. This was to see if the boys overestimated the abilities of the in-group members and minimised the abilities of the out-group members. As was mentioned before, this was the case. Stage 3: inter-group relations, the integration The researchers wanted to achieve harmony between the two groups, which they did by introducing superordinate goals. This meant that the groups would have to work together to achieve the goals. At first, they introduced tasks that simply brought the two groups together so that they could communicate. They then introduced the superordinate goals, which included: fixing the water tank and pump when the water supply was threatened a truck that would not start, so they had to pull together to try and start it pooling resources so that they could afford a film that they all wanted to watch The researchers measured the use of derogatory terms and used observation and rating of stereotyping. Results Stage 1: in-group formation By the end of the first Stage, the boys had given themselves names: the Rattlers and the Eagles. The groups developed similarly, but this was expected due to how carefully they had been matched. Any differences present were most likely due to the different decisions they had to make based on their cabins being located in different areas. For both groups, status positions were settled over days five and six of the first week, and a clear group leader was in place. The Rattlers often discussed the situation of the Eagles, saying things such as â€Å"They had better not be swimming in our swimming hole†. Although the Eagles did not refer to the Rattlers so often, they wanted to play a competition game with them. It seems that even only knowing another group existed was enough reason for hostility to develop, even though neither group had been introduced yet. Stage 2: inter-group relations, the friction phase As soon as the groups found out about each other, they wanted to play baseball in a group competition: and so both groups had naturally moved onto Stage 2. The Rattlers were excited, and discussed such issues such as protecting their flag. The Eagles weren’t as excited, but made such comments as â€Å"we will beat them†. The Eagle selected as baseball captain for the baseball competition became the group leader of the Eagles for all of Stage 2, even though he was not the group leader at the end of Stage 1. When the two groups first met, there was a lot of name calling. There is evidence collected, including what the boys said, who they were friends with and practical issues (such as the burning of a flag). It was found that there were clearly negative attitudes towards the out-group members. Stage 3: inter-group relations, the integration During the initial contacts of this Stage, the hostility remained. There were comments such as â€Å"ladies first† and when they watched a group movie together, they sat separated in their individual groups. After seven contact activities, there were superordinate goals set up: 1 The staff turned off the valve to the water pump and placed two large boulders over it. The children were informed that vandals had damaged it in the past. They worked together to fix the damage and rejoiced in common when they were successful 2 The second goal was to watch a movie together, but both groups had to chip in to pay for it. They eventually agreed to go halves even though one group had fewer members than the others. However, this agreement showed that the two groups cooperated to arrive at one final decision which they both were happy with 3 The boys all went on an organised trip to Cedar Lake, where the truck suddenly ‘developed’ a problem meaning the boys had to use the tug-of-war rope to try and pull it out and get it started It was noticeable how friendships differed between Stage 2 and 3. More out-group members were chosen as friends by the end of Stage 3, which is evidence that friction was reduced by the superordinate goals outlined. Conclusions Most of the hypotheses put forward by the researchers at the beginning of the study were confirmed. Some of the conclusions drawn from the experiment include: The groups developed social hierarchies and group norms, even though they were not stable throughout the study Each group had a clear leadership structure by the end of the first week When the two groups meet for competition, in-group solidarity and cooperation increases and inter-group hostility is strong People tend to overestimate the abilities of their own group members and to minimise the abilities of out-group members Contact between two groups is not enough to reduce hostility When groups needed to work together, exchanged tools, shared responsibilities and agreed how to solve problems, friction was reduced – working towards a superordinate goal once was not sufficient, there needed to be numerous cooperation tasks to achieve this Evaluation Strengths: There were controls, such as the careful sampling and the briefing observers so they all followed the same procedures, this meant that cause-and-effect conclusions could be drawn more justifiably than when observing naturally-occurring groups There were several data collection methods and the findings agreed, so validity was claimed – for example, derogatory behaviour and recordings found derogatory remarks against the out-group The group conflict could be seen as prejudice; reduction of friction would be reducing the prejudice, therefore the study has a practical application Weaknesses: It was unethical in the sense that there was no informed consent obtained, there was no right to withdraw for the participants (also, the boys’ parents were not allowed to visit – to prevent them feeling homesick – but this meant they could not check on their children’s welfare) It was hard to generalise to other situations because the sample was restricted to boys with a specific background

Support the view that Shakespeare Essay Example for Free

Support the view that Shakespeare Essay Support the view that Shakespeare is examining different kinds of love and marriage in this play?  In the play As You Like It there are quite a few different types of love. There are four sexual relationships in the play, all of which have different varieties, or examples of love  The main couple in the play are Rosalind and Orlando. They first meet in a wrestling match that Orlando has been entered in against Charles. Rosalind notices him for his good looks and youth, and because of this is concerned he will be hurt. Orlando wins the match though and as a token Rosalind gives Orlando her necklace. Orlando instantly falls in love with Rosalind when he first sees her and is stuck for what to say to her, Can I not say, I thank you? My better parts are all  Thrown down, and that which here stands up is but a  Quintain, mere lifeless block.  Rosalind then runs off into the forest of Arden dressed as a man called Ganymede. Orlando also flees to the forest where he writes ridiculous love poems and posts them on trees for Rosalind to find. Rosalind, dressed as Ganymede, then becomes friends with Orlando and gives him advice on ways to go about asking her to marry him. She does this by pretending to be Rosalind while dressed as Ganymede. This is so Orlando does not recognise it is her. This can get quite confusing at times. She finally reveals to him that it has been her all along though and they get married straight away. This is the first kind of love where both people love each other and no one else. This is the most simple love situation in the poem because it has no complications of people loving other people, or them not being allowed to love each other.  The couple that show the least romance throughout the play is Silvius and Phebe. Silvius is a kind-hearted shepherd who lives in the Forest of Arden. Phebe though is a rough shepherdess who finds Silvius annoying. The reason for this is because Silvius is deeply in love with Phebe, and she has rejected him many times. Phebe just ignores him though and because of this Silvius keeps on asking her to love him,   Sweet Phebe, do not scorn me, do not, Phebe.  Say that you love me not, but say not so in  Bitterness. The only person Phebe finds attractive in the play is Ganymede, who is actually Rosalind. She writes a letter to Ganymede asking him to marry her, and is rejected quite obviously. As a result of this Phebe is forced to marry Silvius in the end because she has no one else who likes her. I think the aspect of love that is showed her is a cruel side of love. The reason I think this is because Phebe is virtually forced to marry Silvius when she does not want to. Silvius though is overjoyed because she is the love of his life and marrying her is his dream. This is unfair on Phebe though because she does not love him, but she has no one else so has to go along with it. Celia and Oliver are the most surprising couple in the play I think. This is because they meet very close to the end of the play, and instantly fall in love with each other. Another reason for this is that Celia is a very kind, likeable woman throughout the play. Oliver on the other hand changes his personality. At the beginning of the play he is a very nasty man who says he hates his brother because of his good looks and his ability to be liked by everyone he meets. His personality changes though when he is sent into the forest to find his brother, Orlando, by Duke Frederick. He finds Orlando and then he meets Celia, who he instantly falls in love with. He then makes the story up of saving his brother from a lion and his personality completely changes. Twas I, but tis not I. I do not shame to tell you  What I was, since my conversion so sweetly tastes,  Being the thing I am.  He turns into the complete opposite of his old personality, and becomes very nice. This also attracts Celia to him, as well as her thinking he is good looking. This attraction between the two of them means they become a couple and get married too.  This is the same kind of love as Orlando and Rosalind experienced. This is where they have no complications and both of them love each other. They also fall in love with the first sight of each other, as did Rosalind and Orlando. The next couple I am going to examine from the play is the pairing of Touchstone and Audrey. This is possibly the strangest couple in the play. My reason for thinking this is that they are completely different people, and have very different backgrounds. Touchstone is a court jester, and has lived a sophisticated courtly life. Audrey on the other hand is a country girl who has been brought up on a farm. Even though there are these differences, the two still get married. They were meant to be wed quite early into the play, but this did not go as planned and they did not. They did how ever talk more about it and finally got married at the end of the play.

The Fears Of Crime And The Outcomes Criminology Essay

The Fears Of Crime And The Outcomes Criminology Essay The outcomes of the fear of crime were for very long time overlooked by criminologists and psychologists and only in last 25 years fear has become a important research topic (McGarrell et al 1997). Recently, more attention has been put on this matter which is now recognised as a growing phenomenon which significantly influences the quality of life. Some may argue that the fear of crime is a consequence of individual having contact whether directly or indirectly with criminal events (Sparks, 1992). Saying that, it is important to remember that the indirect contact with crime may occur through the media representation or interpersonal communication and have a damaging effect on individuals quality of life. Worrying fact is that many researchers such as Hindelang (1974), Fowler and colleagues (1974) or Boggs (1971) have established that the relationship between the levels of fear of crime and experience of it are two different things. This means that although, the number of reported cri mes continues to drop and according to statistics, the chance of becoming the victim of crime is the lowest it has been for last twenty years (Home Office, 2009), society is increasingly becoming more anxious about safety (Home Office, 2006). Therefore, from this observation it can be speculated that the fear of crime is the problem itself, not the crime. So, this essay will firstly introduce to overview of the crime and the fear of it, including statistics and the lack of accordance between what has been found about the crime levels and the fear of crime. Secondly it will engage with theoretical assumptions related to the topic and critically evaluate theoretical assumptions. Thirdly, this paper will demonstrate the influence of the mass media on the increase of the fear of crime. And finally, it will draw the relevant conclusion based on proposed arguments and clarify that the fear of crime is a problem in its own right. To begin with it is relevant to familiarise with statistics of the actual levels crime, the fear of it and demographic groups. According to the Law Enforcement Assistance Administration (LEAA) the relationship between these three aspects is rather not proportional. As found by Skogan (1976), the fear of crime is more common within the demographic groups which were least frequently victimised such as women or elderly. He found that although, the most incidents of victimisation were reported by young, Black male this group is least fearful of becoming a victim of crime. Instead, older females, both Black and White have been accounted to be most fearful of crime (Skogan, 1976). Many researches challenged this inconsistency and for instance, Stinchcombe and colleagues (1977) introduced the idea of vulnerability in order to explain the higher levels of fear in the elderly and women. Briderman (1976) however, made the connection between the primary fear of crime and strangers and came up with the hypothesis that fear of crime is the fear of strangers. However, this theory can not be confirmed in practice. Although women are being told from the young age to be conscious of strangers, they are actually more likely to become a victim of an intimate partner, friend or another relative than by a stranger and according to study by Rennison (2001) fifty four percent of violent assaults reported by women are carried out by someone known to the victim. Although, there is a noticeable progress within the victimization perspective which has occurred in recent years in order to distinguish difference between the fear, worry, risk and concern the results did not change drastically (Sparks, 1992). Analysing the more recent statistics it can be noticed that this kind of demographical segregation of fear is still prevalent (Home Office, 2006). In general, according to the findings from the British Crime Survey in 2008/09 it has been found that 16 percent of people, who were asked, thought that they were very likely to become a victim of crime; however it has been found that only 2 percent were actually a risk (Home Office, 2006). Moreover, the segregation of crime, such as personal/property, single/multiple or direct/indirect was designed to improve the understanding why some demographic groups are more fearful of becoming a victim, however in fact did not have much effect in practice. The following part of this paper will link the issue of the fear of crime to the broader theoretical assumption and introduce to different models of victimisation. The earliest research on the fear of crime was based on the victimisation model which linked the fear of crime to experience of it (Snell, 2001). Although Skogan and Maxfield (1981) documented that association, others found that such as connection does not exist or the impact of victimisation on the level of fear is minimal (Liska et al, 1988). Furthermore, this model was repeatedly questioned as those who are at the highest risk of victimisation are least fearful and those who are at the lowest risk are the most concerned about becoming a victim (Skogan, 1976). Therefore the Indirect Victimisation Model was developed. This theory assumes that people who recognize themselves as the most defenceless and vulnerable to crime, such as elderly or women, will have the highest levels of fear (Snell, 2001). The Community Concern Model, firstly recognised by Taylor and Hale (1986) assumes that the level of the fear increases within the communities which report their neighbourhood as less satisfying due to the loss of the social control over them. There is a lack of attachment between the neighbours what increases the fear of victimisation within own neighbourhood (Snell, 2001). However, it can be argued that by introduction of CCTV or the Neighbourhood Watch and therefore increase of the social control could cause even higher concern of criminal activities in the area and therefore, higher fear of crime. The Subcultural Diversity Model theorises that the fear of crime increase if living close to someone whose has got a different cultural background (Snell, 2001). The study suggests that foreign behaviour due to the cultural beliefs may become difficult to understand and therefore fearful (Merry, 1981). Secondly, it is important to acknowledge the power of media representation, or rather we should say, misrepresentation, which increase the level of the fear of crime. According to the study by Surette (1998) who measured the impact which media representation has got on the fear of crime, it has been found that readers of those newspapers which tend to report crime in dramatised and excessive way are more fearful of crime. The concept of the moral panic feed by the mass media was firstly acknowledge by Cohen(1987) who described it in the term of amplification of the perception of disorder between the Mods and Rockers. The relationship is that similarly, the tabloid press is responsible for the misrepresentation of the actual level of crime by focusing on selective crime news which win the audience and therefore sell the newspaper. He also believed that by the increase of misrepresentation by the media can increase the level of reporting crime and therefore pressure the police to incre ase arrests (Cohen, 1987). Therefore, it needs to be recognised that through the exaggeration and overrepresentation, media can stir up public indignation and create the social problem and moral panic in society. Even more worrying is the fact that although the media covers only those erratic stories not sensible ones, the majority of people, when asked about the actual level of crime; attribute their knowledge to TV and newspaper gossip (Williams and Dickinson, 1993). This use of the limited information gained from the unreliable sources such as media is also called symbolic interactionism (Ferraro, 1995). However, as it has been noticed by Yin (1980), media representation of crime has got the most influence on the elderly people especially if the victim of the story was also an elderly person. Therefore, that is another example of the fear being greater that the actual level of crime as older people are least likely from all demographical groups to experience the victimization (Lee, 1982). That may be attributed to the fact that elderly are not to be seen on the busy street on Friday night as most of young people, therefore they less likely to become victimise. Lawton (1981) suggested that vulnerability of elderly may become the foundation of the fear of crime. He also researched that during the criminal activity such as robbery of physical attack, elderly are more likely to experience serious physical injuries which in effect may lead to helplessness and dependency which they may fear more than the crime itself. Consequently, that can have an effect on the quality of life of elderly. It has been speculated that if the incident of attack on older person took place outside his/her home that may lead to this person fearing to stay out the house for any reasons. The same can be hypothesised about the burglary. If elderly persons house was robbed while they were not there, they may not want to leave the house again as they feel they should stay in and protect they belongings in case of another robbery. Therefore, it shows the loose of control, freedom and quality over their lives and some may say isolation from society. The study by Hough (1995) is a great example of life deprivation due to the fear of crime as he found that among women age 60 who live in the city more than one in ten never went out after dark. The media representation of crime is also accountable for the formation of social exclusion which is mainly concerned with inequalities between different groups of people and different areas. It has been argued by Young (1988) crime itself is an exclusion: as are the attempt to control it by barriers, incarceration and stigmatization (p. 26). It has been found that the fear of crime whether on the street or at home is higher among poor population than privileged (Home Office, 2009). That may be due to the fact of allocation, as residents of housing estates are more likely to witness the violence on the street or antisocial behaviour in their local area in comparison to privileged population. Crime is seen both as a product of social exclusion and a cause of it, where social exclusion is seen as a series of linked problems such as unemployment, poor skills, low incomes, poor housing, hight crime environments, bad health and family breakedown. (Pantazis et al 2006, p.275) Furthermore, it is fundamental to acknowledge the current concern about terrorism which by the attack on the innocent, civilian people made the society realise that we are all potential victims. However, in this case it is the government and the military officials who with the facilities of mass media deliver information, or rather we should say, fear to society (Balkin, 1979). Some may argue that crime is politically popular as it sets out new moral targets for the government which can use it as a tool during the campaigns. However, in fact it is another example of creation of the moral panic which separates differences between nationalities and therefore limits social mixing between them and increases fear, paranoia and the mistrust between different groups (Cohen, 1987). Meads (1934) has argued that there is an existence of the generalises other in society which recognises us as good and them as bad. Therefore there is a tendency to exclude them for our security due to the fear of crime from them and that is an evident example of social exclusion. Summarising, the primary purpose of this essay was to indicate that the fear of crime is a problem itself not the actual level of crime. It has been demonstrated that although the level of crime is falling down and is at the lowest point for last twenty years, public fear of victimisation is growing up. Statistics from the British Crime Survey (BCS) and Law Enforcement Assistance Administration (LEAA) have been used in order to demonstrate that paradoxical phenomenon. In order to validate the statement that the fear of crime is a problem in its own right and to help with understanding why some groups are more fearful of crime than others, the theoretical models have been included. These, demonstrated that some populations due to the physical inability to defend themselves also called vurnability (women, elderly) or social and economic position may fear the crime grater than others (man, privileged). Moreover, this essay has critically evaluated the media misrepresentation of the act ual crime level and how that falsification can shape the moral panic and social exclusion in society. It has been also acknowledged that the concern about terrorism acts, which are often used by politicians during campaigns, is responsible for increasing the level of the fear of crime is society. Overall, it has been learnt that the fear of victimisation is greater than the actual level of crime therefore the fear of crime is a problem in its own right because it affects peoples lives and controls their everyday actions. It is suggested for the society to not relay on the media representation and discontinue thinking about being victimised since as the real statistics show it is not very likely to become a victim of crime. However, it is important to remember that the fear of crime may also not always be a negative thing as it may encourage assertiveness and prompt the implementation of preventative measures.

The Indian Policy Response :: India Trade Globalization Agriculture Essays

The Indian Policy Response Socio-economic implications of Globalization in India - What India wants from WTO - What is required of India by WTO - Analysis of policy response in two crucial areas Agriculture and Pharmaceuticals. An ethical framework covering the issues that are discussed and a common policy response is suggested. In the early nineties, India embarked full speed on a path of liberalization and globalization by reducing trade barriers and non-trade barriers alike, demolishing the existing quota-licensing regime. As a logical step in that process, it joined the WTO in 1994 at the end of Uruguay round of talks. Major changes in existing laws and enacting new laws had become imperative to comply with the WTO agreement. But substantial resistance to the acceptance of the WTO regime have erupted in areas of Agriculture, Pharmaceuticals. India as a founder of the ITA (Information technology Agreement) under the aegis of WTO has significant advantages as well as some critical obligations. This paper analyses the moral arguments of the policy response to these critical issues and attempts to synthesize a common position based on ethical perspectives. Agriculture Before we discuss the policy imperatives of the WTO response, a brief background on the nature and state Indian agriculture is necessary. Indian economy is agrarian in nature where nearly 70% of the population is dependent upon agricultural income. At the lower end of this strata are the vast majority of poor farm labourers who do not own the land but work in the fields and farms to earn their livelihood. In the middle layer, we have a large number of marginal land owners and small farmers who labour as well as employ other labourers to produce. In the higher end there a small number of large farmers and farm corporations who employ mechanised as well as very labour intensive farming. The politically powerful lobby of big farmers utilize power, irrigation and fertilizer subsidies of the government at the same level as the small farmers. The number of crops produced by this huge agricultural base is limited comparative to the other developed countries, because of various historical an d climatic conditions. Since the agriculture is labour intensive and most of the farming is done by small farmers owning small land tracts, the productivity is low and costs are high. While some states subsidize power and irrigation, the central government provides fertilizer subsidies and procures the farm products at minimum support prices to supply poor urban consumers to ensure food security through a Public Distribution System.

Millennial Themes in The Prelude and Mont Blanc Essay -- Wordsworth P

Millennial Themes in The Prelude and Mont Blanc On reading Book VI of Wordsworth's thirteen-part version of The Prelude, I was particularly struck by the passage in which, following his crossing of the Alps, the poet describes "the sick sight / And giddy prospect of the raging stream" (VI. 564-565) of the Arve Ravine as both an apocalyptic foreboding and an expression of millennial unity in his theory of the One Mind: The unfettered clouds and region of the heavens, Tumult and peace, the darkness and the light, Were all like workings of one mind, the features Of the same face, blossoms upon one tree, Characters of the great Apocalypse, The types and symbols of eternity, Of first, and last, and midst, and without end. (VI. 566-572) The unity of God, man, and nature is of course a common theme in Wordsworth's poetry, having been given equally memorable treatments in Tintern Abbey and elsewhere, but it was the seemingly paradoxical sentiment of this passage from The Prelude that made such a strong impression on me. As John Beer points out in his article "Romantic Apocalypses," "Although traditionally the apocalypse and the millennium have gone together, recently, the first, with its sense of doom, has been more prominent" (109). To a reader who has lived through the passing of both a new century and a new millennium, the phrase "Characters of the great Apocalypse" tends to evoke feelings of eschatological anxiety, and to suggest the fragility and transience of the landscape Wordsworth is attempting to describe. It is easy to forget that Wordsworth used the term in its original sense of "simply 'revelation,' the name given to the English version in the New Testament" (Beer 109); and that in its evocations o... ... used the essential paradox of apocalypse and millennium not to prophesy the destruction of the existing world, but to make their readers aware of the greater harmony of the universe, both within and outside the boundaries of time. Works Cited Beer, John. "Romantic Apocalypses." Wordsworth Circle 32.2 (2001): 109-116. Shelley, Percy Bysshe. "Mont Blanc: Lines Written in the Vale of Chamounix." 1816. Romanticism: An Anthology. 2nd ed. Ed. Duncan Wu. Oxford: Blackwell, 1998. 845-849. Shelley, Percy Bysshe. Excerpt from "Journal-Letter from Percy Bysshe Shelley to Thomas Love Peacock, 22 July to 2 August 1876." Romanticism: An Anthology. 2nd ed. Ed. Duncan Wu. Oxford: Blackwell, 1998. 844. Wordsworth, William. Excerpt from The Thirteen-Book Prelude, Book VI. 1806. Romanticism: An Anthology. 2nd ed. Ed. Duncan Wu. Oxford: Blackwell, 1998. 389-392.

Essay example --

The Cultural Revolution started in1966 for the â€Å"renewed spirit of the Chinese Revolution.† Chairman Mao Zendong wanted to stop China from developing into a copied model of the Soviet Union, and so began a series of campaigns to stop this from occurring...or so he said. His true intention was regaining the power he had lost. It officially started when a man named Lin Piao gave a speech about his wish for students to return to the basic functioning of the revolutionary movement. Before long, people of the Chinese Communist party, intellectuals, and other political adversities were prosecuted in several ways, while ate the same time appealing to the people of China for help to once again establish China as a powerful and new country. These campaigns targeted the children in particular. As they were more susceptible to the advertisements and censored news that went out, they were efficiently turned into a group of effective Red Guard units. These units were, in short used to ensure the obedience of parents and/or to spy on them. This caused many family upheavals and betrayals that often led to tragedy. If one person in the family was an â€Å"enemy† then often the rest of the family was considered one too. Some people denounced their family members to escape this fate. In 1949, the Chinese Communist Party calls their liberation a victory, where it’s really a terrifying/bloody fight for power among the government while directing the campaign for the people of China to become â€Å"New People.† At the center was Chairman Mao, who later washed away his rival within the same year and began to destroy the old culture and traditions of China truly began. People of all classes were targeted for inane reasons and many people were physically abused, sh... ... professions and lifestyles. Landlords were considered the worst, as they â€Å"took advantage of people.† Many things were lost in this campaign, among them a full generation of people, as well as tradition, lives, culture, and history. The sheer amount of people who had been killed, beaten, abused, and tormented came to light. Over 1.5 million people were killed, and countless others imprisoned. Instead of China forward, it was set back an entire generation and it was years before it became powerful again. After Mao died in September 1976, the Gang of Four briefly retained power, but was pushed out by the military. Deng regained power in 1977, and continued holding control over China’s political world for the next 20 years. The overall effect of the revolution was opposite of what was wanted. It caused the people of China to lose respect and faith in their government.

Outline Three Problems to Plato’s Theory of the Forms Essay

Aristotle thought that Plato’s theory of forms with its two separate realms failed to explain what it was meant to. That is, it failed to explain how there could be permanence and order in this world and how we could have objective knowledge of this world. By separating the realm of forms so radically from the material realm, Plato made it impossible to explain how the realm of forms made objectivity and permanence possible in the material realm. The objectivity and permanence of the realm of forms does not help to explain the material world because the connection between the two worlds is so hard to understand. The theory of forms, therefore, is an unnecessary proposal. There is no need to split the world up into two separate realms in order to explain objectivity and permanence in our experience. Aristotle elaborated this general criticism into two more particular objections: First, according to Plato material objects participate in or imitate the forms. It is in virtue of this relation to the realm of forms that material objects are knowable and have order. Yet, Aristotle argues it is nearly impossible to explain what exactly this participation or imitation is. The properties that the forms have are all incompatible with material objects. How, for example, can a red object be said to participate in or copy the form of redness? Is the form of redness red itself? How can there be red without anything that is red? It seems that the metaphor of imitation or participation seems to break down in these cases because of the special properties that Plato ascribes to the forms. The only link between the realm of forms and the material world, then, breaks down. The forms cannot explain anything in the material world. The second argument was first given by Plato himself in his later dialogues. It is related to the first objection, but is a more technical way of getting at the main problem with the theory of forms. Plato explains the resemblance between any two material objects in terms of their joint participation in a common form. A red book and a red flower, for example, resemble each other in virtue of being copies of the form of redness. Since they are copies of this form, they also resemble the form. But this resemblance between the red object and the form of redness must also be explained in terms of another form. What form does a red object and the form of redness both copy to account for their similarity? One can see that this will lead to an infinite regress. Whenever someone proposes another form that two similar things copy, you can always ask them to explain the similarity between the form and the objects. This will always require another form. The notion of imitation or copying used in the theory of forms, then, runs into logical difficulties. The theory of forms really explains nothing about the similarity of objects; another form is always needed beyond the one proposed. Thus to explain the similarity between a man and the form of man, one needs a third form of man, and this always requires another form. The explanation of the original similarity is never given; it is only put off to the next level. Wittgenstein also criticised Plato’s theory with his language games. He argued that for meaning in language it must define the concepts. Concepts therefore do not gain meaning from the objects to which they refer but from the way we use them in language. This is governed by a series of formal and informal rules that control the games. Wittgenstein observed from games that it is impossible to offer a simple explanation of the word game because not all the uses of it include the same concepts. The games have a family resemblance but no defining set feature. The use of the word game gains its meaning from the way in which it is used. Therefore those who understand how to use it will understand what it means. This is a problem for Plato because he has already told us that the Forms are simple, yet Wittgenstein suggests that some concepts are so complex that there cannot be a simple blueprint or pattern that ties them all together.

“An Occurrence At Owl Creek Bridge” By Ambrose Bierce Essay

Naturalism is often perceived as a form of writing which is blunt because of the candor that writers used in approaching the subject. However, while naturalism is known to employ detailed realism in describing its subjects it necessarily follows that characterization becomes a critical process where the reader is given the benefit of making a conclusion as to how a particular character is characterized. In effect, naturalism merely generates the facts for the reader to base his/her conclusion on. In this light, the main character in Ambrose Bierce short story, â€Å"An Occurrence at Owl Creek Bridge†, Peyton Furquhar is given flesh and blood using naturalist elements of description, association, and flash back. Description is a device that could be perceived as naturalist because it is through this that the writer is able to give a matter-of-factly picture of the character and in the short story, such device works to initially present the superficial characteristics of the main character. For instance, in the line, â€Å"Peyton Farquhar was a well-to-do planter, of an old and highly respected Alabama family. † (Bierce, 2010) no further suppositions can be made except for what is being stated; that the protagonist is well to do, is in agriculture, and has integrity in that he is a well respected member of a known family. Obviously, in these lines, the writer does not have any intention of creating other subjective interpretations; instead he simply states what is superficially apparent. In another line from the story, â€Å"her husband approached the dusty horseman and inquired eagerly for news from the front. † (Bierce, 2010) still referring to the protagonist, the author again reveals another superficial personality that being the eagerness of the protagonist for news, in fact this particular characterization is stated in the same line to avoid further misjudgments. Association is also used in the story to indirectly characterize the character by revealing apparent unrelated events or situations. This is consistent with naturalism where the environment and social circumstances can work to influence a particular character or an event. In the lines, â€Å"Evidently this was no vulgar assassin. The liberal military code makes provision for hanging many kinds of persons, and gentlemen are not excluded. † (Bierce, 2010) succeeding a lengthy description of the physical attributes of the protagonist, the writer, by association, suggests that the protagonist was being executed unjustly. Further analysis of this line would reveal that another association comes to mind; that the character belongs to the middle or the upper class. So, even without the physical descriptions, one can easily associate the mitigating circumstances to the actual character of the protagonist. Another such example is found in the lines, â€Å"To be hanged and drowned,† he thought? â€Å"that is not so bad; but I do not wish to be shot. No; I will not be shot; that is not fair. † (Bierce, 2010) here, the author reveals a side to the character of the protagonist determined by his chosen method of death – being shot during this period was an undignified way of dying as it was indicative of the gravity of the fault of the one being executed. Shooting was also done while the victim had his back on the shooters which all the more makes it quite humiliating and degrading. So, this particular line characterizes the protagonist, through external circumstances, as someone who has a reputation that he protects and would not want to be tarnished. Other than just association, reminiscing and flash back are also tools in naturalism that may be employed to characterize a character. Flash back is when the protagonist draws from past experiences or recalls certain social elements that are not in effect at the period the story is being told, and these elements can reveal much about the character and even affirm the actions of the character. So, in the lines, â€Å"By diving I could evade the bullets and, swimming vigorously, reach the bank, take to the woods and get away home. My home, thank God, is as yet outside their lines; my wife and little ones are still beyond the invader’s farthest advance. † (Bierce, 2010) the author paints the character to be someone who is deeply concerned of his family that even in his direst moments, as guards were shooting at him from the riverbank, he still had thoughts of his home intact, which he verily recalled consequently revealing this particular aspect of his personality. Again, this same naturalistic device is used in the lines, â€Å"He must have traveled the entire night. As he pushes open the gate and passes up the wide white walk, he sees a flutter of female garments; his wife, looking fresh and cool and sweet, steps down from the veranda to meet him. †; (Bierce, 2010) where a sexual nature is revealed in the scenes that the protagonist recalls. Here, other than just revealing that the character is a homely and family person, the stark description of the garments as well as the scent of the wife are consistent with a subliminal description which points to the sexual desires of the character. In the story, â€Å"An Occurrence at Owl Creek Bridge† Bierce effectively gives his character ‘life’ notwithstanding his turning up dead in the end, by using certain elements of naturalist and realist literature. Here one sees that through superficial and candid description, association of environmental and social circumstances, as well as the recall or reminiscing of past circumstances, the personality, attitude, and character of the protagonist becomes more vivid and believable. References Bierce, A. (2010). An Occurrence at Owl Creek Bridge. Retrieved May 5, 2010, from http://fiction. eserver. org/short/occurrence_at_owl_creek. html

Lifeboat Ethics Essay

Life is like a cruise ship†¦ or at least until the engine blows up and your oasis of luxury sinks. Before you know it, you find yourself sitting in one of the few lifeboats, surrounded by hundreds of people who are now accurately portraying survival of the fittest. They are treading water and fearing sharks, all because there are not enough rafts. You are grateful to be in your lifeboat and eventually question if everyone on this earth has an equal right to an equal share in its resources (Hardin 1). Well, if you were not wondering about that, Garrett Hardin was. In his essay â€Å"Lifeboat Ethics: the Case Against Helping the Poor†, Hardin compares the condition of wealthy nations to that of a lifeboat. Hardin’s main idea is that wealthy nations should not offer any kind of assistance or support to people in poor countries because the outcome in doing so would be a catastrophe. Although Hardin’s ideas accurately state the problems of over-population and supporting the poor, he fails to defend his logic by not stating a satisfying compromise between the two extremes of giving all of our resources to the poor and not helping the poor at all. He uses a lifeboat example to show the segregation to show the segregation of the rich people in the boat and the poor people swimming in the surrounding water. Natural instinct is to take in as many poor people as possible even if the raft lacks space, but Hardin argues that the result would be a sinking raft and a disaster. There would be no positive result. If rich people pull poor people in the raft, the raft would then lose its â€Å"safety factor†. In the end, there would be no positive outcome in helping the swimmers and the result would be â€Å"complete justice, complete catastrophe† (Hardin 1). â€Å"In a crowded world of less than perfect human beings, mutual ruin is inevitable if there are no controls. This is the tragedy of the commons† (Hardin 3). The tragedy of the commons is a perfect example as to why there is no advantage in helping the poor. A person’s property or possession is well taken care of because it is his or her own responsibility. But if it is available for everyone it would not be taken care of as much. Hardin uses air and water as examples of commons that have been taken advantage of. Since air and water are both treated as commons, they have become polluted and therefore endanger everyone. Another negative product of helping the poor is that they will never learn from their mistakes. Since poor countries know that the wealthy countries will be there to help and give them aide when needed, they will never learn to save themselves and prepare for future disasters. Why would they? No one would go out of their way to get something if they knew it would be handed to them when needed. â€Å"But they can learn from experience. They may mend their ways, and learn to budget for infrequent but certain emergencies† (Hardin 4). Hardin does not give a neutral idea to this problem. He basically states, either we give the poor everything or we give them nothing at all. This problem could easily be solved by limiting how much we give other countries in their times of need. If they are aware that they will only get x-amount of supplies from us, they will be more likely to stock necessities and other resources. Hardin’s argument is whether we should help poor countries and have them forever depend on us, or not help them and let them learn their lesson in the hopes that it will benefit them in the future. It is understandable that we should help them because we are a rich nation and should not be greedy with our wealth, but people are naturally careless and selfish when tragedy strikes. When people receive aide, they end up depending on it as long as they can. So the answer to the question asked earlier is no, not everyone is entitled to a fair share of resources. â€Å"For the foreseeable future, our survival demands that we govern our action by the ethics of a lifeboat, harsh as though they may be. Posterity will be satisfied with nothing less† (Hardin 8).

Philomena: A Film Analysis Essay

Among the many good films of 2013, this one has to be on my top 5 list. Directed with passion by Stephen Frears, Philomena is a film that questions your beliefs regardless of which religious sect you belong to. As a little exposition, Philomena Lee (Judi Dench), way back 1952, was impregnated out of wedlock and was therefore sent forcibly to a convent where she gave birth to a son she named Anthony. She and other young women of similar situation were only allowed to see their children once a week. This and other practices including oppression and prejudice among the nuns are presented well in the film in a way that could condemn the Catholic Church. These are presented in a tone that is sarcastic and ironic, with a mood that is mild and forgiving. Visually, the setting and production design will bring you back to 1950s Ireland, which is highly distinct with the present time. The cinematography is nothing too special; it was shot in polished angles, and with dim lighting to establish the gloomy environment the film is trying to convey. In my opinion, this is the style used to make it closer to reality so it will capture the emotions of people. As the plot develops to the rising action, you start rethinking about â€Å"morality† drawn by the strict administration of the nuns. The irony will later be exemplified when you see babies sold to Americans without the consent of the mothers; one of these babies was Anthony. And while he is being sent away, Philomena was watching from afar, not knowing that it is the last time she is going to see her child. The cinematography at this point was brilliant where the angle is trying to show the innocence of Anthony, and the agony of Philomena through an over-the-shoulder shot. Fifty years later, with the help of Martin Sixsmith (Steve Coogan), the search for the missing son will begin. Martin, who was rebuilding his career in writing, initially declined the idea of writing about Philomena’s lost son. However, as he hears more about the case and discovered that Philomena was only one of the many oppressed women, he decided to do it. Together, they travelled to the United States to find Anthony. Their journey together shows their stark differences. In most of their dialogues, it is very noticeable how different their perspective in life is. This is perfectly presented through the powerful performances by both actors, and subtle representations of their faith. Philomena believes  in God, Martin doesn’t. And while we see how unfortunate Philomena’s life can be, her faith is still strong. Martin, like probably many of the viewers, does not understand this irony. When they finally discovered who Anthony became, they found out that he died eight years ago from AIDS. Still, they traced back his identity just to know how he lived his life. Philomena wanted to know if Anthony ever thought of his hometown, or if she was ever thought of. As the plot boils down to resolution, they will discover that Anthony went back to Ireland and that his body was actually buried in that same convent because he knew his mother would find him. At this point, the film is scored with instrumentals that could bring hostility and liberation. Martin despised the senior nun who kept this a secret as part of her moral standards. She did not allow Philomena to see her son even once before he passed away—a suffering considered as â€Å"atonement for sin†. The tone at this point is aggressive while Martin demanded the nun to apologize. The nun did not ask for forgiveness, but Philomena forgave her anyway. This, I consider, is the best part of the film. It was t oo hard for her to forgive, but she did so. Why Philomena still has faith so strong despite all that has happened to her answers why we believe. At the end of it, they will find his grave and they will continue their lives. Martin will publish Philomena’s story not to upset the convent, but because it deserves to be heard by many. Like Philomena, we have beliefs; and even though these were taught to us by people who may hurt us or fail us, our faith clings to something unfailing. We believe because even if circumstances are not in our hands, we have the option to embrace them. And like Martin, although we do not understand other people’s beliefs, we respect them and we accept people for who they are. This is clearly presented when he gave a small sculpture of Jesus to Philomena. The film is not chronologically narrated, with an editing technique using flashbacks and home videos to illustrate what has happened in the past. It was well color-corrected to demonstrate tension and emotions through less-saturation. I find this very effective since the film does not hard-sell drama, yet can still give a highly emotional ride. The dialogue is  nothing so melodramatic and was instead written very lightly. This represents the character of Philomena as someone who is very graceful and humane. As for the performances, both Dench and Coogan did a brilliant job in portraying their roles. Frears was able to direct them so distinguished to the characters. This is probably one of the many strengths of this film. The acting was so balanced with the overall mise-en-scene that it easily captures the attention and the emotion of the audience. With a story so beautifully debauched, Philomena was told with heart and passion that even if it presents horrific things, it ended with a very positive attitude that is hauntingly terrific.

Case Study on a Day Care Essay Example for Free

Case Study on a Day Care Essay When couples are engaging in family planning, there are several things that they have to take into consideration. One such thing is the care of the child or children when it is time for them to return to work. A common option over the years has been that of the day care or child care center. Parents today are realizing the importance of daycare centers in their children’s development. They are looking for daycare centers that not only will take care of their child while they are away but also will provide quality, real-life learning opportunities and experiences. These learning opportunities will ensure that children are prepared not only for their academic life in school but also for real life situations outside the daycare center and their own homes. There are five basic categories of day cares: Child care centers, educational day care, family day care, non-profit day care and subsidized day care. A child care center is a large day-care provider and is often franchised under a brand name. They often have extensive facilities, including swimming pools and large playgrounds. They also provide day care for multiple ages divided into smaller groups by age. Educational day cares are intended to provide children with pre-school learning and skills to prepare her for kindergarten or elementary school. They strive to provide children with rounded spiritual, physical, mental and emotional support to prepare them for life’s challenges. A family day care is provided in the care-giver’s home, usually with the provider’s children present. They provide a familiar and comfortable setting for your child. A family day care often is smaller than other types of day care. Non-profit day cares are run by non-profit organizations, such as churches or synagogues. They sometimes include religious schooling and are often more affordable than other types of day care because of their non-profit status. Subsidized day care programs are those that provide financial assistance either through the federal or state government or an employer. The day care visited by group five, was an educational daycare. The daycare caters to children between three (3) months and three (3) years old. At the beginning of September, there were a total of forty (40) children. Currently, there are twenty-six (26) children there. Space and Equipment The day care is clean and sanitary. There is no garbage lying around, floors are clean as they are constantly mopped when messes are made. The kitchen is large enough to facilitate the free movement when 2-3 persons are in there making food preparations. It is also away from the areas where diapers are changed and away from the bathroom. It is clear that great consideration was taken in regards to inclement weather, as the space in the day care is large enough to separate sleeping children from playing children and those who are learning. The area is large enough for everyone to play when they are unable to go outside even though the tables where they have their meals are there. There are five smoke detectors throughout the building, a fire aid kit and a fire extinguisher that are strategically places. Standard childproofing techniques are utilized, (covered outlets, safety gates, door latches). The center is secure, having a buzzer that is working and therefore, strangers are not able to just walk in from the streets. The building is properly lit and ventilated and doors are placed strategically as well to facilitate emergency exit if necessary. There is short term parking space at the front for parents and guardians who come to drop off and pick up their children. Caregivers’ Credentials/Qualifications Because the caregivers are expected to create a safe and stimulating environment for the children to develop in, it is important that the staff get formal training that will equip them with the tools necessary to do so. All the members of staff are qualified. The qualifications held are varied. There are members of staff who have Level 1 and 2 Certificates in Early Childhood Care and Development from HEART Trust NTA. Other qualification held by staff is a Certificate in Practical Nursing and Heart care and a Diploma in Early Childhood Teacher Education. Programme Activities At this stage of the child’s development, it is important to have activities that engage the children’s minds and develop skills that will be needed in further learning. At the day care, there is a structured schedule that includes plenty of time for physical activity, quiet time (including daily reading sessions for groups and individuals), group activities, individual activities, meals, snacks, and free time. The activities cover the duration of time that the children are at the day care from the moment of arrival to the time of departure. The physical activities come in varied forms including music movement (dance) and play time- outdoor play and free play. Free play is for the children to do whatever they feel like doing, whether it is engaging in imaginative play with their little friends or by themselves, playing with toys, or looking through their picture books. Outdoors, there is a slide, a swing, a monkey bar and some tires for the children to crawl through. Group activities include some aspects of the physical activities and story time, as well as their varied creative, manipulative activities. Such creative/manipulative activities include finger painting, drawing, and making things out of clay dough. This is done with the assistance of the staff. A lot of the stories are made up based on a series of pictures that are taped to the walls of the daycare. Caregivers also engage the children in picture games. The children form a ring and are shown pictures that they are to identify. Those who correctly identify the pictures get an extra treat at meal time. They are also taught nursery rhymes such as â€Å"hey diddle diddle†, and â€Å"itsy bitsy spider† and the alphabet song. There are designated times for snacks, and other meals. They do not allow the children to eat right throughout the day but encourage the habit of eating at intervals. There is also designated naptime and quiet time for the children. The activities are very appropriate as they are in keeping with Piaget’s theory of cognitive development. In the sensorimotor stage of cognitive development, which is the first stage, Piaget stresses the importance of discovery through a child’s active interaction with the environment. Between birth and age two (2), children discover the world using their senses and motor activity because they are limited by their inability to use language or symbols at this stage. Therefore, the hands on activities that they are engaged in, helps to enhance cognitive development at this stage. Teacher-child Relationships According to Erikson’s psychosocial theory of development, trust is identified as the first major developmental task of early childhood, and is established in children’s first relationship with their caregivers, parents and teachers. Trust is the first pre-requisite for effective learning. It encourages a sense of well-being and emotional security in young children, creating a solid foundation for future learning from the dynamic experiences of childhood. Without the support of early trust relationships with caring adults, children are ill-equipped to take the kinds of risk essential to the learning process. Trust develops when children come to anticipate positive experiences in the child care settings. If trust is to develop, children need sensitive and perceptive caregivers that understand children’s needs and consistently offer tender, responsive care. Having received formal training for the purpose of taking care of the children, they have an understanding of the importance of their interactions with the children and therefore treat the children accordingly. It is evident that the children trust their caregivers as they affectionately refer to them as â€Å"Auntie† and warm smile light up their tiny faces whenever they see the members of staff walk through the door. The staff plays with the children during their playtime. There is prompt responsiveness to the cries or outbursts of the children and reassurance is given when the infant is crying, except in cases when the child is throwing a tantrum. In such instances, the infant is spoken to firmly but gently. The ratio of teacher to child is 1: 6. However, the caretakers try to share their attentions evenly among the children. They tend to group the children together when they are interacting with them so that none is left out. There were demonstrations of positive reinforcement from the caregivers. When a child did not like what was prepared for them to eat, he or she was coaxed into eating by the use of various methods, one of which was to pretend that the spoonful of food was an airplane loaded with niceties. The child was praised when he or she would chew the food and swallow it. The caregiver would also reward the child with the option of having their juice before the water if the food was eaten. A sense of autonomy is identified as the second major developmental task of early childhood and is developed when a child is allowed to practice newly acquired physical skills. At the daycare, the children are encouraged to do things for themselves. There are toddlers who prefer to feed themselves, even though they make a bit of a mess when they do. Nonetheless, they are allowed to do so. They are encouraged to pick up after themselves and therefore run around picking up toys when they are done playing. During outdoor play, the older and stronger children are allowed to climb the monkey bars by themselves with the ‘Auntie’ hovering close by to give assistance if it is needed. Recommendations A good day care is one that has a good reputation. No one will want to send their child/children to a daycare that has a bad track record. Established ground rules and policies are important and this is something a good day care has. These rules and policies should include what to do when a child gets sick, or has an accident while at the daycare, schedule pick up times (even though there should be some amount of flexibility with this), safety policies, etcetera. A good day care has a stimulating curriculum that is age appropriate. As these are the formative of a child’s life, activities should be geared at setting a foundation of later learning. The day care should have a license that is current. This is an indication that the day care is in legal operation. Qualified staff is also important. Parents want to know that when they drop their children off at the day care, they are in good hands. The facilities should be clean and safe as well. The day care of study can be considered to be a good one. However, there are a few things that could be done to improve the facility. The acquisition of more qualified staff is something that should be looked into. Even though the caregivers try to pay attention to all the children in their care, it can be taxing for one staff member to have to oversee six children at once, especially during play time. There is a need for more toys for the children, especially building blocks. There is presently a toy drive going on to help with the endeavor of procuring more toys. In doing so, they can look into getting another slide as the tiny one that is there cannot suffice for all the children that want to use it during outdoor play. They need to also look into getting straps or bars put on the swing as there are children who have a habit of getting in and out of the swing while it is in flight. This can be very harmful to them. The monkey bar is also a cause of concern as it is very dangerous, especially for the smaller children. The spaces between each bar are too wide and therefore adjustments may have to be made by putting plastic or wooden bars in between each space to reduce the width that the children will have to climb on. There is a gate at the end of one of the driveways that is too far from the ground and so the ball continues to go under the gate when the children play in the driveway. They need to lower the gate or put something to block the opening so that the ball does not run onto the road. Closing Remarks Members of group five (5) can conclude that the visit to the day care was a productive one. The time spent with the children was thoroughly enjoyed as there was more than mere observation. The day care is a great one and should become better if the things in the afore mentioned recommendations are taken into consideration. Group five would recommend this day care to parents and guardians seeking one as they take into consideration the holistic development of the children. Case Study on a Day Care. (2016, Dec 21).