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This is an article that is concerned with intervention approaches for the younger population that have problems with alcohol abuse. It describes the gravity of the situation by reporting the huge number of adolescents who have a problem with alcohol and substance abuse. Thus, it reports that â€Å"[i]n 2002, an estimated 10. 7 million American youths, 28. 8% of total youths 12–20 years old, were current drinkers. † The article determined current drinkers by using the criterion that the person â€Å"consumed at least one drink in the past 30 days† (Society for the Study of Addiction, 2004). The gravity of the problem is underscored by the huge part of the statistics to belong to binge and heavy drinkers. The â€Å"US National Survey on Drug Use and Health in 2002† estimated that 7. 2 million adolescents are binge drinkers, while 2. 3 million adolescents are heavy drinkers. Heavy drinkers are those who consumed more than four drinks in five different days in the past 30 days. The staggering figures lead to the conclusion that there is serious public health problem among the youth with respect to their alcohol consumption. This problem extends to serious behavioral disorders resulting from alcohol consumption, such as alcoholism. The problem is even more serious because disorders that are related to alcohol abuse are likely to become â€Å"chronic and to persist into adulthood† (Society for the Study of Addiction, 2004). The problem with adolescent alcohol abuse has led to the development of various treatments, both in the private and public healthcare systems. These treatments often range from adolescent to adult care. However, treatment cares often result in relapse in 50-70 percent of affected adolescents. Therefore, there is a need for systematic approaches that are tailored to meet the specific needs and limitations of the target population, which is the youth (Society for the Study of Addiction, 2004). Treatments require appropriate diagnostic criteria in assessing alcohol use patterns of adolescents. Moreover, there is a need to develop a framework within which â€Å"alcohol-related pathology† could be accounted for in the adolescent stage of a person's life (Society for the Study of Addiction, 2004). The article likewise cites Liddle (2004), who reviewed therapies involving the family of the adolescent who has problems in alcohol and drug abuse. There are suggestions to develop â€Å"adolescent focused, family-based therapies for substance abuse† (Society for the Study of Addiction, 2004). Family-based therapies are believed to be effective for the helpful recovery of alcohol-dependent adolescent. Family-based therapies often analyze â€Å"videotaped in-therapy sessions. Such records help in the identification of problems and issues, and serve as bases for change and treatment (Society for the Study of Addiction, 2004). This article is useful because it points out how important it is to first determine the extent of the problem before attempting to solve it. In the case of alcoholic adolescents, there is a need to first know the needs and limitations of each person and proceed from there. Intervention strategies, such as family-based therapies, should factor in such details in order to be effective. Videotaped therapy sessions are also helpful because they allow all stakeholders, such as the alcohol-dependent person, his family, and the therapist, to have a clear perspective of the situation, through observation from a different angle. Finally, family members could be effective in helping adolescent alcohol dependents by providing moral support.

Inflation Impact on Economy Essay

Inflation means a rise in prices of goods and services in an economy over a period of time. Inflation is caused by some demand side factors (Increase in money supply, Increase in income, Black money spending, Expansion of the Private Sector, Increasing Public Expenditures) and some Supply side factors (Shortage of factors of production, Industrial Disputes, Increase in exports (excess exports), Global factors, Neglecting the production of consumer goods). Inflation effects the different sectors of the economy (Effects on the distribution of income and wealth, Effects on production, Effects on the Government, Effects on the Balance of Payment, Effects on Monetary Policy, Effects on Social Sector, Effects on Political environment) and different classes of the people (Debtors & Creditors, Salaried Class, Wages earners, Fixed income group, Investors and shareholders, Businessmen, Agriculturists). There are many causes for inflation, depending on a number of factors. For example, inflation can happen when governments print an excess of money to deal with a crisis. When any extra money is created, it will increase some societal group’s buying power. All sectors in the economy try to buy more than the economy can produce. Shortages are then created and merchants lose business. In the end, the price level rises. Another common reason of inflation is a rise in production costs, which leads to an increase in the price of the final product. For example, if raw materials increase in price, this leads to the cost of production increasing, this in turn leads to the company increasing prices to maintain their profits. Inflation can also be caused by federal taxes put on consumer products. As the taxes rise, suppliers often pass on the burden to the consumer. In Pakistan, the most important thing is the rise in prices of oil, gas, excise duties and the increase in the utility tariffs. These all has an inflationary impact on the economy. Pakistan, with a population of about 16 million people has undergone a remarkable economic growth during last few years, but the core problems of the economy are still unsolved. Inflation is one of these core problems. Government claims that in order to keep the prices of essential commodities under control, it has been taking various measures throughout the year. In order to provide relief to the low and fixed income groups, the government has been selling wheat flour and sugar through the outlets of the Utility Stores Corporation (USC) at much lower prices than the market. The government has also allowed the import of various items through land routes from neighboring countries. But, all these are secondary measures. Problems like ‘inflation’ and ‘poverty’ can’t be resolved by applying the secondary measures directly, these need strategic planning. Unfortunately, in Pakistan, these core problems have never undergone such a planning process. Government has never invited foreign investment for the production of basic goods. Agriculture sector, on which the major industries rely for the raw material has not been given sufficient subsidies. The major rise in the prices is because of the increasing prices of oil (as increased prices of oil increase the cost of production), but no such steps have been taken to control the oil prices. Domestic productions at less cost of production will not only make the availability of goods much easier but Aggregate Supply will also increase, and domestic industry will get developed. Inflation is one of the obstacles on the way of development. In Pakistan, it has squeezed the major part of the population. It needs to be controlled by strategic planning. Domestic production should be encouraged instead of imports; investment should be given preference in consumer goods instead of luxuries, Agriculture sector should be given subsidies, foreign investment should be attracted, and developed countries should be requested for financial and managerial assistance. And lastly a strong monitoring system should be established on different levels in order to have a sound evaluation of the process at every stage. Inflation always hurts ones’ standard of living. Rising prices mean people have to pay more for the same goods and services. If income increases at a slower rate as inflation, the standard of living declines even if one makes more. So it is the root cause in making and affecting economy and people of the country poor. If we want to control inflation we shall have to inflict strict control over the supply of money and evading any relaxation to the supply of money. This is the most apt way whereby we can control inflation effectively and keep the economy of the country in a strong and stable position.

Can low fee schools successfully mimic the language policies of their elite counterparts

Can low fee schools successfully mimic the language policies of their elite counterparts 1.Abstract: In the Pakistani society, the English language has earned a prestigious place more in the minds of the people than it is in effect. The ability to speak English is what a layman would use to differentiate between educated and uneducated citizens. As much as learning English is a matter of earning respect at your workplace or the society in general, over time it has become the most important language in Pakistan taking over as the official language and the means for all or most business correspondences. Acting accordingly, the government made English language learning compulsory in all schools. This escalated to the point when English became the medium of examination at intermediate levels and above for most subjects. What this implied was that basic knowledge of the English language or more accurately, the ability to read, write and comprehend English is a basic necessity for students. This, however, did not go well with schooling structure at primary and secondary levels as governm ent schools could not afford or provide quality English teachers. It is arguable that this was one of the major reasons why the private schooling systems received a massive bloom in the society. With their relatively much higher fees, they could fill up that vacuum and provide what could be considered a quality education – an English based education. The Pakistani society now faced a new dilemma. Private schools were too expensive but government schools were not good enough. For the underprivileged, who still wanted what in their minds was a necessary quality education, the next venue that opened up was of the low-fee private schools. Mimicking the structure and curricular setup of â€Å"high-fee† private schools on a low profile, these schools promised to bring the same quality and standard of education and English learning at a much lower price, instantly attracting a large economic class of customers. The delusion that both these institutions and their customers ind ulge themselves in is that anything cheap can match up in quality. Low fees mean low salaries for teachers which consequently mean sub-standard teaching. The best way to describe these schools would be a blend where the problem with government schools is not entirely solved, but they managed to cover it up to an extent where there customers could be satisfied. What was completely overlooked by local schooling systems was the social lives of children and exactly how much their interaction with English was going to be. The popular culture introduced by the high-fee schools and later copied into the low fee schools was to begin the child’s schooling with the English language i.e. the first thing he has to learn at school is English. Considering how English is always going to be a second language, this approach is highly questionable. An alternate approach that is rarely practiced in Pakistan would have been to begin education in the children’s mother tongue and after a ce rtain level of proficiency in that language – or more precisely, after they have passed their critical periods, they could have been introduced to English. This of course comes with public displeasure as the views on English described above are hard fastened. Parents and teachers alike seem unwilling to try out the new strategy as in their minds the basic or foremost purpose of education is to learn English and what better way than to get right into it from the beginning. In this research, we aimed to see exactly how fruitful the current approach to learning English has been in two distinct socio-economic classes. For this purpose, a test that would examine the child’s basic understanding of and expression in the English language was devised. Students of grades 3 to 5 were given a series of pictures, and they were asked to describe and explain them in English Key-Words: Elite Schools, Low-Fee schools, Proficiency in English, Mother-tongue, Urdu, Middle-Class Families, Upper-Class Environment, Alien Language, Language Policy, Schools in Pakistan, English. 2.Theoretical Framework This research focuses on the effectiveness of School Policy in the development of proficiency in English; and the impact the budget of said schools has on the implementation of the said policies. It also considers feasibility of low-tier schools mimicking the policies of their elite counterparts, and whether these policies sit in with the socioeconomic and cultural backgrounds of students. 3.Case Study 1: High-fee private schools: 3.1 Introduction We’re not defining what we classify exactly as a â€Å"high fees†, but schools examined generally charged a total of between 18000 and 30000 for a quarter with four quarters of schooling. Target customers for these schools include a wide range of households from wealthy businessmen to the settled working class – and economically speaking, middle-class and all above. This range includes what one would call the â€Å"elite† schools and those that generally aspire to be so. Considering again the families that avail these institutions, in the urban areas of Punjab where this research was targeted, one could say that the children are orphaned in the heritage of their mother tongue. The parents normally themselves educated will not use said language in their household instead opting for the more â€Å"civilized† Urdu. At the same time, parents make as best of an effort as they can to indulge the child in the use of English since an ear ly age. Among the first words the child learns in these households would be common nouns, verbs and counting in English. Conveniently enough for these children, the two languages taught in all schools at primary level and the basic medium of instruction are English and Urdu. Another factor in the child’s development in the use of English outside of school would be the television. For said households and economic classes, the provision of a television set is a basic necessity. Not only does it become the main source of entertainment, it also becomes the growing child’s friend and teacher. With much of this source of entertainment i.e. cartoons being in English, it is deducible that the average child from these households is well equipped in the use and understanding of English; much to the delight of the educational institutions under consideration. What this means is that English being a medium of instruction since day one does not become a big issue as a second langua ge for these children and with the right curriculum, schools can capitalize on these grounds to fulfil their promise of â€Å"a quality education† – an English-medium education. Still, it must not be forgotten that the above scenario has used a lot of generalizations and has painted the picture with a thick brush. Even among these institutions, there would be students who would not grasp a second language so early in their life, and eventually suffer. Not only do they fail to use or understand the English, they inadvertently suffer in all their subjects as the examinations as with the medium of instruction are in English. Of course, under the pressure of their parents and the school, what this means is that they will eventually resort to wrote learning until a much later stage of their life when they can finally get a grasp of the language they had been subjugated to their whole lives. The policy of adopting English language teaching from nursery or kindergarten would have then failed. So while the institution lives up to its promise of providing quality English based learning to some or most of its students, it would have failed to do so equally and create a distinct education barrier among its generation which would define these children for the rest of their lives. In this part of the research, three high-fee private schools in the cities of Lahore and Sargodha were examined. The test described on the abstract above was conducted and some teachers and principals were interviewed to obtain their opinions in the matter. 3.2 English teaching policies and methodology English language teaching begins the day the child enters the school. While the curriculum may be restricted to alphabets and numbers or the written script, a lot of focus goes into the spoken prospect. Teachers encourage students to speak in English, while they themselves use it as much as possible to enhance the students’ understanding. Storytelling and reading picture books has become part of the curriculum. The child learns to say common words and general sentences in his first year or so. Slowly, he would have to conduct all communication on campus in English and mostly this is part of school’s education policy—discourage the use of any language other than English in the school. At the primary level, the curriculum includes stories for reading practices and creative writings are introduced as early as grade one to get the child to be able to express himself. This of course will now go hand in hand with lessons on grammar, sentence structure and such all the way till the end of the students’ secondary level schooling. By the time the students reach the first grade, it is imperative though that they can at least read, write and understand English to some extent, as every other subject in his course will now be in English. So by making it a necessity to virtually attend school beyond this point, these schools make English language learning the most important part of their curriculum, especially before this point in time. Realizing this, both teachers and parents put the most of their efforts in this subject in the child’s grooming years – the critical period. 3.3 Teachers and School Principals We asked two principals and one English teacher from these high-fee schools about how they teach their students an alien language and what they think about the alternate approach – not teaching a second language until a child has crossed their critical period. Some excerpts are included below: â€Å"It’s a commendable theory, but looking at our students, I don’t feel like we need to change anything. Most of our students in 8th grade and onwards in fact feel more comfortable with English than with Urdu when it comes to writing. I think this is a sign that things are going the right way and our approach in their primary schooling has paid off. Yes, maybe it undermines their abilities in their mother tongue, but objectively speaking, these children will need English a lot more later on in their lives and as a teacher, I’d want my students to be out there with the best. Make a name for themselves and achieve great things and in the global world that we are today, English is the most basic tool for success no matter what field these students go to.† –Principal 1 â€Å"We try to make learning as fun we can. I mean, these children are no older than my kids so I know what this age means for children. And I tell you, I feel happy when I see these kids actually excited to come to school. That’s how it should be. And they enjoy their time with English as well. I tell them they have to speak in English even when it is not English class because they have to try to actually be comfortable with it. It’ll take time, and every class they make a ruckus telling me â€Å"Ma’am, Bashir spoke in Urdu yesterday. Ma’am Saira doesn’t speak in English. Ma’am he just said a word in Urdu.† It’s amusing. I help them of course, telling them how to communicate and such. They tell me what they want to say or write and I help them translate that to English. Thes e children are quick learners by the way. I think they’ll get a good hang of it by the end of the year. I hope (chuckles).† –Teacher â€Å"It would be too late by then. I mean, first off there’s no definite time when you can say that, â€Å"Okay, now they’re proficient enough in Urdu, let’s start teaching them English.† Even if we do, that would be about sixth or fifth grade right? It’s too late and it would be too chaotic. All this time they’re studying subjects in Urdu, giving exams in Urdu, then we introduce a new language, teach it to them first, then convert all their knowledge in English, make them take all examinations in English, because at the end, whenever they sit in centralized examinations, they need to be able to do that. Maybe if you change the whole educational structure, it’s possible, but that’s too much work and too much risk really. I wouldn’t take that.† –Principal 2 3.4 Observation of Results—Questionnaire: In general, students showed a good understanding of the pictures given to them, and even managed to produce creative responses to them. Errors in spelling, sentence structure and grammar were common, but most students were able to convey their thoughts properly. As mentioned in the introduction, there were clear distinctions among these students of those were lagging far behind the rest of their peers, especially towards the lower end of the socio-economic spectrum within this category. 4.Case Study 2: Low-fee private schools 4.1 Introduction Similar to earlier case study, the range of fee for these schools was taken to be less than Rs. 18,000 per quarter year of education. Most of Pakistan’s student body falls into these schools, as government institutes also lie within this fee range. The family backgrounds of the students here are very similar—where there is little to no use of English outside the school. The daily life of students heavily feature the use of mother tongue, even that in the regional dialect. Similarly, the fee structure of these schools restricts the talent they can hire for their students; ultimately reducing the efficiency of the environment built inside the campus. The requirements that the families demand from these schools are very different than those of elite schools. Here education is seen as means to a job and eventually setting up a new earning source for the house. Considering the relatively milder diversity in the students of schools falling into this tier, the ir non-productive and productive hobbies also tend to be alike. This means that almost the entirety of media consumed is in non-English format including, but not limited to movies, dramas, and music. Ultimately, it means that both inside and outside school environment lack the need and actual use of English Language. It then, unfortunately, becomes a status symbol and is rejected sometimes on the basis of, â€Å"It’s not for us, leave it for the people with money†. 4.2 English Teaching Policies and Interviews Copying the structure and curricula from their elite counterparts, these schools introduce English language as a subject as early as grade 1, but pre-school and nursery level classes as well teach the language. Likewise, the official medium of instruction and hence most basic courses are taught in English. But unlike the students in our previous case study, these are not well equipped with English beforehand and even as part of schooling will find little interaction with the new language. Coupled with the quality of teachers available, the schooling is eventually done entirely in the child’s mother tongue, and these students have a much harder time getting a grip on the English language. 4.3 Teachers and School Principals We asked two principals from these low-fee schools about their English policies and what they think about the alternate approach – not teaching a second language until a child has crossed their critical period. They are included below: â€Å"Our schools are trying to compete with all these other elites out there (names a few schools for effect). I think you’re underestimating the abilities of these common children. They are as capable of learning English as the more privileged class. And I think to learn anything you have to give maximum exposure to the children in this age – this is their learning age. I know it’s hard but that’s why we’re here; to give them the same opportunities as those who God gave more status in this world. We are the ones who are trying to bring this society back to level grounds. You need English to study at prestigious institutions, to learn the computer, use the internet, even rea d instruction papers on products you use. Not knowing English from an early stage in your life renders you handicapped.† It will be appropriate to mention that the below interview was translated from Urdu and that the interviewee has qualifications in and has been a former teacher in Urdu and Islamiyat for intermediate level students before becoming principal. â€Å"All the schools need to do this actually (not teach English in the child’s critical period). Our children are forgetting the value and prestige of their local languages. It’s tear-jerking to see our youth so profound in a foreign language and yet they can’t hold even a proper conversation in Urdu? And I’ve been telling the committee that they need to do something about this as well. It’s just rotten how we’re forcing things they don’t understand down their throat. This isn’t learning. I tell my staff to communicate with them in Urdu or Punjabi when explaining so at least they’ll keep track of what they’re learning. Then maybe someday when they can properly understand English it can all fall into place. But even if this wasn’t the case even if they do perfectly understand English maybe some now or some generations later, the problem is that we need to teach them to be proud of their culture and heritage, and we can’t do that unless we make it hold some importance in their lives. If our government and society make our local languages completely irrelevant outside of homes, these education boards and committees will continue to give English more importance† 4.4 Observation of Results: When the questionnaires were given to the elite school students, the response was quite up to the mark. These children had a very good understanding of the language and its correct usage. They were able to answer the questionnaires themselves with little or no help from the faculty members or our team. On the other hand, most students belonging to low-tier schools, showed a huge amount dependency on teachers or us to even attempt the given tests. With this it was evident that despite passing through the primary phase of their education, they had not developed enough proficiency or confidence in English to be independent in its use. Moreover, the results that we did finally obtain painted a worse picture. Mistakes in spelling, vocabulary and general use of words, phrases and sentences were overwhelming to the point where it made most answers impossible to comprehend. Another distinctive feature was the attention paid to handwriting. Unlike their counter-par ts in this research, students from low-fee schools were a lot more conscious about their handwriting and even rewrote answers by tracing over a rough erasable draft. Students of high-fee schools had relatively free reigns in this regard and consequently, generally poorer handwriting. 5.Conclusion: Should low tier schools provide their English education as the elite schools? The question is still a hot debate in terms of education standards all over the country. Where the elite, high tier schools clam to provide a very good standard English education, they charge a fee that is not affordable to every family in the country. Most of the families are middle class and consequently are unable to pay the high fees of these schools due to which they turn to low tier schools which promise the same standard education as the elite schools, but in affordable fees. But how is such an educational equality even possible? When the budget of such schools is not as high as the elite schools so are their services. Less fees means less pay for teachers and so a lower English standard. The teachers are less qualified, less interested in teaching the students and so are the results. The students therefore are not as good as those of the high-level schools. When we checked the results, we came to a clear conclusion that even for the same grade and age groups, the response of children in elite schools was far better than those in these low fees affordable schools. While the students in elite schools were proficient in both oral and written usage of the English much better than what is expected from a second language, their counterparts studying in less privileged school systems had responses full of errors and mistakes. Apart from the standard the schools are providing, the children in low level schools usually come from a social class that is less concerned with the standard of education and more with the job acquiring ambitions. This ultimately leads to the low standard of education of such students. All in all, we have reached a conclusion that schools that try to mimic the education standards of high level schools are not in the least bit providing the education standard that they promise. Their students are receiving a low standard education and are less inclined to perfec t their English as their counterparts that are studying in more privileged environments.

Alexander the Great and Wellington Essay Example | Topics and Well Written Essays - 750 words

Alexander the Great and Wellington - Essay Example They are expected to deliver the outcome that is positive to the society, thus enduring a formidable character to mange troops of soldiers to ensure that the outcome is achieved. Alexander and Wellington are among the historical leaders that go down in the generalship of armies as men with distinct character and personalities, leadership qualities and distinctive military philosophies. Both Alexander and Wellington, possessed personal leadership skills, which was exhibited by their superior bravery, broader knowledge, faster initiative and a better readiness to acknowledge responsibility, within the battle field. It is because of their superior courage that they were able to overpower their nemeses relentlessly until they achieved victory in the battle field. Because of their extraordinary courage they inspired their soldiers immensely and led by example while in the battle field. Their immense courage was displayed in the war at Trye, located in contemporary Lebanon reducing the str ongest and influential port in the Mediterranean in a battle that lasted for seven months and witnessed a mass slaughter of natives of the port, in the case of Alexander and the war at waterloo in the case of Wellington (Keegan, 26). The two leaders were also had a commendable understanding with their soldiers. They were more of companions as witnessed when for instance; they shared meals together as pals. They had trusted friends, who were mostly private companions that they associated with, all their life, and rarely exhibited self doubt, even when faced with difficult challenges. The two leaders did not misuse or mistreat their soldiers. They understood that they were humans and treated them as such to accomplish cooperation, respect as well as inspire. This enabled them to attend to the wounded and compliment exemplary work. They understood and accepted the weaknesses of their soldiers, their fears and selfishness which inclined toward the easier way and strived to counter these difficulties and ensure that their troops were on track and ready to fight. Leadership qualities Through their courage, the two leaders led their soldiers through inspiring and placed themselves, in the forefront of the battle line. Alexander inspired and bound heroic ideal by situating initially frightfully close and eventually in the forefront of the battle line risking his life, comparatively Wellington also commanded his army from close at hand thus inspiring them. These exhibits how these generals were risk takers. Speaking to his army Alexander said â€Å"I have no part of my body in front at least that is left without scars; there is no weapon, used at close quarters, or hurled from afar, of which I do not carry the mark. I have been wounded by the sword, shot with arrows, struck from a catapult, smitten many times with stones and clubs — for you, for your glory, for your wealth (homepage.eircom.net, 1)." These indicate what he went through as a leader of the soldier s. The two generals exhibited their leadership qualities as they managed to unite their troops and successfully manage them during the war. They managed their army in a considerably practical and psychological sensitivity. They ensured that their armies were well fed, entertained, flattered, well rested, rewarded and punished when they had to punish them. This ensured that they maintained the command of the army as well as outlined

Pre 1920's based thesis, consult me with ideas Research Paper

Pre 1920's based thesis, consult me with ideas - Research Paper Example (Pedraza 1996). This mass influx of immigrants was needed and welcomed. The Industrial Revolution was in full swing during this time, society was completing its transformation from farm to city life and urban manpower was in short supply. The immigrants had jobs and could build their new life and America benefited because this endless source of labor streaming into Ellis Island made it the most industrialized and economically successful country in the world. Immigrants from this period and those descended from them have been very influential in the area of creative arts over the past century. They dominated the entertainment industry during the first half of the 1900’s accounting for many of the top actors, writers, producers and directors in the American movie industry. This mutually beneficial relationship, however, came at a cost to both the immigrants and their new country. From 1890 to 1918, the country grew by a larger percentage that at any other 30 year period before o r since. The Eastern European immigrants flocked to the new industrial jobs in the city which filled an economical need in America. On the other hand, their presence also instigated a cultural divide between the current resident small-town Protestant farmers and the new Catholic immigrants with the thick accents who were not ‘men of the land’ but rather had succumbed to the sinful life of the city. (Crossen, 2006). Prior to 1890, the majority of the voting public was considered within the boundaries of the social middle-class. By 1918, the country had become more socially divided. The rapid growth of the immigrant population became a threat to the country’s natural resources when there had been plenty for all. The expansion of people and settlements along with over-hunting led to the creation of federal preservation programs such as the federal parks. During the turn of the 20th century, the fear of immigrants reached a fever pitch. The roots of this new racism w ere from ‘old world’ anti-Catholic and anti-Semitic mind-sets. The ideology that grew from immigrant racism is the belief that the Western and Northern European Anglo-Saxon heritage was a superior ‘race’ to Eastern and Southern Europeans. (Higham, 1988). These widespread beliefs had an effect on immigration policy in the U.S. which, in the early 1900’s, moved to limit the numbers and types of people allowed to immigrate. The anti-foreigner sentiment crossed all segments of society, from the Protestant farmers in the furthest reaches of the rural regions to Ivy League elitists. A Harvard-educated man formed the Immigration Restriction League in 1894 which made recommendations to the government. They advocated testing the literacy of refugees as a prerequisite to entering the country or gaining citizenship. This was intended to slow the number of immigrants from Eastern and Southern European which had been, â€Å"sending an alarming number of illitera tes, paupers, criminals, and madmen who endangered American character and citizenship.† (Hirschman, 2006). Many Americans, known as nativists, concluded that the rate of immigration, especially from Eastern European counntries, should either be greatly reduced or halted altogether. â€Å"The myth of the melting pot has been discredited,† said Representative Albert Johnson, (R) who was one of many congressmen concerned about America’s ‘open-door’ policy. â€Å"The day of unalloyed welcome to all peoples, the day of indiscriminate

Art History Essay Example | Topics and Well Written Essays - 1750 words

Art History - Essay Example es of war thereby assisting then to instil the desire as well as the commitment of ending war, working collectively for peace and security in the society. Visual arts like paintings and sculptures are mostly considered in this case. Most of the considered paintings and carvings are found to depict an intersection of peace history and historical art. One of the historical arts is the Standard of Ur, which is based on the prehistoric art style of Mesopotamia. This Sumerian artefact was excavated from a royal cemetery with Ur, an ancient city in the modern-day Iraq. The main theme presented in this historical piece of art is the promotion of peace and societal security. This theme is attributed to the depicted war and security scenes. The function of this piece of art has been suggested to be a standardized team of keeping peace and security during the time it was created about 4,500 years ago. Some suggestions have also been raised that it was a chest for storing funds for use in works associated with warfare or even associated with civil and religious activities. Nevertheless, the scenes seem to show oneness in a war towards protecting the society. Side mosaics are part of the prehistoric style applied to show the war sides as well as the peace side. The first row of paintings seem to depict the preparation to war, the second one depicting the movement to the war, and then a victorious celebration of having conquered the enemy to promote peace and security. The visual art is considered to be parallel with merism, which is literary device used by Sumerians to describe the totality of situations by pairing the prevailing opposite concepts (Kleiner 24). Another piece of art is the Funerary Mask, which is an ancient Greek artefact discovered at Mycenae. The theme presented by the mask is that of death of a legendary Greek leader. This artefact is as shown below: As a leader, his superiority of being in a position to maintain peace and security through his authority

Week 7 dq Essay Example | Topics and Well Written Essays - 250 words

Week 7 dq - Essay Example It would be wise to therefore disarm him as Attfield recommends that saving human life should not be bargained. 2. I should be tested before getting intimate in the new relationship. From previous relationships, I could have been infected with HIV/AIDS but have never known because I have never been tested. The results could determine the destiny of the relationship and I do not know whether I would continue if found to be HIV positive. My partner would also have to prove with rightful documentation that she has been tested and found to be free of HIV before we get intimate. 3. I would do as the instructor asks me to do and respond as being in New York and not Bridgeport, Connecticut. With every job comes regulations and rules and for one to be successful, these have to be followed to the latter even if they do not make sense or go against one’s moral ethics. After all, so much effort had been put to learn the job and the people calling would not know my location. In case of a situation getting beyond my capacity to handle, then the instructor would advice on the way forward. 4. I accept the arrangement because it gives solutions to the main problem, lack of finance in the family. In as much as the solution goes against moral standards, my family would be saved from financial stress and I would get to go to the school of my desire, Ivy League School. Whatever decisions are made, Attfield argues that there would be costs and

State Responsibility Essay Example | Topics and Well Written Essays - 750 words

State Responsibility - Essay Example State rights and responsibilities are implicit in all types of treaties and conventions. In fact such rights and obligations on the part of states form the basic foundation on which such treaties and conventions are negotiated. The Permanent Court of International Justice observed in the case concerning the factory at Chrozow that â€Å"it is a principle of law that any breach of an engagement involved an obligation to make reparation. Reparation was the indispensable complement of a failure to apply a convention and there is no necessity for this to be stated in the convention itself†. Further the court observed that the rules governing the reparation are the rules of Public International Law in force between the two states concerned and not the law governing the relations between the states which has committed a wrongful act and the individual who has suffered damage. The court has indicated what this obligation amounted to. It observed ; â€Å"The reparation must, in so far as possible, wipe out all the consequences of the illegal act and re-establish the situation which would in all probability, have existed, if that act had not been committed. Restitution in kind, or if that is not possible, pa yment of a sum corresponding to that value which a restitution in kind would bear, the award, if need be, of damages for loss sustained which would not be covered by restitution in kind or payment in place of it†. The court in its observation mentioned restitution or compensation as modes of reparation.... The Permanent Court of International Justice observed in the case concerning the factory at Chrozow that "it is a principle of law that any breach of an engagement involved an obligation to make reparation. Reparation was the indispensable complement of a failure to apply a convention and there is no necessity for this to be stated in the convention itself". Further the court observed that the rules governing the reparation are the rules of Public International Law in force between the two states concerned and not the law governing the relations between the states which has committed a wrongful act and the individual who has suffered damage. The court has indicated what this obligation amounted to. It observed ; "The reparation must, in so far as possible, wipe out all the consequences of the illegal act and re- establish the situation which would in all probability, have existed, if that act had not been committed. Restitution in kind, or if that is not possible, payment of a sum corresponding to that value which a restitution in kind would bear, the award, if need be, of damages for loss sustained which would not be covered by restitution in kind or payment in place of it". The court in its observation mentioned restitution or compensation as modes of reparation, but it is generally accepted that reparation may also take the form of satisfaction. State responsibility in Public International Law has assumed a much greater role today. The UN conference on Environment and Development or the Rio Declaration (1992) imposes state responsibility in controlling emission of green house gases. It envisages compensation to the victims due to accidents occurring as a result of state activity. It imposes greater responsibility on

The meaning of democratic, socialist, and secular in India Essay

The meaning of democratic, socialist, and secular in India - Essay Example This paper will delve into the different interpretations of democracy, socialism and secularism in light of each and every founding father of India in this particular context. The Indian society has been for a long time, traditionally plagued by the evil of creed based prejudices and the caste system. Stratification on the orientation of castes has hindered all the possible chances of Indian national unification from the early days. This situation was worsened by the presence of man varied religious groups within India, who were not willing to compromise on whatever grounds to reach a consensus of commonality. The tradition of self-styled and rhetoric religions fuelled divisions among the Indian people. It was a great pain for Mahatma Gandhi to see people stick to the age old tradition of religious intolerance, when it was needed most. It was disturbing for him because it was virtually impossible to organize any nationwide movement against the British oppressors (Collins, Larry, and Lapierre 64). Secularism for Gandhi was an unconditional necessity to bring any form of an all-encompassing political government and leadership. Gandhi personally preached his ideas of secularism and the religious forbearance across the breadth and length of India. However, preaching was not an easy job for him. Gandhi was up against the British, who has implemented the divide and rule policy in India, which saw the declaration of separate elections for different religions and communities in India. The declaration in the Government Act of India Act in 1935 hurt Gandhi so much, and he fought to his death for the uniting of the warring communal factions (Gudavarthy 88). Gandhi’s vision of a secular state is one where religious values are respected in all spheres of life, the public as well as private, but in which no solitary religion is permitted to dominate the

Science Department Essay Example for Free

Science Department Essay Every student has unique study techniques and strategies that fit him or her. Studying at night might be suitable for one student but not for all. Theories are major components in education. Many years have pass and I’m still open for another approach in learning for the betterment of my education. Spoon feeding might be good in some areas or field but not in some. During theoretical approaches I learned a lot but my knowledge was more enhanced when they were put into application. During laboratory activities a particular topic is more expounded and it even inspires me to pursue my education due to the fact that it injected me not only the importance of it but also the fun in doing it. Another thing is the laboratory report. New ideas were learned to ensure that the report is accurate and it also helped me think critically. The subject helped me discover the skills that I have to develop. One of those is the skill in conducting a study. I need to know more about the topic first and even search for the previous work which is related to it. I know everything should be developed and that’s one of the skills that I want to be expounded. Evolution explains the history and diversity of life. The evidences are used to formulate such theory: fossil records and comparative anatomy, embryology and biochemistry. These are used by the researchers to trace the human origin or the origin of life. It is supported by the vestigial structures and biogeography. The theory was developed by Charles Darwin. In his theory he said that man came from apes. Many factors causes particular specie to evolve, one is the environment. Due to it, specie will adopt and thus genetic build up change in a span of time. What interests me with this area of biology is the question: does man came from apes? Although there are many evidences but might be a missing link. Most likely, this can be answered if I learn the theory had its evidences. Metabolic processes have a wide area or field of study. Metabolism is defined as a chemical reaction by which molecules are broken down to produce energy. This energy also uses to build up complex molecules. A simple example of this process is the taking in and digestion of foods to nutrients. There are two types of this process; catabolism and anabolism. Catabolism is a process used to release energy and anabolism is a process used to build up tissues by the use of energy. These processes are very essential to life. Through this are of biology I could learn some knowledge to develop a study that could help attain a perfect metabolism. I want to learn more about how cells and nutrients react and how the chemical reactions occur and help these processes. Genetics is an interesting field of biology. Molecular genetics is a study of the structure and function of genes in a molecular level. This field is the one responsible for mutation and the regeneration of some specie. This study uses the molecular information to determine the patterns of descent or origin. A plant is composed of highly structured components that it can even be compare to human beings. It has also cells that made it a living structure. When it comes to plant, I’m really amazed how a seed can survive a long period of time without water or anything for his survival and even some are dried but when planted, there he goes; a new creation appears that gives beauty and life. This are is so interesting. Even plants finds a way to get light from the sun that’s why there are many trunks are bended due to this characteristic. Homeostasis often described as the resistance of a body to change. Our body has a mechanism that can control the internal equilibrium of the body. When the temperature of our body rises, our body releases a liquid that will serve as a radiator in the form of sweat. This is used to attain the body normal temperature which does not exceed thirty seven degree Celsius. When our anti-bodies can no longer fight the bacteria, our body temperature rises up. Everything in homeostasis is involuntary. We cannot control it, only the environment, also, when our body is in cold, our body shivers. In this manner the muscles in our body will generate friction due to the collision of molecules and will release energy in the form of heat. What I like most in this area is the ability of our body to do as such. I want to learn more about this topic for me to be aware what really will happen to my body in a particular environment or I could even predict how my body will react. Population dynamics is the study marginal and long term changes in quantity or number of a specie. This can be age composition of an individual, weights or several populations. This is commonly used in animal management. This study can determine how long a particular animal be harvest. This can also determine how long and how many will be harvested in a particular time. This also includes the mortality rate and the birth rate of particular specie. This is very useful in animal raising. I want to learn how to compute or determine how fast and how much particular specie will survive in a given environment. This can be useful in conducting studies about biosphere or the artificial environment. Everything in this subject is very essential and interesting that’s why I choose to take this class. I believe that everything I need to learn, the basic or even the sophisticated one, will be learned in this class. Another reason also is because I have tried previous classes and found its worth, I take this. The strategies and evaluations are good. The laboratory activities, reports, and the like makes me feel the significance of this class. To further deepen my knowledge I need to learn through this. Grades or marks do not really matter. They are only the basis and ensure that I know something. What’s important is the knowledge that I can acquire in taking this class but of course it will be good if I’ll get a high marks. This class will only be called a success to me when everything written on the syllabus will be inculcated in my mind and be used in application. Everything is uncertain, of course. I do not know what exactly will happened but I know it will be for my good. What I need to do is to study hard and listen to every discussions. If ever I missed something or I want something that could add my knowledge I will not hesitate to ask. It will be better if I’ll be a fool for a singlke time than be a fool for the rest of my life. What I’m trying to say is that the shame will not matter even if I’ll be the last person to know the information I’ll still ask, remember knowledge is power. I guess I have nothing to suggest because I thing everything goes well and good as what I’ve known. I guess the research work will we enhanced to further improve and broaden the knowledge of the students. As what I’ve stated, research really helped the students to be more resourceful and to think critically. Work cited: Fletcher’s Meadow Science Department (2007). Retrieved January 28,2007 from http//:fmssscience. com Molecular Genetics (2007). Wikipedia Foundation, Retrieved January 28, 2007 from http//:en. wikipedia. org/wiki/molecular_genetics

Theme Of Social Change And Freedom English Literature Essay

Theme Of Social Change And Freedom English Literature Essay In both the plays The Cherry Orchard by Anton Chekhov and A Dolls House by Henry Ibsen the protagonist is a woman. Madame Ranevsky of the The Cherry Orchard and Nora Helmer of the A Dolls House both find themselves enchained and victims of the social norms existing at that time and their own personal past. In the beginning both Nora and Madame Ranevskys lives were moulded to comply with social norms but the play sees their evolution from controlled women to the independent characters free from social constraints as well as burden of their past memories. This evolution towards their freedom was both the consequence as well as catalyst for furthering the social change in society at large, although several characters in both the plays like Firs and Trophimof deal with the potential difference among social progress and social change and doubt the effectiveness of the Liberation. Moreover emancipation of serfs has led Lopakhin previously a serf into flourishing as a liberated, wealthy businessman. With financial success Lopakhin witnesses a significant class change within the society. In the company of Madame Ranevsky, Lopakhin feels self conscious, still a peasant at heart but deep down in his mind he knows that things have changed in his favour. Against this background of Lopakhins success, the bankruptcy faced by Mrs. Revesky further frustrates her. When Lopakhin offers his plan to her in order to improve her financial position by the construction of villas at the cherry orchard, Mrs. Revesky refusal not only exhibits her impractical attitude and lack of business acumen but also she is not free from her image of an aristocrat- she is still a slave of her passions she spends extravagantly ignoring her present crises. She is not only a victim of social change around her but also of her own flaws and passions and her running back to her former lover in Paris in the end displays her desire to seek liberation from her past memories which have chained her throughout her life. She although unlike Nora Helmer does not want to develop into an independent, intellectual personality as she still wants some support system to cling on which in the end is her former lover. Moreover it seems that her running away from her past memories although is liberating her from her times of yore but she is not trying to find her true self in this liberating process. She is still unable to discover herself which is clearly pictured as a goal by Nora Helmer in A Dolls House. In the A Dolls House written by Henrik Ibsen in 1879 at the time of the movement of Naturalism, which is regarded as a milestone in theatre for its representation  of  pragmatic  individuals, locations and situations,  Henrik  restricts  his  story  to  the  middle  class families and his writings are of a society that is partial not only by its means of living but also its outlook. In his play, Henrik deals with womens rights as a matter of significance, which on the contrary was neglected throughout that time period. The heroin of his play, Nora Helmer suffers an inferior character and is a victim of social norms, in the beginning she struggles desperately to conform to these norms but ultimately evolves towards self liberation. Its only after eight years when Krogstad blackmails her for forging her dying fathers signature that she realises that she lived with a hypocrite and her affection and love for her husband was of least interest to him and he would no m atter what consider his social reputation more important than his family. Nora changes herself to become independent, free form social constraints to explore her own goals and beliefs. Throughout much of the play Nora Helmers character is depicted as subjugated by both authoritarian social conventions and manipulations of Torvald Helmer, her husband. But unlike Mrs. Ranevskys character that remains unchanged throughout the play, Nora is a dynamic character. Noras personal character sees a remarkable revolution. From a meek and submissive, childlike silly wife to her husband, she mutates into independent personality seeking self realization and in  her  concluding  lines Nora states Im a human being no lesstry to understand them  [3]   Nora  discards  the  male-controlled  structure of her family  that  refuses  her  a  self-determining  individuality. She demands  an  alteration,  a  progression  of her relations founded on edification and egalitarianism. By  declining  Torvald of being called as her husband and  by  disagreeing with  the  missing  and  departed  father  whose  family name  she  brought into play by means of  counterfeit  signature, Nora has travelled the remoteness and has promoted the capacity in her to doubt the spurious conventions that since her childhood have held her in repressed and overpowered. In the play, authors award to Nora, the right  to  stride  on the way to  her  personal  individuality, Ibsen has provided her  with the  right  to  discover her personal language,  to  designate  her  own  name.  Noras closing gesticulation announces her parting from the rigid role of  a  wife.  Noraà ‚  seems  to  rise as a principal example of liberation. Nora adamantly insists on pulling  herself  away  from Torvalds outlook of her as a conventional wife. She on the other hand makes a decision to distinguish herself as someone in process, in a condition of achieving, rather than of having a definite and rigid individuality. Nora walks out of the house to locate her being and educate herself. With the understanding that her matrimony had been a lie, the world is dissimilar outside, and that there are people who will lend her a hand to get through life, she makes a decision to develop into her own person. I think, for a woman as loving Nora who had an affectionate and caring mind that was prepared to do anything for her husband, nothing else mattered except her family. She had a fervent and dedicated would happily forfeit everything as the reason of her existence is to be enjoyable for her children and husband; and to have fun. After discovering that Nora copied signature of her father on the loan bind, her husband, Torvald nullifies their marriage without caring Noras love towards him which made her take this step. In their last conversation Torvald becomes more oppressive and saysNora, I would gladly work for your sake. But no man can be expected to sacrifice his honour, even for the person he loves and she on realising the situation he wants to maintain answers him, Millions of women have done it  [4]   In my opinion, in the beginning of both the plays, the protagonists because of their situations had inauthentic personalities which progressively and eventually developed into much finer and genuine personas. Moreover with the help of depicted economic circumstances and the unusual personality of the characters, both the plays, The Cherry Orchard and A Dolls House suggest that there are two sources which determine change and freedom which are economics which comes from without and control over oneself which in contrast comes from within. Word Limit: 1410

Being Good Essay -- essays research papers fc

Outline I Introduction   Ã‚  Ã‚  Ã‚  Ã‚  A definition   Ã‚  Ã‚  Ã‚  Ã‚  B people's impression   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1 formal impression   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2 common impression   Ã‚  Ã‚  Ã‚  Ã‚  C thesis II History of Etiquette   Ã‚  Ã‚  Ã‚  Ã‚  A old British style   Ã‚  Ã‚  Ã‚  Ã‚  B Post family   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1 original   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2 extended   Ã‚  Ã‚  Ã‚  Ã‚  C how rules have changed from old style / new ones not used III Kinds of Etiquette   Ã‚  Ã‚  Ã‚  Ã‚  A common sense aspect   Ã‚  Ã‚  Ã‚  Ã‚  B formal aspects   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1 social   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2 business   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   IV How and when it is used   Ã‚  Ã‚  Ã‚  Ã‚  A when the right time is   Ã‚  Ã‚  Ã‚  Ã‚  B what situations require a change   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1 indicators   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2 parallel good V Personal view   Ã‚  Ã‚  Ã‚  Ã‚  A what things are really important   Ã‚  Ã‚  Ã‚  Ã‚  B why etiquette is relative   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1 right to some / wrong to others   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2 some expect more than others   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  3 situations can be perceived different ways VI Conclusion   Ã‚  Ã‚  Ã‚  Ã‚  A re-discussion of why it is relative (from intro. & part V)   Ã‚  Ã‚  Ã‚  Ã‚  B usefulness of defined rules   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1 narrow situations   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2 good common ones   Ã‚  Ã‚  Ã‚  Ã‚  C re-statement / support from paper Websters Ninth collegiate dictionary defines etiquette as â€Å"The conduct or procedure required by good breeding or prescribed by authority to be observed in social or official life.† What this tells us is that those who are bred well, and feel that others are,... ...ile I have had no trouble finding rules to govern any conceivable aspect of life, many such rules seem useless in everyday life. Things such as â€Å"please† and â€Å"thank-you† are much more pertinent to social success than knowing how to address an unmarried host with two children. It’s rules like these that many etiquette experts harp on, when often, the simple courtesies are over-looked . Another problematic loophole in the ways of personal conduct is that what may seem acceptable to one person would not to another. Everyone has different expectations of people, and it is difficult to know how to compose oneself in unfamiliar company. Bibliography Miller, Margo. â€Å"Living by the book† Time 18 August 1989 ; 23 Kennedy, Louise.â€Å"Difficulties of Etiquette in America’s Democracy† Time 30 July 1990:34 Hatfield Julie. â€Å"A New Post Inherits Etiquette† Time 8 August 1994 : 61 Dunnan, Nancy, and Nancy Tuckerman The Amy Vanderbilt Complete Book of   Ã‚  Ã‚  Ã‚  Ã‚  Etiquette New York: Doubleday, 1995 Axtell, Roger Do’s and Taboo’s Elmsford: Parker Pen Company, 1995 Carlson, Dale and Dan Fitzgibbon Manners That Matter for People under 21 New York: E.P. Dutton, 1983

Lincoln Assassination :: essays research papers

he Lincoln Assassination On April, 14 1865 President Abraham Lincoln was shot while watching a performance of An American Cousin at Ford’s Theater. President Lincoln died the next morning. The person who had killed Lincoln was John Wilkes Booth. A few days before he was killed, Lincoln had told his spouse about a dream he had, he saw a president shrouded on a catafalque in the east room of the White House. Even after this dream he attended An American Cousin at Ford’s Theater. John Wilkes Booth thought the president was determined to destroy the constitution, set aside the rights reserved to the states, crush civil liberties, and restore monarchy. He saw the confederacy was the only means to of upholding the values of the founding fathers. He devoted much of late 1864 and early 1865 to a series of plots to abduct Lincoln and use his capture to nullify the Union’s war aims. Every scheme ending in frustration. After Lee had surrendered to the Army of the Potomac, in the second week of April, he saw that only the most desperate measures offered any hope of salvaging the Southern Cause. Shortly before he went into the theater, he stopped at tavern for a drink. While in the bar an acquaintance jokingly remarked that "he would never be as great as his father," Booth replied by saying "When I leave the stage, I will be the most talked about man in America." The Atlanta Campaign of 1864 In the spring of 1864, Gen. W. T. Sherman concentrated the Union armies of G. H. Thomas, J. B. McPherson, and J. M. Schofield around Chattanooga. On May 6 he began to move along the railroad from Chattanooga to Atlanta. Sherman had two objectives, one was to destroy the army of General J. E. Johnston and the other was to capture Atlanta. Johnston realizing that he was outnumbered started to retreat south. Sherman tried a direct assault on Johnston’s forces and was repulsed. Johnston had retreated back to the south bank of the Chattahoochee river. On July 17, John Bell Hood replaced Johnston as General. He tried to continue with Johnston’s plan, but failed to stop the advance of Union troops. He retired to Atlanta, which Sherman soon had under bombardment. On September 1 Hood abandoned Atlanta, the next day Sherman moved in and burned it. The Maryland Invasion A year after the confederate defeat at Gettysburg.

Julius Caesar: Synopsis Of Brutus :: essays research papers

Marcus Brutus, Caesar’s noble friend, joined the conspiracy to assassinate Julius Caesar because of his love for Rome. The Lives of the Greeks and Romans gives a very good description of Brutus; it was not far off what Shakespeare describes Brutus as. Plutarch described Brutus as A marvelous lowly and gentle person, noble minded, and would never be in any rage, nor carried away with pleasure and covetousness; but had ever an upright mind with him, and would never yield to any wrong or injustice. (p. 139) Brutus was a very respected and honest man. Casca, one of the conspirators, said that he was very respected by the people by saying â€Å"O, he sits high in all the people’s hearts, And that which would appear offence in us, His countenance, like richest alchemy, Will change to virtue and to worthiness.† (I, iii, l 157-160) Casca said this to Cassius. Marcus Brutus was very essential to the conspirators because this would have ensured that the people would listen to them. Brutus was also a true Roman. When Cassius and all of the other conspirators met Brutus at his house and all of them decided to murder Caesar, Cassius said that all of them should swear. Brutus then said, â€Å"No, not an oath: if the face of men, The sufferance of our souls, the time’s abuse—If these be motives weak, break off betimes,† (II, i, l 114-116) and â€Å"Than secret Romans, that have spoke the word And will not palter?† (II, i, l 125-126) Here, Brutus is saying t hat if they are true and honest Romans they do not have to take an oath, their word should be good enough.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Brutus was the only man in the conspiracy with good intentions. Brutus wants to assassinate Caesar for the good of Rome. The other conspirators are all doing it for their own selfish reasons. Brutus’ motives, for joining the conspirators, indicate that he was very public-minded and morally conscientious. When Brutus says â€Å"But for the general. He would be crown’d: How that might change his nature, there’s the question:† (II, i, l 12-14) He was stating that it will be for the good of Rome to assassinate Caesar. Also he did not want their assassination to seem too gruesome, this shows he was morally conscientious. When Cassius said that they should also kill Antony, Brutus says â€Å"Our course will seem too bloody, Caius Cassius†.

Conflict and resolving issues sources of conflict and conflict resolution Essay

Hello everyone. My name is Isaac and welcome to my presentation. First of all I would like to give thanks to our honorable course instructor for organizing such a pretty session. Well, today the topic of my presentation is about conflict and resolving issues. So here I will discuss about conflict and resolving issues, sources of conflict and conflict resolution. Many people lead busy and challenging lives, so they encounter conflict on a daily basis and sometimes hourly basis at home or at work. As for the people who become engaged in conflict, they rarely have any or little understanding about the roots of conflicts or how to manage it when it happens. The entire other level that many people fail to understand is how regularly they encounter conflict and how difficult it can be to find a solution. As human we are regularly being placed in situations where conflict can occur and how we respond to it is grounded on different personalities. Conflict is an inevitable factor in our daily personal and professional lives. We are surrounded by conflict even if we may not recognize it. Usually we don’t like to experience conflict, although we enjoy watching others deal with it. For example, television shows highlight the fact that arguments, disputes, and disagreements are normal and a relevant part of life. Conflicts can result for various reasons, including miscommunication, differing values, relationship breakdowns and lack of information. In the workplace conflicts, divergent needs are usually at the heart of bitter disputes. A conflict can occur at any time when two or more people have a difference of opinion. Whether or not the conflict expands rely on the resolving skills of each person involved in the conflict and analyze the elements of conflict and resolving issues involved in the situation. While knowledge in resolving issues skills and negotiation tactics can result to successful conflict resolution, the outcome lies strictly in the hands and mental abilities of the conflict initiator. When you acknowledge the legitimacy of conflicting needs and become willing to analyze them in a surrounding of compassionate understanding, it open pathways to team building, creative problem solving and improved relationship. When you resolve conflict and disputes quickly and painlessly, mutual trust flourish. Basically, the capability to successfully manage and resolve conflicting issues rely on the four conflict resolution skills; swiftly relieve stress, recognizing and managing your emotions, improving your non verbal communication skills, and using humor and play to deal with problems. In conclusion,conflict is a normal and even healthy part of life. Furthermore, two people cannot be expected to agree on everything at all times. Resolving issues is an approach that we require all throughout our lives. Conflict is obviously unavoidable no matter what precautions are taken, but resolving issue is always possible if done correctly. Feelings of frustration may happen, but resolving conflict can make such a difference in our interpersonal relationships rather than just avoiding it. It may appear hard at times to resolve the conflict and reach a median, but in the end, regardless of the difficulty, it will be well worth it and will improve our performance. References Akgun, Serap, and Arzu Araz. â€Å"The Effects of Conflict Resolution Education on Conflict Resolution Skills, Social Competence, and Aggression in Turkish Elementary School Students.† Journal of Peace Education (2014): 30-45. Print. Nan, Susan Allen. â€Å"Consciousness in Culture-based Conflict and Conflict Resolution.† Conflict Resolution Quarterly (2012): 239-62. Print. Source document

Human Relations: A Personal Experience

Human Relations: A Personal Experience Allison R. West Introduction to Graduate Studies in Human Relations 12/4/13 While reading Modern Human Relations at Work I found information that I pretty much expected to find in a book on this subject. I found some specific studies that I had not read about before and ideals that I found to be true in theory, but not so much in practice. The standard questions of whether a happy worker is a productive worker and do open door policies work were addressed. Ten years ago I would have read this text book in a much different manner, with a completely different erspective than I do today.I may have viewed the ideals of organizational human relations with some sort of hope that people can actually work in environments where there are superiors and subordinates can maintain a sense of respect and humanity towards one another, but that has not always been my experience. The old expression â€Å"it's lonely at the top† can be interpreted in sever al ways; there are not many top dogs out there, or that the higher you go the less time you have to mingle with the lowly, or the less you really care to, or the misguided belief that you should have a self-imposed separation .Whatever the meaning or reason one thing is true to my understanding; organizations are truly not classless societies and while they, in theory, should understand human relations better than anyone, they practice very little of what they profess to preach. I do not mean to give the impression that I do not understand the need for hierarchies and the important role they play in efficient organizations, it is not the paradigm, but the players, with which I take issue.In this paper I would like to address the two areas that were of greatest interest to me as they apply to my experiences working within large organizations. The first area referred to the fundamentals of human relations and included a study conducted by the Hawthorne plant of Western Electric in Ill inois that I found interesting. The second discussed the management of conflict between individuals and organizations and included exercises that companies can use to build stronger relationships between botn I wou d like to snare my thoughts on these areas trom both theoretical and practical stand points.The book defined human relations as follows: â€Å"The process by which management brings workers into contact with the organization in such a way that the objectives of oth groups are achieved is human relations† (pg. 5) and takes the point of view of the manager. While the company and the worker share a common purpose of being successful and making money, the worker also has goals that the company may or may not be aware of or concerned with. Successful human relations addresses both the company and the worker and finds a satisfactory solution to all needs.This, in my opinion, is where most companies don't seem to be able to get it right. It is not enough for an organizati on to say that they care about their workers, what their needs are, what their opinions are and how they can best use their talents to nhance the organization, there has to be follow through and this is what usually does not happen. You only have to look at a company's turnover of employees to get a good idea of their attitude towards human relations. I spent 10 years working for an organization that truly did not care at all about their workers, though they professed to.It is my experience with this particular organization, which I will call Agency X that I will be referring to in this paper. Agency X has a high turnover for several reasons, one of which is the amount of stress that comes with the Job and the econd is the response, or lack thereof, on the part of the agency to try and understand, alleviate, or even acknowledge the fact that the needs of the workers are not being met. So while I read through the book, I suppose I was more Jaded and had a more pessimistic attitude th an I should have, but I truly believe that few companies actually care about human relations in practice.I found the Hawthorne studies interesting in that it showed that a worker who feels that they are valued and has some level of relationship with those they work with is productive and that the quality of the supervision they receive effects the uality and quantity of their work (pg. 9). When I worked for Agency X I was a case manager for 4 years and had a supervisor who truly cared and was concerned for the well-being of her workers and the impact the Job was having on us. This supervisor did a good Job of shielding us from the bureaucratic issues that came from above.She believed that the quality of services to clients and the needs of the workers were both equally as important. After 4 years she changed Jobs and I was promoted to her position, it was at this same time that our contract was obtained by another big agency and suddenly things changed. While I continued to supervis e in the way I had been taught, ensuring that what needed to be done was done, that clients were receiving the best possible services and that workers were not burning out and were taking care of themselves I began to see the differences in field work and middle management.I was accused of babying my workers whenever I tried to make things a little easier for them. It is important to note that we worked with abused children and families in volatile situations that required a tremendous amount of travel and field time (we were not child welfare). Let me give an example of a worker who was close to burning out. We had both been at a home in the country where the situation became fragile and volatile and we decided that it was best to leave.After we had driven away (we took separate cars) my worker pulled over to the side of the road and just sat there. I pulled in behind ner and Just watched tor a tew seconds wondering if she was going to get out of the car, but she did not. I walked up to her window to find her in tears. I allowed her to vent her feelings and frustrations and finally I suggested to her that she go home for the rest of the day (it was early Friday afternoon) and spend time with her daughters and not think about work until Monday morning.I told my worker that we would meet in my office on the Monday and talk about what we needed to do make sure her needs and the needs of the client were being met. While this was an appropriate solution to me, I was then â€Å"counseled† as I told my worker to go home when she had not filled out a â€Å"request for leave† form. That was my first indication that Agency X did not care at all about my worker, all they cared about was a piece of paper that they would not have received until timesheets were turned in the following week anyway.So I took that hit, signed y piece of paper that said I was a bad supervisor that day and never said a word to my worker about it. Human relations works at a worker level and even at a middle management level if you have a supervisor who gives a damn about you, but it is only a slogan on a poster for those in upper management. The human resources model outlined on page 11 of our book gives 4 systems that an agency can fall into when dealing with human relations. I feel that an agency can fall into several systems at one time.I think those in middle management still see their workers as valuable assets that should not be easily discarded. Middle anagement have better relationships with their workers and probably fall between system 3 (consultive democratic) and system 4 (participative democratic) depending on how long the subordinate and superior have been working together. Upper management would have you believe that their agency is participative democratic, but they are, in reality, benevolent autocratic (system 2) where condescension and punishment are the main staples of management.It was forced upon me many times that I should separate myse lf from my workers and make sure they understood we were â€Å"not the same†. While I understand that it is not always wise for supervisors o be friends with workers, we do not need to sit in ivory towers looking down on them either. There is a happy medium that upper management ignore. As I progressed in Agency X, I was promoted again to Regional Director and was responsible for services all 16 counties in Southwest Oklahoma. This was my first and only experience with upper management and I have no desire to â€Å"go there† again.

Immanuel Kant Essay

1 Introduction Have you ever watched a group debate an ethical decision given a particular case study with several different variations to the story? It is fascinating to watch. Some of the individuals feel so strongly about being â€Å"right† they will argue until they get their point across. Others waffle and try to look at the situation from a variety of perspectives. Given a particular Case Study based on terms of confidentiality, this paper compares the basis of morality under two alternative ethical systems — Utilitarianism and Kantianism. We will explore the theory behind each ethical system, describe the facts of the Case, and interpret a course of ethical action using both ethical systems, and the significance of this dilemma. I chose to examine the Utilitarianism and Kantianism ethical systems because at times they seem diabolically opposed based on the theoretical reasoning behind choosing a particular action. Yet, in many cases the chosen action is the same. For this particular case on confidentiality, a personal relationship attempts to complicate how to determine the morally correct action. I explore this correlation by comparing Utilitarianism and Kantianism. Utilitarianism uses a relatively straightforward cost-benefit analysis where the calculation is â€Å"indifferent to persons and relationships (Dombrowski 2000:248). † Consequently, when using a Utilitarian system to examine what ethical action is appropriate everyone is â€Å"on equal footing (Dombrowski 2000:248). † This is somewhat of a simplistic view of how individuals make decisions; however, it is a simple view that allows you to make a somewhat unbiased decision. A decision not based on â€Å"rank, status, wealth, race, gender, or personal relationship (Dombrowski 2 2000:248). â€Å"Similar to Utilitarianism, Kantianism would also negate the significance of any personal relationships. The Kantian would do unto others, as they would consent to treating you. The one universal way to act should carry from person to person regardless of your personal relationship to that person. Let us explore the similarities and differences between these two ethical theories. Next, we will take a close look at the facts of one particular Case Study where personal relationships do come into play. Then, we will compare how a Utilitarian and a Kantian might act and why. What motivates the decision-makers under each moral system? 2 Comparing Theory 2. 1 Theory: Utilitarianism 2. 1. 1 Pleasure versus Pain: Utilitarianism is a somewhat general term for a variety of perspectives that all generally fall under the guise of this theoretical stance. In any case, I will attempt to summarize the major theoretical viewpoints of this ethical system. For the most part, Utilitarianism recognizes two absolutes in the world: pain and pleasure. Moral law follows the Principle of Utility, in other words, what motivates human beings. They found that Good has priority over the Right (Justice) (Griffin 2005, personal communication) and they make ethical decisions by determining â€Å"the greatest useful goodness for the greatest number of people (Dombrowski 2000:54). † Good equals happiness (pleasure) and alternatively bad equals pain or displeasure and has no value. Utilitarianism determines the right or correct action based on a formula that shows which action results in maximized good (happiness/pleasure). Maximized good takes into account all those individuals affected by the actions under consideration. 2. 1. 2 Cost-Benefit Analysis: Utilitarianism simplifies moral law to a quantitative calculation that determines ethical choice: Total Pleasure – Total Pain = Total Utility (Griffin 2005: personal communication). Utilitarianism uses a cost-benefit analysis to decide whether we tell or do not tell. We determine what is ethically 3 correct through an objective and quantitative measure of utilitarian goodness. â€Å"measure it for the appropriate number of people, compare it to measures of ill effects for the remaining people, plug it all into an algorithm, and calculate the solution (Dombrowski 2000). † Utilitarianism, born out of the technological and scientific revolution, uses a scientific approach to ethics. Theoretically, Utilitarianism does not take into account whose happiness is at stake and the action with the highest total utility is the correct action. 2. 2 Theory: Kantianism 2. 2. 1 Sense of Duty: A sense of duty is the guiding principle to Kantian theory. Ethics does not come from a higher authority nor does it rely on the individual to weigh the competing interests of the participants in an ethical dilemma. Unlike Utilitarianism, Kant’s ethical system represents a universal categorical imperative rule of ethics. The Categorical imperative is an expression of the moral law. The imperative is the correct, right, or good action taken in a particular situation. A categorical imperative â€Å"denotes an absolute, unconditional requirement that allows no exceptions, and is both required and justified as an end in itself, not as a means to some other end; the opposite of a hypothetical imperative (www. wikipedia. org). † In Kant’s Groundwork of the Metaphysic of Morals, he outlines the Categorical Imperative in three different ways (www. wikipedia. org): 2. 2. 1. 1 Universal Law formulation: â€Å"Act only according to that maxim by which you can at the same time will that it should become a universal law. † 2. 2. 1. 2 Humanity or End in Itself formulation: â€Å"Act in such a way that you always treat humanity, whether in your own person or in the person of any other, never simply as a means, but always at the same time as an end. † 2. 2. 1. 3 Kingdom of Ends formulation: â€Å"All maxims as proceeding from 4 our own [hypothetical] making of law ought to harmonize with a possible kingdom of ends. † 2. 2. 2 Reason versus Happiness: Kantianism recognizes Reason, not happiness or pleasure, is the foundation of moral law. Reason is the faculty of humans, which enables us to choose the principle, or rule on which we act (Griffin 2005, personal communication). The categorical imperative is an underlying moral system based on Reason, the integral link independent of a particular context — it is universal. To understand the basis of morality (the existence of a moral law) you must look for it in the capacity for reason and not in the capacity for pleasure and pain. The very foundation of Kantianism is that you must treat people the way they would consent to you treating them the same way. Your act is universal with no contradictions. Kant considers immorality as the product of individuals trying to create a different standard for themselves compared to the rest of humanity. Immorality ignores the categorical imperative. The Right comes before the Good (happiness); in other words, there are moral constraints on what one may do to promote happiness. One has a duty to obey the moral law, and the moral law is not determined by figuring out what promotes happiness (Griffin 2005, personal communication). You cannot reduce humans to meer means — treating someone is a way in which they would not consent. 3 Case Study Facts 3. 1 Case Study Overview: â€Å"You are employed as a technical communicator by Caduceus Company, a major provider of software systems for the health care industry. Currently, you are working on help-desk instructions for a new software system that operates from a database accumulated from all the records of all the hospitals, clinics, HMOs, laboratories, and physicians in your state. These records carry a good deal of highly personal information on patients and are, of course, private and confidential. The revelation of some of this information to the wrong people could be seriously damaging for those patients. Improper release of this information could, for example, limit their employability, damage their reputations, or restrict their access to health 5 insurance at affordable rates. Part of your job, in fact is to ensure that confidentiality is maintained by all who use the system while preventing access to those who might misuse it. Just yesterday, you learned of some shocking information. While observing the typical daily operation of the help-desk staff in resolving users’ questions, you recognized the name of one of the clients called up on a screen. It is the name of your cousin’s fiance, and the entry indicates that he has tested positive for HIV and has received counseling about HIV and AIDS from a local clinic. You and your cousin are very close, and you are certain that she is unaware that her intended spouse has tested positive for HIV. The marriage is only a few weeks away. She would be highly endangered after marriage but also in their current relations without this knowledge. Do you reveal this information to your cousin but violate the privacy and confidentiality that you have sworn yourself to and are legally obliged to maintain? Or do you keep the information to yourself but jeopardize the health and life of your cousin by preserving the deception by her fiance (Dombrowsky 2000:238). † 3. 2 Choices or Ethical Action: As I understand the case, there are really only three different courses of action to choose from. 3. 2. 1 Do not say anything at all 3. 2. 2 Reveal the truth to your cousin 3. 1. 1. 2. 1 Talk to your cousin 3. 1. 1. 2. 2 Write an anonymous letter to your cousin 3. 2. 3 Confront the potential fiance 3. 1. 1. 3. 1 Talk to the fiance and explain why he needs to tell your cousin 3. 1. 1. 3. 2 Threaten fiance — if you do not tell my cousin I will tell 4 Comparing the Application between Ethical Systems 4. 1 To compare the moral significance of the above stated fact, I will look at the theory behind Utilitarianism and Kantianism to determine which action is the correct action. 4. 1. 1 Application: Utilitarianism 4. 1. 1. 1 According to Dombrowski (2000), he suggests Utilitarianism is the most reasonable ethical approach to take due to the simplistic nature of the principles of the Utilitarian moral law. However, he also recognizes how it is hard to apply measurable, objective costs to the loss of the technician’s job, professional reputation, â€Å"pain, suffering, violated trust, and a broken relationship (Dombrowski 2000:248). † In any case, I attempt to illustrate through the following Table (Table 1) what the Utilitarian application may look like. Table 1. Utilitarianism Cost-Benefit Analysis Choices TOTAL PLEASURE – TOTAL PAIN = TOTAL UTILITY 1. Do not say anything at all Keep job Cousin gets HIV and dies Cousin’s kids get HIV Cousin’s marriage dissolves Lots of pain by cousin = low utility 2. Reveal the truth to your cousin Cousin does not contract HIV and lives Lose job Company loses credibility You can not get a job Lots of pain by technical communicator but cousin does not die = medium to high utility 3. Confront the potential fiance Keep job Cousin does not contract HIV. Fiance is upset by having to discuss with cousin Happiness for technical communicator and cousin, a little pain for fiance = high utility 4. 1. 1. 2 Examining the Table, you can see I have outlined three separate 6 choices, determined the total pleasure, total pain, and total utility. I was unable to determine an objective, absolute number to measure each factor, however, I did rank the total utility by low, medium, and high. As you can see, if the technical communicator chooses not to say anything at all, she would keep her job, but her cousin would most definitely contract HIV and her cousin could die from it or one of her kids could contract the disease. In any case, the cousins’ marriage is most definitely going to dissolve once she finds out that her husband was not open with her from the beginning. Consequently, I ranked the total utility to LOW UTILITY due to the extensive pain the cousin would ultimately endure. The second choice was for the technical communicator to reveal the truth to her cousin either directly or anonymously. The pleasure obtained from this decision would result in the technical communicator’s cousin not contracting HIV and living (as a result of this situation). However, the technical communicator would probably lose her job, the company could lose its credibility and that could effect the jobs of other company employees, and the technical communicator may not be able to find another job because she breached her trust with the client and her company. The total utility, therefore, results in a lot of pain for the technical communicator. Fortunately, the cousin would not contract HIV and increase her risk of dying. Due to the nature of the utility — death versus life, I ranked this decision at MEDIUM to HIHGH UTILITY because the cousin would experience a great deal of happiness that would far exceed the unequal but opposite pain of the technical communicator. The third choice, confront the potential fiance, would result in 7 pleasure for the technical communicator because she could keep her job. In addition, the cousin is able to protect herself from contracting HIV. In contrast, the fiance would be upset by having to discuss this difficult issue with his new wife. Due to these circumstances, I ranked this choice as having VERY HIGH UTILITY. The technical communicator is happy, keeps her job, and does not lose her cousin. Her cousin does not contract a life threatening disease. Yet, the fiance experiences discomfort with having to discuss this relatively important issue with his new wife. Consequently, a Utilitarianist would find this last choice to be the best and most ethically correct choice. Dombrowski (pg. 248) points out how difficult it is to reduce this case to a simple cost-benefit utility analysis for a number of reasons. Yet, the most poignant reason is the inability to neutralize the scenario and avoid the personal relationship the technician has with her cousin. Theoretically, the entire cost-benefit ratio should be the same no matter the personal relationship. However, I suspect your ethical action would tilt in a different direction should your motivations be driven by the patient’s partner. If you do not know the patient’s partner why would you risk your job, home life, and economic security for someone you do not even know. Is it really for the greater good? If so, why not find out everyone who has AIDS and post it on street corners? I am baffled by this strict compliance with the Utilitarian perspective. 4. 1. 2 Application: Kant 4. 1. 2. 1 Kant would argue that we â€Å"should act as we would expect others to act toward us and in way that should have universal applicability (pg. 247). † You must treat people the way they would consent to you treating them the same way. Given that this decision could 8 result in a life-threatening situation, Dombrowski argues that of course the cousin would want to know and would consent to treating them the same way. Dombrowski suggests that this is quite probably a universal ethical law. Yet, Dombrowski also recognizes that â€Å"most people probably would agree that the seriousness of the stakes so heavily tip the ethical scales against the side of blind compliance with the law that the ethical judgement to disclose should be binding on all people in such situations (pg.247). † In this interpretation, the seriousness and/or life threatening properties of the case motivate the Kantian. This interpretation suggests that the Kantian is obligated to the cousin and not to the patient — not because the cousin is a relative or has a special personal relationship to the technician. The technician is obligated to the moral universal law and would tell anyone should they find out. However, Kantian Moral law also says a promise should be kept. So then, the technician’s promise to her profession could take precedence over what appears to be the obvious categorical imperative. Kant might also agree with an ethical course of action where the technician approaches the potential fiance and makes it clear that if he does not tell, she will tell her cousin. In this variation, the categorical imperative recognizes that revealing this information to the cousin is in clear violation with the law. By approaching the potential fiance it also reduces the possible consequences because the outcome will ultimately result in your cousin finding out — but not through you. As a result, the Kantian does not violate the law but also does what is ethically correct. 9 5 Conclusion To summarize, Utilitarianism is an ethical system that proposes that â€Å"the greatest useful goodness for the greatest number of people† should be our guiding principle when making ethical decisions. In contrast, Kantianism suggests that the morally correct action is † an absolute, unconditional requirement that allows no exceptions, and is both required and justified as an end in itself, not as a means to some other end (www. wikipedia. org). † In the Case of Confidentiality, both Utilitarianism and Kantianism found that the best and most correct choice was to confront the fiance. In this scenario, â€Å"the presumed authority for methods & solutions is the profession meaning that personal ethics & religion do not have prima facie authority. † Yet, for the Kantian I think it is hard to figure out how to prioritize the relationships between competing duties (expression of law) — professional promise versus an individual ethics. I also wonder how your promise to your family to protect them and keep them safe plays into this account. However, the Utilitarianism cost-benefit analysis revealed how this ethical tradition takes into account all who are affected by the actions under consideration. As for the Kantian conclusion, the choice represented a universal expression of moral law. In both cases, the personal relationship did not and should not come into play as a significant fact. But I wonder, how this could possibly ever be the case. REFERENCES 2000 Dombrowski, Paul. Ethics in Technical Communication. The Allyn & Bacon Series in Technical Communication: Boston & London. 2005 Griffin, Chris (friendly neighbor Professor of Philosophy). Gratefully summarized Utilitarianism and Kantianism one night at the dinner table. 2005 www. wikipedia. org. Discussions posted on July 25, 2005. 10.