Love of country? Essay

Frederick Douglass’s speech â€Å"If I Had A Country, I Should Be A Patriot† delivers a blasting reproach on the discrimination of the African American and why he feels indignant about his country and being unwilling to call himself a patriot. Similar to Langston Hughes’s â€Å"I, Too, Sing America† , both employ a chord informative structure and a canting tone simple enough for the audience to incite a reaction from the audience to plead for freedom in America. Both authors though in different times face the challenges of racism and being an African American in the â€Å"Republic† of America. Douglass explains that even under natural rights there is no spot sacred in America that can secure his right of liberty. He orates â€Å"This is your land of the free†, your â€Å"home of the brave† to symbolize the ambivalence and optimism for freedom being an African American in America at that juncture and that America must be envisioned as the sentimental identity of the African American slave. â€Å"I never knew what freedom was till I got beyond the limits of the American eagle†. Douglass tries to explain that the idea of being a patriot in America differs from the reality currently going on in his time persuading his listeners to acknowledge the humanity in dehumanizing the institution of slavery. In Langston Hughes’s poem his first stanza details how he is treated unequally. â€Å"I am the darker brother; they send me to eat in the kitchen, when company comes but I laugh and eat well and grow strong.† He demonstrates that the nation he considers himself to belong under the constitution does not treat him as a superior but an inferior. The sentiment of this quote internally depicts that he feels equal to the other race. Unlike Douglass who is encouraging the people to realize their rights, Hughes is waiting for the opportune moment to rebel. The last four lines of Hughes’s poem â€Å"Besides, They’ll see how beautiful I am and be ashamed – I, too, am America† corresponds with Douglass’s insight of hope and using inequality to unmask inequality in America and orating that his race integral to the very existence of America. Hughes orates that he will endure the racial despair with hopefulness in the American promise of justice for all. Douglass and Hughes are judging that there’s no greater danger to the advancement of the African American than the country and its spirit of alienation. This will always steer up to a revolution in a country. America should be a land true to natural love of liberty and its moral humanity and guide its united people to a moral progress. They found a reason to love and identify with this country despite injustices their people had suffered continued to suffer in their days as they waited for the alternate solution.

Jayanta Mahapatra`s poem “Dawn at Puri” Essay

Jayanta Mahapatra`s poem â€Å"Dawn at Puri† narrates by describing the Oriyan landscape, especially the holy city of Puri. Mahapatra is deeply rooted in Indian culture and ethos with which he is emotionally attached as a poet. Though the language of expression is English his sensibility is ‘Oriya’. In order to appreciate the prescribed poem it is important to understand his sensitive attitude to the native socio cultural practices.Here in the poem under discussion, Puri is the living protagonist for him .Puri is not only a setting but also a protagonist because he presents a graphic description of Puri as a central as a place for the four ‘ dhams ‘or ‘sacred cities’ but also for the ‘math’ or the monastery set up by Shankaracharya . Lord Jagganath is the main deity in Puri who is in the form of Lord Vishnu. The way Mahapatra delineates the events and incidents in the poem shows us that he disapproves of what is going on under the cover of tradition and practices. Look more:  first poem for you essay You will notice how life lies like â€Å"a mass of crouched faces without names† and you also can see how people are trapped by faith as expressed in the expression â€Å"caught in a net â€Å". The shells on the sand are â€Å"ruined† the word, â€Å"leprous† is suggestive of decadence and infirmity. The poem evokes loss of identity, anonymity, death, disease and decadence. As I have mentioned above, most of the Hindus wished to be cremated in the land of Lord Vishnu. The speaker’s mother also had such a last wish, the wish to be cremated in Puri. This is fulfilled by the effort of her son in the blazing funeral pyre which is seen as â€Å"sullen† and â€Å"solitary† .The poem winds up on an uncertain note like the corpse of his dead mother.character .Here Puri is personified. At Puri, we find a stretch of beach called Swargadwara or ‘Gateway to heaven’ where the dead are cremated. Many pious Hindus and widows feel that it is possible to attain salvation by dying at Puri. Mahapatra states: â€Å"Her last wish to be cremated here/ twisting uncertainly like light/ on the shifting sands.†

Marlow in Conrad’s Heart of Darkness

In Heart of Darkness Conrad tries to deal with issues which are almost inexpressible.   The mysterious effect of the jungle wilderness on Kurtz, and on Marlow himself, puzzles the imagination and bewilders the understanding.   We might ask why Conrad chooses to tell the story through the character of Marlow, rather than simply to set it as a first person narrative.   The story is, in fact, about Kurtz, and about the way that contact with the primitive touches on the reality beneath human civilization, but it is also part of Marlow’s autobiography.Marlow is a character, not just a narrative voice, and his characterization enables us to judge and understand what he tells us.   He stands for certain impressive values – the practicality of the seaman’s life, the belief in the value of work, the refusal to judge too quickly, and the calmness of mind which allows him to consider and respond to the ambiguities in Kurtz’s experience. With his detached and skeptical manner, the fruit of a life among practical things, he makes the extraordinary story as believable as is possible.   We do not identify with him exactly, and he is not simply the voice of Conrad, but he is a convincing and unpretentious narrator who offers us glimpses into the ineffable.Much of the earlier part of the novel is concerned with establishing Marlow’s character and credentials as a narrator.   The actual narrator who speaks on the first page tells us that Marlow is the sort of seaman who is â€Å"trustworthiness personified† (5).   But he is â€Å"not typical† (8) in that â€Å"to him the meaning of an episode was not inside like a kernel but outside, enveloping the tale† (8), which perhaps prepares us for Marlow’s attempt to convey to us the scale of his experience and its importance.   The maritime traditions and habits of mind are central to Marlow.   He values work over fantasy.   At the jungle station â€Å"I went to work†¦ In that way only it seemed to me I could keep my hold on the redeeming facts of life† (33), which is a vital and mature desire in him.   His instincts are to reject nonsense and absurdity and stick to the real.Talking to the ridiculous agent at the station, â€Å"this papier-mà ¢chà © Mephistopheles† (37), he tells us of his horror of lies, not because he is particularly virtuous, but because â€Å"there is a taint of death, a flavour of mortality in lies – which is exactly what I hate and detest in the world† (38-9).   The agent’s insinuating invitation to Marlow to accept his petty corruptions meets with an instinctive shudder that speaks for his integrity.   Every man wants to get on, says the agent. â€Å"What more did I want? What I really wanted was rivets, by heaven!   Rivets.   To get on with the work† (40).   There is something wonderfully refreshing about such healthy disgust, and this contributes largely to our readiness to listen to Marlow as the tale reaches its most critical stages.It was a relief, he says to get back to the work of repairing the steamboat, not because he actually likes labor, â€Å"but I like what is in the work, – the chance to find yourself.   Your own reality†¦Ã¢â‚¬  (41). A powerful moment for him is the discovery in the riverside hut of Towson’s manual on seamanship, which, in the middle of the chaotic world of the jungle, gives him â€Å"a delicious sensation of having come upon something unmistakably real† (54), for the real is what he longs for, as the guarantee of sanity and purpose.   It reassures him that the book has been studied and cared for, the spine â€Å"lovingly stitched afresh with white cotton thread† (54) and the margin annotated with what he thinks is cipher but later discovers to be Russian.If Marlow’s integrity and devotion to the real is created thoroughly, so are his attitudes to wh at he experiences before he meets Kurtz.   Conrad gives him a style that is consistent.   He is skeptical, a little sardonic, and down-to earth.   He tells how he worked on his relations to try to ensure that he could go to Africa:The men said â€Å"My dear Fellow,† and did nothing.   Then – would you believe it? – I tried the women.   I, Charlie Marlow, set the women to work – to get a job.   Heavens!   Well, you see, the notion drove me.   I had an aunt, a dear enthusiastic soul.   She wrote: â€Å"It will be delightful†¦Ã¢â‚¬  (12)The voice is familiar, humorous and unaffected, and we feel every reason to trust what he says.   His devotion to the real makes him immediately sensitive to dishonesty and cant.   His view of â€Å"progress† is justifiably jaundiced.   The captain whom he replaces has been killed; â€Å"I heard the original quarrel arose from a misunderstanding about some hens† (13), and he is sur e that afterwards â€Å"the cause of progress got them, anyhow† (14).   His charge is â€Å"a two-penny-half-penny river steamboat with a penny whistle attached† (18) and he feels that his aunt talks â€Å"rot† when she describes him as â€Å"an emissary of light† (18).   He records the bizarre sight of a French warship lobbing shells into the jungle to destroy â€Å"enemies† (20).He is bewildered by the sight of the accountant at the station in his â€Å"high starched collar, white cuffs, a light alpaca jacket, snowy trousers†¦Ã¢â‚¬  (25) working alongside the black workmen who are dying in the grass.   He encounters a white man who has the job of maintaining the road.   He is drunk, and â€Å"Can’t say I saw any road or any upkeep, unless the body of a middle-aged negro, with a bullet-hole in the forehead, upon which I absolutely stumbled three miles further on, may be considered a permanent improvement† (29).   The man who tries to put out the fire in the store shed carries a bucket and declares â€Å"that everybody was ‘behaving splendidly, splendidly,’ dipped about a quart of water and tore back again.   I noticed there was a hole in the bottom of his pail† (33).Everywhere Marlow’s shrewd and ironical intelligence spots the signs of decay, corruption and self-deception.   The whole establishment at the jungle trading station is â€Å"unreal† (35), and when the manager starts canting about Marlow being â€Å"of the new gang – the gang of virtue† (36) â€Å"I nearly burst into a laugh† (36).   The whole experience has for him the insane logic of dream, â€Å"that commingling of absurdity, surprise, and bewilderment in a tremor of struggling revolt, that notion of being captured by the incredible which is the very essence of dreams†¦Ã¢â‚¬  (39).Such judgments and descriptions strike the reader as immensely observant and yet mo destly expressed.   Marlow feels fundamental decencies being abused by the colonial trading world, and it is hardly surprising that he becomes increasingly interested in Kurtz, who is clearly feared as well as despised by the other agents, largely because he has some sort of vision, a commodity seriously lacking in the ivory trading world.   Marlow’s convincing honesty and down-to-earth qualities even make Conrad’s symbolism easy to approach.The Fate-like knitting women in the Brussels office are entirely real as well as allusive.   One wears a dress â€Å"as plain as an umbrella cover† (14).   Marlow notes how the two women introduce many â€Å"to the unknown†¦ these two, guarding the door of Darkness, knitting black wool as for a warm pall† (16).   It is a rare and powerful effect, not clumsy, as it might have been, because we are so convinced by Marlow’s practical and realistic attitude.When it comes to the encounter with Kurtz we are therefore ready to give Marlow the benefit of the doubt as he reveals his own complex attitude to the man, and tries to explain what it is that Kurtz has seen and felt.   It is Kurtz’s idealism that first interests him, here in this nightmare place of unreason.   The other agents laugh at his hope that â€Å"Each station should be like a beacon on the road towards better things, a centre for trade of course, but also for humanising† (47).   At the same time Marlow cannot escape the thought that the savage figures seen on the bank are not inhuman, â€Å"the thought of your remote kinship with this wild and passionate uproar† (51) and we can see how he might understand how Kurtz’s own soul has been captured by the darkness.He finds that he wants to talk to Kurtz, even though he realizes as soon as he gets to Kurtz’s station that â€Å"He had taken a high seat among the devils of the land† (70), something Marlow knows will be almost impossible for his audience to understand; â€Å"How could you? – with solid pavement under your feet, surrounded by kind neighbours†¦Ã¢â‚¬  (70).   This is where Marlow’s story moves into the area of the incredible and the only partly expressible   Kurtz’s high-minded writings end suddenly with the savage cry â€Å"Exterminate all the brutes† (72).   The â€Å"brother seaman† talks of how Kurtz has inspired him – â€Å"I tell you†¦this man has enlarged my mind† (78).   But Marlow can only conclude â€Å"Why! He’s mad† (81) despite the Russian’s protests.The skulls are the evidence of his total breakdown, that the darkness â€Å"had whispered to him things about himself that he did no know† (83). The spell of the wilderness had awakened â€Å"forgotten and brutal instincts† (94) in him and dragged his soul â€Å"beyond the bounds of permitted aspirations† (95).   Marlow i s able to see Kurtz’s story as a tragedy.   His aim had been to â€Å"Live rightly, die, die† (99) but he had not known what was in himself, and Marlow’s readiness to stand by him at the end, even to rescue him in a way, rests on an awareness that Kurtz was not despicable, and that he himself might well respond in the same way.â€Å"He had made that last stride, he had stepped over the edge, while I had been permitted to draw back my hesitating foot† (101).   Back in Europe, like Gulliver, he is disgusted by his fellow man, â€Å"like the outrageous flauntings of folly in the face of a danger† (102), and he lies to Kurtz’s â€Å"intended† because neither she nor anyone else would be able to comprehend the truth.Marlow does not claim to know or understand everything.   It is the unassuming nature of his narrative stance that convinces us.   The â€Å"real† narrator calls the whole thing â€Å"one of Marlow’s inco nclusive experiences† (10). But no one could be omniscient with such a subject; Marlow only glimpses one of the great mysteries, and none of us is ever granted more than that.   What Conrad has done is to choose a narrative method and a type of narrator which conveys as well as possible immensely difficult things.Works CitedConrad, Joseph.   Heart of Darkness.   Harmondsworth: Penguin, 1973.

International Economics Term Paper Example | Topics and Well Written Essays - 1250 words

International Economics - Term Paper Example s and components which after being produced in ASEAN nations went to labor intensive countries for assembly and then final products reached the markets in Europe, America and Japan. This trade type started in IT products and expanded to other items too. Although ASEAN nations were integrating with the global economy, their intra regional integration was incomplete and was stagnating. In the past two decades the overall trade of ASEAN nations increased by 11% on annual note but intra regional export increased from 19% to 23% in the period 2000-2008.(Hanouz & Geiger,2010). In January 1992, the ASEAN nations signed ASEAN Free Trade Area (AFTA) for deeper economic integration which was to be obtained within fifteen years and it will lead to extensive liberalization in trade. The objective of AFTA was to increase regional trade among ASEAN nations and thus achieving economic independence from the world market (Ahlstrom & Stalros, 2005). As the theory goes, removal of intra regional tariff and non tariff barriers will lead to efficiency and as market size will increase investors will enjoy economies of scale. Here we will discuss about the role of AFTA in describing the pattern of trade in ASEAN nations. As per Balasaa, four different stages of economic integration can be given that are Free Trade Area (FTA), then a Customs Union (CU), a Common Market (CM) and at last a Economic Union (EU). Preferential Trade Arrangements(PTA) encompass lower tariff rates for member nations as compared to non members while a FTA is an regional integration which is formed by imposition of zero tariffs on trade among the member nations of FTA without any change of tariff on imports from non member nations. The traditional economic integration theories explain about the gains from trade and these are static analysis of economic integration. The first theory on economic integration was given by Viner in 1950. His trade creation effect says that as two countries enter into trade, the

Canadian Economics Policies and employment Research Paper

Canadian Economics Policies and employment - Research Paper Example The control of money supply eventually leads to the changes in interest rates prevailing in the economy. These changes are generally introduced so as to influence other macroeconomic variables / factors, which include employment trends in the country, balance of payments, aggregate demand and supply and production, inflation rates, etc. It cannot be stated that there is a uniform or universally acceptable structure or model for devising the monetary policy of an economy, and depending on the particular characteristics and issues faced by an economy and the dynamics of national and international financial markets, every country designs its monetary policy in its own way (Bernanke & Mishkin, 1997). The objective of intervention in the economy by a country’s government through monetary policy has been largely to influence varying macroeconomic indicators, as mentioned in the previous paragraph; however, the techniques and methods of doing so have revolutionized on a continuous ba sis, which are built upon the conventional mechanisms of controlling inflation, unemployment rates and other variables (McEachern, 2011). The most important change noted in the techniques used to control macroeconomic variables through monetary policy is the shift from direct controlling of money supply through direct intervention of Central Banks to indirect controlling and depending upon market mechanisms and forces to act in a favorable manner (Hirschey, 2009; Nadal, 2001). Keeping in view this background, the present study aims at determining the relationship between monetary policy and inflation trends, with particular reference to the Canadian economy. In this regard, following research question has been formulated, which will be answered on the basis of analysis conducted by researcher in this report. Research Question The research question, which is to be answered in this study on the basis of analysis and findings, is: What is the nature of relationship between monetary pol icy and inflation, with specific regard to the Canadian economy? Keeping in view this research question, this study can be considered as an important contribution to the existing literature pertaining to the relationship between monetary policy and inflation in Canadian economy. Moreover, the fact that this study includes application of various macroeconomic factors and policies, it can therefore be regarded as an important research work for individuals interested in exploring the macroeconomic environment of Canada and how different factors correlate in a practical environment. Research Method Adopted There are two broad approaches of carrying out a research work, which include qualitative and quantitative research approaches. A qualitative research approach requires the researcher to assess information on the basis of its qualitative attributes and aspects. The qualitative research approach may not necessarily produce quantitative results, as it does not make use of quantitative a nalysis of the information. On the other hand, following a quantitative rese

Business- Its Legal, Ethical, and Global Environment - Quiz Essay

Business- Its Legal, Ethical, and Global Environment - Quiz - Essay Example offices. The four were catching up on their electronic mail. The four soon discovered each others presence on electronic mail. One commissioner wrote to the other three, â€Å"Lets get some business done so long as were all here. We could resolve that unfair competition case thats pending for next month. We can iron out our differences via e-mail.†Ã‚   The electronic exchanges of the commissioners would: (Points: 8) 5.  TCO C: Susan Sandren purchased a toaster from Standard Electric. While using the toaster the day after it was purchased, Susan discovered that the toaster slots were too small for a thick piece of bread. The bread was stuck in the slot. With the toaster still plugged in, Susan used a knife to pry loose the toast and was electrocuted.   In a suit by her family against Standard Electric: (Points: 8) Tort defense includes Volenti not fit injuria, which means there was no intensions to cause harm and the injured took a risk of being injured. For example, if a person goes to a hockey game and they get hit by puck, they are taking the risk of getting hit, which is not the fault of the hockey player. Illegality is where the injured is in the wrong doing while being the defendant’s property. In a case, a thief jumps out of a building to avoid being arrested, the property owner cannot be held liable. 7.  TCO C: Will Chancit, a 36-year-old attorney, was killed when his Ford Fairlane collided with some metal fence on the Harbor Freeway in Los Angeles.   He was traveling at a speed between 50 and 70 mph.   After the collision, the car spun and the driver’s door flew open.   Chancit was ejected from the car and sustained fatal head injuries.   Had the door stayed closed, his injuries would have been relatively minor.   Chancit was not wearing his seat belt.   Discuss the negligence theory for recovery in the suit Chancit’s widow has brought against Ford Motor Company, the

Cog week7 Essay Example | Topics and Well Written Essays - 1000 words

Cog week7 - Essay Example Also the situation posing a challenge to create mental prototypes being this week’s experiment is something I completely agree with. To create a mental distinction between the dots that represented the alphabets was highly confusing. References: Vetter P. Famous Photographer with Disability Challenges Stereotypes Internationally. Disability arts. Retrieved from: http://www.disaboom.com/arts/famous-photographer-with-disability-challenges-stereotypes-internationally Assignment 4 The simplicity with which the concept is so expertly explained is highly commendable. It shows clarity of the concepts as well as observable practical implications of it. The explanation in terms of the distinction of these two concepts of declarative and procedural knowledge falls along similar lines. With the example of the spare parts of the tractor representing processing of information and then step by step performance of actions showing clearly the additional amount of work you have to put in for p rocedural knowledge. The link to learning is understandable in the way the writer indicates how knowledge that is declarative might build up to procedural knowledge which aids learning; with procedural knowledge being used to perform more procedural knowledge. I guess that is the best way to understand the link between these two concepts as they continue throughout our lifetime as a never ending cycle in order so that we learn and store knowledge.

MICROECONOMIC Essay Example | Topics and Well Written Essays - 1500 words

MICROECONOMIC - Essay Example For the person who smokes cigarettes, it is a good commodity. Hence, the Price Consumption curve would be downward sloping one as in the figure above. But the slope will be a flat one because although the price goes up, the consumption does not get reduced at the same rate. Answer 2 The difference between a young smoker and an adult smoker is that the former can reduce the level of smoking as it is not a habitual activity for him hence cigarettes will be treated as a normal good for him. So when the price of the cigarette increases the young consumer can reduce the consumption. Hence the demand curve would be an elastic one (Gottheil, 2013, p.101). On the other hand, for an adult smoker cigarette consumption would not vary with changes in the prices because it would be an addiction for him and hence even if the price is high he would not be able to reduce the consumption of cigarettes. The demand for cigarettes for an adult would be inelastic. In the above figure, the producers of ci garettes face a perfectly inelastic demand curve from the adult smokers but a relatively more elastic demand curve from the young smokers. Now if the price of Cigarette increases the adult smokers will continue to buy the amount Qa but the young ones would adjust their consumption as per the prices. Since the quantity demanded of cigarette decreases for the young smokers, the demand for other good increases. But this does not happen in case of the adult smokers. Whatever be the prices of the cigarettes, they will continue consumption of the same amount .Hence the demand for other goods will remain constant or increase marginally. The above graph applies for the young smokers whose demand fluctuates with the changes in the prices. The initial demand for cigarettes is Q1 and the price is P1. The initial demand curve for other goods was D1. Now due to increase in the prices, the new quantity demanded would be less amount i.e. Q2. Thus the demand for other goods increases to D2. This ch ange does not happen for an adult smoker. He does not change the quantity and is ready to pay the price differential. Thus the demand curve for other goods remains constant. Answer 3 Though tobacco as an addictive consumption cannot be explained by the general economics laws of demand and supply, it has to be kept in mind that there are social costs as well as time costs associated with the continuous use of tobacco. Economic Research has provided evidence of the fact that the demand for cigarettes does decrease with an increase in the prices of cigarettes (McGowan, 1995, p.113). The income levels of the individual smoker also have an effect on the demand for cigarettes. Studies across the world has shown that the demand due to an increase in the prices of cigarettes have fluctuated more in the underdeveloped countries than in the developed countries. This proves that the people of these countries are more price sensitive than their developed counterparts. But addiction of cigarette happens irrespective of the level of income hence an increase in the tax rate may appear to be regressive because it may affect the poorer segment of the population. The consumption habits of the past also influence the consumption habits of the future. Hence the people who have a record of consuming cigarettes more in the past tend to consume even more in the future. Thus if anti

Should monetary policy be boring and has this been the case for the UK Essay

Should monetary policy be boring and has this been the case for the UK and the USA over the last ten years - Essay Example With the use of monetary policy, U.S. and UK can counter-act inflation and economic recession or depression. In this paper, the historical strategy used in the monetary system of U.S. and UK will be elaborated. Through the historical events associated with the U.S. and UK monetary policy, we will be able to conclude whether monetary policy is boring or not. Many people have been praising the work of Fed Chairman Alan Greenspan i for making the U.S. monetary policy in 1990s very successful. (Mankiw, 2001) The Fed was at the center stage during the Asian financial crisis between the years 1997 – 1998 including the failure of hedging the Long-Term Capital Management of funds in 1998 created a worldwide financial crisis and Globalization in the 20th century. The U.S. monetary policy together with the help of fiscal discipline, the U.S. government budget deficit was converted into surplus. Prior to the Mexican crisis in 1994 and the Asian crisis in 1997, the economic performance of U.S. has been very stable. At that time, the real GDP growth of U.S. has increased more than 3% over the fourth quarter of 1996, inflation and the unemployment rate was maintained at a low level. Because of the continuous economic growth in U.S., the nominal wages and salaries of the workers increased faster than the prices of commodities. The increase in salary and wages resulted to increasing the efficiency of production output by investing on new technologies. During the last quarter of 1996, a lot of companies have been laying off employees. This causes the U.S. unemployment rate to increase. Also, consumer debt, credit card delinquencies and personal bankruptcies was very high. In February 1997, the Federal Reserve became very concern about the risk of inflation because of the sudden appreciation of the U.S. dollar. During the height of U.S. economic activities, high inflation should be avoided since it would weaken the long-run economic growth

Final Reflective Assignment Example | Topics and Well Written Essays - 2500 words

Final Reflective - Assignment Example Cascio (2006) defined human resource policies as the process of organizing the resource planning, performance management, employee relations and supporting administrative roles. This report will focus on identifying the process and importance of human resource policies within in the organizational framework. The researcher will also try to evaluate the effectiveness of these policies within the organizational context. The process of developing human resource policies depend on the specific needs of a firm and its employees. Most of the firm try to develop their human resource polices by relating them to their organizational objectives which provides an explicit direction to the workforce (Adeniji & Osibanjo, 2012). The influence of the policies can either be negative or positive based on the effectiveness of implementing them. For instance, Microsoft Corp.’s HR policy of stack ranking is criticized as one of the worst policies (Burstein, 2013). The policy was focused on ranking the employees based on their performance which took an ugly form and emerged in the form of organizational politics and decreasing productivity (Burstein, 2013). Focusing on the process of policy making, the basic aspects of policy framing and drafting will be referred in the report. The first step for policy making is to identify the need. This step involves all the HR personnel of the company. The line managers will collect the data on the progress, performance and productivity of the employees and forward it to the senior managers (Cascio, 2006). The senior managers analyze the data and identify the gaps in the work culture and work structure. Based on this, a basic framework for the policy is developed and further forwarded to the higher management of the company. This is where the policy framework is compared and aligned with the strategic decision making process (McKenzie & Wharf, 2010). The second step is to assess the scope of the

Vidoe analyze Essay Example | Topics and Well Written Essays - 500 words

Vidoe analyze - Essay Example The Maori people, a minority group from New Zealand, use tribal tattoos not only as a form of identity, but also as a show of one’s social status in the society. According to them, ones Moko designs improved one’s stature and indicated their shift in status quo. On the utmost point, the Moko designs also declared the holy nature of leadership as performed by the elders (Ellis 185). Maori health tattoos were used to maintain ones youthful nature, especially girls would tattoo their chin and lips so that incase ones eyesight would fail at any point, he/she would repeat the tattooing again in order to see well. According to the two YouTube videos I have watched, the Maori people are proud of who they are and are glad that the Moko designs are now widely spreading. For instance, vacationers visit the area to see them and learn more about the tattoos. Although it had started dying by the coming of the church and Christianity, it has been resurrected by those proud of the culture and the women are trying to uphold it by educating their children and grandchildren about the Moko and the beliefs of the Maori (Ellis 175). They say it identifies you and people need not ask who you are, where you come from and what language you speak anymore. They are proud of themselves and the sense of satisfaction that comes with being a Maori. They even insist the Tatau and Moko designs have created a spirit of unity and brotherhood in them as it gives them a sense of belonging and sweeps away the fear that they have been concealed as a minority. In my own opinion, I feel that since the Moko are used as an identity mark, the non-Maoris should not be allowed to get the Moko because it is a tribal tattoo and only the Maoris have the right to their specific patterns and art forms. Besides, although most non-Maoris are getting the Mokos on their bodies and

Quesadilla Case Essay Example for Free

Quesadilla Case Essay The quesadilla was first discovered in Mexico in the late 1500’s. The corn tortilla was originally discovered and created by the Native Americans (123 Long). In the 1500’s and early 1600’s the Spanish added to the quesadilla by putting pork, beef, chicken, and other ingredients into the corn tortilla. In most regions, especially the central region of Mexico, a quesadilla is a circle of uncooked corn masa folded in half and filled with cheese, then warmed up until the cheese has melted. However, variations include the use of wheat flour tortillas, especially in the northeast part of Mexico, which are more like cheese tacos found in the United States (â€Å"Mexican Food†). Wheat dough is used in place of corn masa in pastes, a preparation typical of the Mexican city of Pachuca, Hidalgo. El Salvador also has its version of the quesadilla. Unlike its Mexican counterpart, the Salvadoran quesadilla is a dense bread dessert that is usually eaten with coffee. The ingredients include flour, milk, eggs, butter, sour cream, sugar, and Parmesan cheese (62 Pilcher). The ingredients are mixed to create a batter and then baked in a shallow pan in the oven for about 30 minutes. This type of quesadilla is also common in Guatemala and southern Mexico states like Chiapas and Oaxaca. (48 Long). The sincronizada is a tortilla dish frequently confused with quesadillas by tourists because it is what is typically called a quesadilla in most Mexican restaurants outside of Mexico. Sincronizadas are made with a flour tortilla covered with cheese and then covered with another flour tortilla. And usually other ingredients like roasted beef, ham, or chorizo are used, just like in regular quesadillas. The early natives of Mexico did not have ovens, instead they heated food over and open fire, using cast iron skillets and ceramic ware. Another method was steaming (38 Pilcher). They would suspend meat wrapped in cactus or banana leaves, over boiling water in a deep pit. Frying was also a popular method. They used a metate y mano, which is a large tool made of lava rock or stone that they would use as a grinding stone or the molcaiete, which was smaller, to grind and smash ingredients (100 Long). The molcaiete, or mortar and pestle, is a small bowl shaped container that can be made of stone, pottery, hard wood or marble, and the pestle is baseball bat shaped. The quesadilla as a food has changed and evolved over many years as people experimented with different variations of it. Depending on someones culture, the way the quesadilla is made can vary (â€Å"Mexican Food†). The true quesadilla is made with masa dough. Masa is prepared from maize blanco that is dried with limewater, after it is ground into a fine cornmeal. â€Å"This was passed down from the Mayans, Aztecs and a few other cultures of the prehistoric Americas. The purist prepares the quesadilla as a turnover and differentiate it from the sincronizada, which is made with two flour tortillas with the cheese in between. Traditionally Chihuahua cheese is used, which is a white, mild, Mexican cheese, similar to a Monterey Jack† (â€Å"Mexican Food†). In the 15th century, when the Spanish conquistadors arrived in the New World, the thin, flatbread was already a perfected staple of the Mesoamerican people. The Spanish gave the name quesadilla to the delicious dish. The name quesadilla translates to â€Å"little cheesy thing† which was a name given by the Spanish. As one can tell, the quesadilla has evolved and changed within the 400 years since it has been created. Many different cultures contributed to this and made the quesadilla what it is today. From baking over a hot fire to frying there are many ways to make a quesadilla, and this has evolved and varied in todays modern kitchens and restaurants. As the years go by, the quesadilla is still popular and made in kitchens everyday!

Western Front on 1914 Strategies for the Entente

Western Front on 1914 Strategies for the Entente Christopher Mike White Once the fighting deadlocked on the Western Front by the end of 1914, what strategic courses of action should the countries of the Entente and Germany have adopted? Once the fighting deadlocked on the Western Front on 1914 the Entente, specifically the British should have opened a second front while the Germans should have conducted submarine warfare to draw the Grand Fleet into a favorable battle at a time and place of their choosing. Both actions are secondary operations and illustrate how the warnings of Clausewitz to open secondary operations only when they present exceptional rewards still hold true. In the case of the British and the second front in the Dardanelles, the risk relative to the primary operation and achieving its strategic objective of providing relief for Russia and preventing it leaving the war was low. Additionally, it presented a direct way to attack the enemys alliances as suggested by Sun Tzu.1 Finally there was a distinct possibility of the Entente being able to draw undecided nations into the war on their side, nations who already had a reason to fight both the Ottomans and Austria Hungary. In the case of the Germany, submarine warfare would have been a useful tool in the attrition of the British Grand Fleet given the Strategy used by the Admiralty for several reasons. First, submarine attrition of the Grand Fleet would create the conditions for a more favorable battle for the German High Seas Fleet preventing the blockade and subsequent starvation of the German population. Second, the Submarine was a great threat to the British Grand Fleet which was the centerpiece of British control of the seas. Finally, while the use of German submarines would have the effect of forcing the Grand Fleet into action favoring the Germans, it would not have the unwanted consequence of creating a potential enemy of the United States. With the current stalemate, neither France nor Britain could afford to have Russia, whose forces currently tied down German troops in the east who otherwise would join the Western Front, leave the war. To break the stalemate and provide relief for their ally, Britain suggested the opening of a second front. In On War, Clausewitz states that secondary operations only be undertaken when they look exceptionally rewarding.2. In this case, the plan was a landing in the Dardanelles, the narrow strait separating the Mediterranean from the Black Sea on which Constantinople is located. The immediate objective of the operation was to show support and commitment to the alliance with the added benefit of renewing the patriotic spirit of the Russian soldiers giving them greater scope in the fighting.3 Control of the straits would provide a much-needed link between Russia and her allies. This new link would allow Britain and France access to wheat while simultaneously providing a way to give Russi a much needed weapons from the more industrially developed allies. Both coastlines were littered with forts and artillery positions while the waters were lined with mines. The big guns of battleships would quickly neutralize the enemy cannons, and the armada would include minesweepers to clear the way. The battleships would confront Constantinople, shell it if necessary and then accept the Ottoman surrender. A large fleet was raised consisting of 82 ships including 18 battleships both British and French. The loss of control by the Ottomans would pose an existential threat to the Empire. The Entente control of the straits would threaten control of Constantinople which was the Capital of the Empire as well as its principal industrial center for the war effort. This threat would endanger the Ottoman forces from all sides and increase the value of any possible gains in the war and possibly drive them to peace reliving the Suez.4 Any victory against the Ottoman Empire would give a boost to the morale at home increasing national resolve and the strength of the war effort. A final reward from the campaign would be the possible influence of those powers in the region which had not yet entered the war. The taking of the straits and removal of the Ottoman Empire from the war would embolden those nations. Taking the Straits would also provide the opportunity for the campaign to draw in Greece, Bulgaria, Rumania, and Montenegro; who all had reasons to fight both the Ottoman and Austria-Hungary, into the war on the side of the Entente. The new allies would provide a boost both in troop and equipment strength as well as a boost in the morale of the civilian populations. With these nations in the Entente and access to the Black Sea there would be another potential avenue of attack on Austria-Hungary, another German Ally further attacking German alliances. This combination of rewards from what should be a simple amphibious landing performed by the greatest Naval power of the age should produce a positive outcome. The Royal Navy in conjunction with the Royal Army and aided by the French would quickly defeat the already beleaguered Ottoman forces swinging the pendulum of momentum in the war to favor the Entente resulting in a breaking of the stalemate on the Western Front. When war broke out in 1914, the British Navy was the largest and most powerful in the world. The German High Seas Fleet, while formidable, stood little chance against it numerically.5 The German High Seas Fleet prepared for Der Tag, a decisive fleet on fleet engagement that would decide the fate of the High Seas Fleet and could Destroy the Grand Fleet eliminating British rule of the seas and effectively taking them out of the war. With the Grand Fleet blockade of the Northern Sea and the English Channel keeping the High Seas Fleet in port the only type of ship that could leave and perform any type of operation was the U-boat. The U-boat threat had already caused the Admiralty to station the capital ships of the Grand Fleet far away from the German coast to ensure their safety. If the German commanders could go out and use their boats to attack the Grand Fleet at anchor or while unsuspecting at their posts far from the German homeland, then they could have eliminated many of the capital ships of the Grand Fleet. The fear of such an attack was what drove the Admiralty to station the valuable dreadnoughts as far away as Loch Ewe, out of range of the enemy U-boats but creating an opportunity for the High Seas Fleet to disrupt the cross-channel line of communication had they been aware of it.6 This fear displayed by the Admiralty shows how the U-boats had already started to direct the movements of the Grand Fleet even before they had caused any British ship casualties. This ability to create openings, such as the opportunity of the cross-channel line of communication disruption, would have been vital to stopping the distant blockade of the German coast. The result of the blockade was a decrease in the average German citizens diet to 1100 calories per day, resulting in a significant decline in the will of the people to continue the fight.7 If we consider the strength of a nation as a product of force and will to fight, the blockade was a detractor which could have been mitigated but instead sizably reduced that strength. It had already been proven in 1914 that the German U-boat threat to the Grand Fleet was a reality when the cruisers HMS Cressy, Hogue and Aboukir were all sunk by a single U-boat.8 This prompted the Royal Navy to admit that the North Sea was not occupied by the Grand Fleet but by submarines and began to erode their willingness to accept the primacy of the capital ship championed by Mahan. The British Admiralty knew of the dangerous nature of the U-boat, as stated by Admiral Wilson submarines were underhanded, unfair, and damned unEnglish!9 If German U-boats had been used offensively against the Grand Fleet, then the action of admiral Beatty and his battle-cruisers into Heligoland Bight to cover light forces which were under fire from a German force would have resulted in losses to the Grand Fleet vice the High Seas Fleet. The whole of the battle of Jutland could have been more even or, could have started with a German numerical advantage. In the end the idea was that even a fleet action could not force Britain to surrender because a win could not be attained by Germany but it would have been possible with proper submarine employment. Finally, if Germany had gone with attacking military targets instead of merchant shipping then they would have had a much lower risk of bringing the United States into the war as an enemy. The United States was a major industrial power during WWI supplying the Entente and profiting from its trade. The United States had 1.2 million Tons of shipping on the high seas moving between its ports and those in Europe and Asia.10 While that is a lot of merchant traffic it was dwarfed by the British ability of 12.4 million tons. The United States did supply the Entente however the amount of shipping under US flag compared to English was small. If the Germans did not act against the neutral United States, the probability of them entering the war was small given their stated neutrality and desire to stay out of the war that was enveloping Europe and instead would have remained neutral. It can be argued that while the Dardanelles was a great idea it was poorly executed. The poor execution had the opposite effect of what it should have had and therefore was the wrong course of action even given the possible positive rewards. The operation would fail because of lack of real strategic guidance, failure to clearly articulate what objectives were and how important they were and incomplete commitment of forces and resources to run a successful operation. The War Council was seeking a quick, cheap victory. They expected a campaign of sharp gains with minimal resources, in fact, Churchill believed a Navy-only operation would suffice to force the strait.11 The War Council had fallen into the trap of assuming away the risks based simply on the fact that the British were an Empire that was a Great Power and a racist feeling of superiority over the Turks who were no match.12 This overconfidence led to them placing the planning responsibilities upon the operational commander with no actual strategic guidance. There were mistakes at all levels of leadership from the War Council to tactical commanders with little or no experience and a lack of initiative ready to stop fighting at any inconvenience. The result of this lack of guidance was an incomplete commitment of forces and resources throughout the campaign. Without clearly articulating what the objectives were the operational commanders were at a distinct disadvantage. The operational commander takes the strategic objective of the civilian leadership and turns that into his operational idea to be able to attain those objectives. Without clear objectives in this case they were unable to translate the unknown strategic objective into a plan that could be adapted for changes during the unfolding of the battle. As Clausewitz states The Strategist must therefore define an aim for the entire operational side of the war that will be in accordance with its purpose.13 Additionally, the incomplete commitment of resources and forces create another problem, not only was it impossible to come up with a coherent plan but it would also be impossible to adapt that plan due to lack of either resources or troops. Initially there was a stated need of 150,000 troops to succeed in the operation, but due to the prevailing thought of Naval bombardment being sufficient and the Western Front reduced the final number of troops to less than half that needed.14 The summation of lack of guidance, lack of commitment and lack of experienced leaders led inevitably to the failure of the operation and lack of realization of desired outcomes. It can also be argued that the unrestricted submarine warfare was the only viable option for the German Navy to undertake to turn the tide of the war. Since 1914, the war was at a stalemate and not going well for Germany on the Western Front. The Battle of Jutland proved that the High Seas Fleet was not strong enough to defeat the Grand Fleet with the result that any attempt by the High Seas Fleet to attack British merchant traffic would not work as the Grand Fleet would prevent it. This brought about the thought that any attacks on Britains shipping supply would have to be done by submarines. The desired effect would be to break the backbone of British energy and enterprise by depriving her of imported goods.15 The result was Germany deciding on a policy of wholesale unrestricted attack. Unrestricted submarine warfare would deprive Britain of needed supplies for industry and by extension break the will of France and Italy who were being kept afloat by the British and diminish the wi ll of the people to fight by depriving them of necessities and if done swiftly would prevent the United States from entering the war on the side of the British. By German estimation, there was an availability of 10.75 million tons of shipping available to Great Britain. The Grain harvest for the year had been bad world-wide and the supply ships to Britain would have to take longer routes making them more susceptible to German attacks. A monthly destruction of 600,000 tons of shipping would deprive Britain of needed grains forcing rationing and scare Denmark and Holland from trading and in total reducing British sea traffic by 40%.16 The reduction of shipping and needed supplies would force rationing, reducing the will to fight and deprive industry of raw materials reducing the ability to fight while additionally reducing British exports to France and Italy. If the campaign were announced and commenced rapidly, then there would be no time for negotiations between Britain and neutrals, scaring the neutrals and possibly keeping them out of the war.17 The United States would again have to decide against neutrality, and even if they did decide against neutrality, their shipping capacity would have a small impact and take some time to increase to a level that would affect the war. In the case of the Dardanelles, it is easy to look back with the benefit of hindsight and say that the Dardanelles were a poorly executed operation. However, with British Naval superiority supported by the French and a sizeable ground force, there is no reason that the campaign should have failed. The proper course of action was to open a second front and the Dardanelles were a good choice due to location being good for relieving the Russian allies, relieving the Suez, setting up a clear line to commence operations against Austria-Hungary, and most importantly bring in undecided nations in the area into the war on the side of the Entente increasing combat capability. Slight alterations to base strategy were needed but the importance of opening a second front to break the stalemate on the Western Front was a necessity to end the war and lower the cost of victory to a more acceptable level. In the Case of Germanys unrestricted submarine warfare campaign, they would have been better off sticking to purely military targets to decrease Grand Fleet strength compared to High Seas Fleet strength. The submarine force was a danger to the British, and they acknowledged the face by the stationing and distant blockade they chose to implement. Bringing British combat power to their level and selecting the place and time of engagement was the only way they would have been able to achieve victory. If they chose unrestricted submarine warfare, they would have had to have realistic estimates of the shipping capabilities of the British and of the damage that the submarines would be able to inflict on it. Most importantly, they would have to deal with the angry United States which had become the dominant industrial power and would be able to build and deploy ships almost as fast as the submarines could sink them effectively taking away any advantage that they would have achieved. Both available choices were secondary operations or fronts, and secondary operations or fronts must have a definite and direct effect on the enemy. If the impact on the enemy is not direct and obvious, then it was a poor choice for the location or to even start the operation. While the ultimate objective is always victory, it does not mean that the result must be a direct combat success, only that the effect on the enemy has positive impact on your war aims. Secondary operations and fronts must be aimed as directly as possible at the enemy, or they will waste vital resources for little or no gain in the pursuit of the primary object, winning the war. For example, the Gallipoli campaign, in seeking a route to Russia for supply and relief would have been a direct effect on the Germany through the Ottoman Empire. In this case, the whale of Britain, not having an army of sufficient size to meet the elephant of Germany head-on, the result being a stalemate, sought a secondary theater wher e it could use its naval forces. In Germanys case, their choice of secondary operation increased risk by expanding the scope of the war and drawing in a new enemy. While the negative aspect and the possibility of bringing neutral parties into the war as enemies was evident to the German leadrship, the reaction of the United States was poorly estimated by them. By itself their employment of the U-boat fleet didnt impact the German military, making it a low risk but high reward to the war effort on the Western Front. Unfortunately, for the campaign to have the desired effect, US shipping had to be targeted as well which would dramatically increase overall risk. The lesson here is that you should analyze the risks of a secondary front or operation as the worst case, so you dont put your primary objective in danger. 1 Sun Tzu. The Art of War. Translated by Samuel B. Griffith. Oxford: Oxford University Press, (1980), III 5. 2 Carl von Clausewitz. On War: Edited and translated by Michael Howard and Peter Paret. Princeton. Princeton University Press, (1976), 618. 3 Ibid., 186. 4 Kevin McCranie. The War at Sea.(presentation, Strategy and War Course, Naval War College, Newport, RI, 14 December 2016). 5 Paul M Kennedy. The Rise and Fall of British Naval Mastery. New York. Humanity Books, (1976), 242. 6 Ibid. 245 7 Kevin McCranie. The War at Sea.(presentation, Strategy and War Course, Naval War College, Newport, RI, 14 December 2016). 8 Paul M Kennedy. The Rise and Fall of British Naval Mastery. New York. Humanity Books, (1976), 245 . 9 Ibid. 248 10 Kevin McCranie. The War at Sea.(presentation, Strategy and War Course, Naval War College, Newport, RI, 14 December 2016).), 147. 1 Elliot A. Cohen and John Gooch. Military Misfortunes: The Anatomy of Failure in War. New York. Free Press, (1990), 134. 12 Ibid. 134. 3 Carl von Clausewitz. On War: Edited and translated by Michael Howard and Peter Paret. Princeton. Princeton University Press, (1976), 177. 4 Elliot A. Cohen and John Gooch. Military Misfortunes: The Anatomy of Failure in War. New York. Free Press, (1990), 136. 5 Admiral von Holtzendorf. German History in Documents and Images. Selected Readings. Naval War College, Newport, RI, (2016), 2. 6 Ibid. 3. 7 Ibid. 4.

Patrick Eshun Reviewing Arthritis Rheumatoid Thesis Nursing Essay

Patrick Eshun Reviewing Arthritis Rheumatoid Thesis Nursing Essay The title of the research was Rheumatoid Arthritis Patient Education and Self-Efficacy. The main objective of this research was to describe the prevailing rheumatoid arthritis patient education offered by specialized rheumatology health care professional including nurse in the various healthcare settings in Finland. It achieves this aim by describing the level of knowledge rheumatoid patient have about the disease, treatment regime and what various types of self-efficacy care they employed in addition to the educational interventions. The major goal of this research is the applicability of the results achieved. The main goals identified included helping develop and improve patient education with people affected with rheumatoid arthritis. Moreover, it can also be utilized in nursing training programs to better the contents of the curriculum and additional courses in rheumatologic specialized nursing. Patient education is an important health promotion tool comprising a multi-level learning system. Patient accessibility to information regarding arthritis rheumatoid has mostly been through patient education program. The main aim and priority of rheumatoid arthritis education is to help patients improve self-care by increasing knowledge levels and to take absolute control of their health behaviors. After the provision of requisite information, the researchers expects people suffering arthritis rheumatoid would exhibit efficient assessment and monitoring qualities in determining the progress of the disease and appropriately manage it (Schrieber Colley 2004). The multi-professional team in caring for arthritis rheumatoid is numerous and each has a role to play during the process. For instance the physician or medical doctor makes the medical diagnosis, in charge of prescribing medications and manages the rheumatoid patients medical treatment and follow up care. The nurses in the multi-professional team play a crucial part in the education and health promotion in the lives of the rheumatoid arthritis patients. Their role is also to educate patients by advising and assist with concerns in managing their medication. They also offer nursing support, evaluates the well-being of the clients and offer emotional support for improved compliance to care and treatment plan. The pharmacist supplies the medication upon the orders of the physician or medical. They also have the duty to analyze patients other medication. In maintaining the musculoskeletal functions and ability by exercising with patients affected with arthritis rheumatoid is supported b y the physiotherapist. They help patient with light training helping improve the joint movement and functions. They also recommend and support usage of support devices and appropriate sitting, lying and lifting up techniques. Physiotherapist employs physical therapy to facilitate reduction patients arthritis pain and preserve their functioning capabilities (Working group established by the Finnish Society for Rheumatology in 2003). The role of Occupational therapist is to help in maintaining the functional working abilities by giving directives which supports skeletal joint protection and saving energy. This helps arthritis patient to return to active work life. The role of the social worker in the life of the arthritis patient is confined to domestic, economic and social issues. They seek assistance to support arthritis rheumatoid patient at home for instance shopping, household work, and so on. The social worker is aware and makes available to the patients to all social amenities and support including type of social government support and to explain the social and fundamental rights of patient with arthritis rheumatoid. The emotional well-being and mental stability of arthritis rheumatoid patients is handled by the psychologist or psychologist nurse. They offer different coping mechanisms and strategies to people with arthritis to accept and adapt well to the disease. According to Paula (2009), rheumatoid arthritis is defined as a progressive, long term, multi-systemic disease without known cause. It generally starts in smaller joint for instance joint in the hands and feet, then spread to bigger and larger joints usually resulting in disfigurement and physical disability. It causes pain, skeletal joint swelling, tiredness, malaise and morning stiffness. However, this may result in functional impairment and may lead to challenges at home and work The incidence rate in 2000 was 29people out of every 100000people was having rheumatoid arthritis in Finland, the trend decreased from the 1980 (Kaipiainen-Seppà ¤nen Kautiainen 2006.). The prevalence increases with ageing especially in the older population. It is much higher in prevalence in women compared to men with a sex ratio of 2.5:1. This means within a given population there are approximately 3women more with the disease compared one male. Hormonal reasons may explain this trend but however it i s however actual cause remains unclear. There is no precise cure for rheumatoid arthritis and as a result patient needs to rely on regular treatment to relieve the pain and to correct deformities. The treatment thus is aimed at relieving symptoms of the disease and any physical changes induced by the disease. The treatment also helps to retard the progression of the disease using both medical and alternative forms of treatments. In the early years, gold and cortisone were employed as a medical form of treatments. Currently, non-steroidal anti-inflammatory medication and anti-rheumatic drugs in addition to gold and cortisone which helps to decrease inflammation and pain due to arthritis. When skeletal joints are significantly damaged the only medical procedure to repair is surgical treatments (Working group established by the Finnish Society for Rheumatology in 2003.). There are several phase of life rheumatoid possess limitations. These include social functions and life, daily tasks and activities, physical contact (hugging, lifting, holding and so forth), personal and social relationships. The pain as a result of the arthritis may even cause to abandon activities such writing or scribbling, holding a book to read or even stand upright for a period of time (Whalley et al. 1997.). The psychological or mental well-being of arthritis rheumatoid patient is basically about adapting or coping to the disease and controlling the stress as a result of it. Most arthritis patient described bad emotional characteristics such as anger, frustration, depression, shame, irritation, depression, sadness, guilt, anxiety and future uncertainty as their main threats. The cause of depression is more common in arthritis patient and has no specific cause. Self-respect and adapting to the disease is widely considered to be linked to their psychological well-being. The capability of the patient to cope with the symptoms in daily life activities are very critical and numerous coping mechanisms are employed to reduce the stress related to the disease.(Melanson Downe-Wamboldt 2003.). One of the commonly used coping strategies was by spiritual or religious coping method which helped considerably in reducing joint pain, negative moods and increasing positive emotions (Keefe et al. 2001.). Basically, in the research there were two main types of education for rheumatoid arthritis patients. They are the one-to-one and group education. In the one-to-one education it offers more flexibility. In addition, information and teaching is tailored out to fit an individuals perceived needs. The patient also can influence the duration of teaching. One-to-one education maybe suitable for rheumatoid arthritis patients requiring individualized training or joint protection plans or information regarding new medication. On the contrary, group education facilitates social interaction and best for delivering information to groups of people or peers about general issues such as the disease development, treatments, exercise therapy, diet and so forth. One of the benefit of the group education could be some patients can be role models for others to learn from each other. Trust building and trusty atmosphere motivates patients to express their emotions and views about the disease and to enqui re information (Kyngà ¤s 2003, Haugli et al. 2004.). According to Bandura (1977) defined: Self-efficacy as a judgment of ones ability to organize and execute given types of performances, whereas an outcome expectation is a judgment of the likely consequence such performances will produce. It is basically ones ability and competence to complete a specific given task in order to achieve a specific goal. It basically places more emphasis on their capabilities or competencies but not concerned with the skills one possesses. In conclusion, arthritis rheumatoid is a very serious disease and is a life-long progressive disease. Currently, no cure for it has been discovered yet but however treatment to relieve symptom is available. Education to equip patient with self-care is also recommended to complement the treatment care. REFLECTION I learnt quite a great deal especially when it comes to the education and the role of the multiprofessional team in the care process. It was a great experience trying to review an article because I believe would be helpful also in my thesis.

Lance Armstrong and Overcoming Obstacles Essay -- Expository Essays Re

Pedaling strong through the Pyrenees Mountains at remarkable speed, Lance Armstrong approached the tenth stage of the Tour de France. Beginning at an elevation of thirty-three feet above sea level, Armstrong was in sixteenth position with five minutes and fifty-four seconds separating him and the leader. For many this would be an insurmountable amount of time to makeup, especially on a stage containing such a grueling and exhausting climb, but Armstrong saw it as an opportunity to put his great mountain-climbing skills to work (Stein 60). Pacing himself through the majority of the stage, he remained well behind the leader. Then it happened; he reached the horrendous Mount Hautacam, and began his "eight-mile sprint through the rain and up the Pyrenees" (Thomsen 45; Stein 60). Each mount... ... * Stein, Joel. "Uphill Racer." Time 24 July 2000: 60. * Sterling, Michael & Associates. Lance Armstrong Online. Feb. 2003. 9 Mar. 2003 <http://lancearmstrong.com/lance/online2.nsf/html/bio>. * Thomsen, Ian. "Heavenly Ascent." Sports Illustrated 24 July 2000: 42+. * Vecsey, Laura. "Armstrong's Uphill Climb is Far More Than a Bike Ride; Cycling." The Baltimore Sun 20 Dec. 2002: 1D. Â  

Karl Marx and Frederick Engels Essay -- Political History Marx Engels

Karl Marx and Frederick Engels Karl Marx and Frederic Engels were two very liberal, politically left, philosophers. This means that they were in favor of a large government that is comprised of the people, and involved in the lives of these people. One may reflect that this does not sound very different from the influence the United States government has on the lives of its citizens, a large providing government that acts on the will of the people. In both situations the government is aware of the citizens and aims to instill equality into the societies, but this equality is to be obtained by different means and to different extents. Frederick Engels In response to the industrial revolution, which not only made our modes of production better and faster, but also changed a person’s individual choices and responsibilities to the government, Karl Marx and Frederic Engels were compelled to write the Manifesto of the Communist Party.[iii] Marx and Engels were disturbed by the way the working class was being exploited in this capitalistic time, and their liberal viewpoints of how a man should be treated were included in this document. One concept that Marx mentions in this Manifesto is the autonomy and responsibility each person has to a government and to what extent these concepts should be practiced in one’s own home.[iv] Although the involvement of the citizen in the government is quite similar to the U.S., this Manifesto puts much more control in the hands of the people than in the U.S.. In terms of the governments involvement in personal affairs, the Manifesto creates much more political control over the personal lives to try and insure equality when the U.S. allows capitalism to decid... ... Marx, Section I. Bourgeois and Proletarians [vi] Thomas Jefferson, Declaration of Independence, July 4, 1776, Section I. [vii] â€Å"What are the Major Themes of the Humanities Base?,† Humanities Base Resource Page, [viii] â€Å"Declaration of Independence,† American History Documents, [ix] â€Å"Marxism F.A.Q.† Youth for International Socialism, [x] â€Å"What are the Major Themes of the Humanities Base?,† Humanities Base Resource Page, [xi] â€Å"Life During the Industrial Revolution,† Schools History,

High School and Education Essay

1a) Cultural Deprivation -Intellectual Development: development of thinking and reasoning skills. Theorists would argue that many WC homes lack educational books, toys and activities that would help stimulate a child’s intellectual development. Douglas- WC pupils scored lower on test of ability, as their parents are less likely to support their children’s intellectual development. Bernstein and Young- mothers choose toys that influence intellectual development. Criticism: WC may not be able to afford these toys etc. -Language: children fail to develop necessary language skills and grow up incapable of abstract thinking and unable to use language to explain, describe, enquire and compare. Restricted & Elaborated code; Bernstein. MC have an advantage as the elaborated code is used by teachers, text books and exams. Also MC pupils are already fluent speakers (socialisation) so they ‘feel at home’ in school and are more likely to succeed. Criticism: Bernstein describes WC speech inadeq uate. -Attitudes and Values: Parents attitudes and values are a key factor affecting educational achievement. Douglas- WC parents place less value on education. Feinstein- the lack of interest is more important than financial hardship or factors within school. Many WC subcultures have different goals, beliefs, attitudes and values from the rest of society. Hyman- WC subculture is a self-imposed barrier to educational success. Sugerman- Fatalism, Collectivism, Immediate Gratification, Present-time Orientation. WC children internalise the beliefs and values of their subculture through the socialisation process meaning under-achievement. -Compensatory Education: Policy designed to tackle the problem of CD by providing extra resources to school and communities in deprived areas. E.g. Sure Start, Education Action Zones etc. Criticism: Don’t see the real cause of under-achievement (poverty and material deprivation). -Criticisms: Keddie; CD is a myth and blames victims. A child cannot be deprived of their own culture they are just culturally different. Troyna and Williams; teachers have a ‘speech hierarchy’ where MC speech is highest. Blackstone and Mortimore; parents attend fewer parent evenings as they may work longer hours/less regular hours or put off by school’s MC atmosphere. Also may not help their children’s progress as they lack the knowledge. -Studies show that WC children are more likely to leave school from the age of 16 and are less likely to go on to sixth form and university. Also working-class children are more likely to start school unable to read, and are more likely to fall behind in reading, writing and number skills. 1b) Material Deprivation -Referred to poverty and lack of material necessities (housing/income). -Stats; 32% of WC students were considering moving out of the family home to attend university. 90% of failing schools are in deprived areas. 33% of those receiving free school meals got 5 or more A*-C GCSE grades. 90% of ‘failing’ schools are located in deprived areas. -Housing- overcrowded housing means less space to do work, play, sleep etc, and greater risk of accidents. -Diet and health- lower intakes of energy, vitamins and minerals. Poor nutrition -> weaker immune system -> lowering children’s energy levels -> get ill easier (poor attendance at school). WC children are more likely to have behavioural or emotional problems. -Financial Support- WC children lack equipment and miss out on school trips. They also make do with hand-me-downs (results in being stigmatised/bullied). Children living in poverty take on jobs (baby sitting, cleaning, paper rounds) which has a negative impact on their school work. Also very few go on to university. The government has tried to tackle this problem, e.g. EMA, raising the school leaving age and providing free-school meals. -Criticisms: Ignores internal factors and cultural deprivation. 1c) Cultural Capital -Bourdieu suggested MC culture is as valuable in educational terms as economic capital. The forms of knowledge, values, ways of interacting and communicating ideas that MC children possess are developed further and rewarded by the education system (qualifications).WC have a lack of cultural capital which leads to exam failure. They also ‘get the message’ that education isn’t meant for them thus they truant/leave school early/provide no effort. -Education, economic and cultural capital can be converted into one another. E.g. MC children with cultural capital are better equipped to meet the demands of school and gain qualifications. Wealthier parents can convert their economic capital into educational capital by sending their children to private schools, and paying extra tuition. -Gewirtz: sees how greater parental choice of school has benefited one social class more. Study; 14 London schools with interviews from parents and teachers. She found that differences in economic and cultural capital lead to class differences in how far parents can implement choice of secondary school. She identifies three main types of parents; privileged-skilled choosers (MC parents who used their economic and cultural capital to gain educational capital for their children), disconnected-local choosers (WC parents whose choices were restricted by their lack of economic and cultural capital), and semi-skilled choosers (mainly WC who were ambitious for their children but lacked cultural capital). Internal Factors (class difference) 2a) Labelling -Attaching a meaning to someone. Teachers often attach labels regardless of their ability or attitude. -Howard Becker- Did a study based on interviews with 60 Chicago high school teachers; they judge pupils to what they think is the ‘ideal pupil’. WC children were furthest (regarded as badly behaved). -Cicourel and Kitsuese- Did a study of educational counsellors in an American high school; they claimed to judge students according to their ability, however, they judged students on their social class/race- MC have more potential than WC children. -Rist- Did a study of an American kindergarten; the teacher used information about children’s background and appearance to place them into separate groups. At the front was the ‘tigers’ (MC, given complex work), ‘cardinals’ and then the ‘clowns’ (given easy work like drawing). -Sharp and Green- Did a study about a ‘child-centred’ primary school; children picked their own activities, teachers felt when a child is ready to learn they will seek help. However, teachers believed that children who weren’t ready should engage in ‘compensatory play’. Their findings support the interactionist view that children of different class background are labelled differently. They argue that the negative labelling of the WC is also the result of inequalities in wider society. 2b) Self-Fulfilling Prophecy -A prediction that comes true because it has been made. Step 1: Teacher labels pupil and makes predictions. Step 2: Teacher treats the pupil accordingly. Step 3: Pupil internalises the teacher’s expectation which becomes part of their self-concept/image, and becomes the kind of pupil the teacher believed (prediction is fulfilled). -Streaming: involves separating children into different ability groups (streams). Each group is taught differently. Studies show that the self-fulfilling prophecy is likely to occur once streamed. WC children are usually put in a lower stream as they aren’t ‘ideal pupils’. It is difficult to move up into a higher stream thus are locked into their teachers expectations -> self-fulfilling prophecy as the children live up to their teachers expectations by under-achieving. 2c) Pupil Subcultures -A group of pupils who share similar values and behaviour patterns. They emerge as a response to the way pupils have been labelled (reaction to streaming). -Lacey: Differentiation- process of teachers categorising pupils according to their ability/attitude/behaviour. Polarisation- process in which pupils respond to streaming by moving towards one of the two opposite extremes. Pro-school subculture- placed in higher streams, remain committed to the values of school and gain status through academic success. Anti-school subculture- placed in lower streams, have inferior status. -Hargreaves: There are two distinctive subcultures: Conformists and Non-conformists delinquents (a delinquent subculture that helped guarantee their educational failure). -Woods: argues that rather than seeing pupil subcultures as either conformist or deviant, it is more realistic to see a variety of possible adaptations/responses to the schooling process. Pro-school: Ingratiation (pupils who try to earn the favour of teachers), Opportunism (those who vary between teacher and peer approval), Compliance (pupils who conform for instrumental reasons), Ritualism (pupils who go through the motions), Colonisation (pupils who avoid trouble, but will deviate if there is less punishment). Anti-school: Ritualism, Retreatism (not opposed to school values, but not concerned about achieving success), Colonisation, Intransigence (deviate and aren’t bothered about the consequences), Rebellion (pupils have little regard to school values and reject school teachings). -Ball: found that when the school abolished banding, the basis for pupils to polarise into subcultures was largely removed and the influence of the anti-school subculture declined. However, differentiation continued. As a result, class inequalities can continue due to teachers labelling. -Limitations: Deterministic: assumes that once pupils are labelled, they have no choice but to fulfil the prophecy and will inevitably fail. Ignores wider structures of power: blames teachers for labelling pupils but fails to explain why. 2d) Marketisation and Selection Policies -Marketisation is a policy that introduces market forces of supply and demand into areas run by the state. Marketisation has brought in; Funding formula (giving a school the same amount of funds for each pupil), Exam League Tables (ranking schools based on their exam performance), Competition among schools to attract pupils. -A-C Economy: Schools need to achieve a good league table position to attract pupils and funding. However, this widens the class gap in achievement. The A-C economy is a system in which schools ration their time, money, effort and resources to those who will get 5 A*-C GCSEs to get a high rank. -Educational Triage: sorting pupils; ‘those who will pass anyway’, ‘those with potential’, ‘hopeless cases’. Those classed as hopeless cases are ignored (self-fulfilling prophecy and failure). -Competition and Selection: Schools with a good league table position will be placed to attract other able/MC pupils. Thus improves the school’s results and makes it more popular which increases funding. Popular schools can afford to screen out less able and more difficult pupils, unpopular schools are obliged to take the, get worse results, and get less funding. Cream skimming: selecting higher ability pupils, who gain the best results and cost less to teach. Silt-shifting: off-loading pupils with learning difficulties, who are expensive to teach and get poor results. -Attraction: creating school contracts to attract parents, buying things like pipe organs to get a ‘traditional’ image of the school (attracting the MC), grant maintained and city technology colleges provide vocational education in partnership with employers (another route to elite education). Ball et al suggests that schools spend more on marketing themselves to parents, and spend less in special needs in other areas. -Marketisation and selection – created a polarised education system, with successful, well-resourced schools at one extreme, and failing un-resourced schools at the other; blurred hierarchy. External Factors (ethnic differences) 3a) Cultural Deprivation -Intellectual and linguistic skills: Major cause of under-achievement. Many children from low-income black families lack intellectual stimulation and enriching experiences. This leaves them poorly equipped for school because they have not been able to develop reasoning and problem-solving skills. Also the language used by black children in inadequate for educational success. Also those who don’t speak English at home may be held back educationally. However, Mirza and Gillborn note that Indian pupils do very well despite not having English as their home language. -Attitudes and Values: Lack of motivation is a major cause of the failure of black children. Many children are socialised in a mainstream culture of ambition, competitiveness and willingness to make scarifies to achieve long-term goals. Black children are socialised into a fatalistic subculture. -Family structure: Failure to socialise children adequately is the result of dysfunctional family structure. Many black families are headed by a lone-mother; their children are deprived of adequate care because she has to struggle financially due to the absence of the male breadwinner. The absence of the father also leads to the absence of the positive role model. Charles Murray: would lead to the under-achievement of some minorities. Pryce: Asian pupils are higher achievers because their culture is more resistant to racism and gives them a greater sense of self-worth. Black culture is less cohesive and less resistant to racism. Thus they have low self-esteem and under-achieve. -Asian families: Driver and Ballard: they bring educational benefits as the parents have more positive attitudes towards education, higher aspirations and are therefore more supportive. Lupton: respectful behaviour towards adults was expected from children, and had a knock-on effect in schools. Khan: parents are ‘stress ridden’, bound by tradition, and controlling. -Criticisms: Driver: ignores positive effects of ethnicity on achievement. Lawrence: black pupils under-achieve because of racism not self-esteem. Keddie: victim-blaming theory. They under-achieve because schools are ethnocentric and favour white culture. Compensatory Education: it is an attempt to impose on the dominant white culture on children who have a culture of their own. Critics propose 2 alternatives: Multicultural education: recognises values of minority cultures and includes them in the curriculum. Anti-racist education: challenges the prejudice and discrimination that exists in schools and wider so ciety. 3b) Material Deprivation -Stats: 1) Pakistani and Bangladeshi women are more likely to be in low-paid jobs. 2) 15% of ethnic minority households live in overcrowded conditions. 3) Unemployment is three times higher for African and Bangladeshi/Pakistani people. -Gillborn and Mirza argue that social class factors don’t ignore the influence of ethnicity. When we compare pupils of the same social class but different ethnic origins, we still find differences in achievement. 3c) Racism in Wider Society -David Mason: ‘Discrimination is a continuing and persistent feature of the experience of Britain’s citizen’s of ethnic minority origin’. -Rex: shows how racial discrimination leads to social exclusion and how this worsens the poverty faced by ethnic minorities. E.g. housing; minorities are more likely to be forced into substandard accommodation than whites. -Noon: two people with the same qualifications and experience applied for a job. However, the white person got the job, rather than the Indian. Thus shows that ethnic minorities are more likely to face unemployment and low pay. Internal Factors (ethnic differences) 4a) Labelling and Teacher Racism -Interactionists: They see that teachers picture an image of the ‘ideal pupil’. But they see that black and Asian far from the ideal pupil. This leads them to label black pupils as disruptive and aggressive, and Asian pupils as passive and a problem they can ignore. -Gillborn and Youdell: due to racialised expectations, teachers were quicker to discipline black pupils than others for the same behaviour. -Black pupils: Teachers misinterpreted their behaviour as threatening/challenge to authority. Pupils then responded negatively and further conflict resulted. This may be why many black pupils are excluded, and their stereotypes may cause them to be in lower sets (under-achievement). -Asian pupils: Teachers assumed that they would have a poor grasp of English and left them out of class discussions or used simplistic childish language. They also felt isolated when teachers mispronounced their names or teachers expressed disapproval of their customs. 4b) Pupil Responses and Subcultures -Fuller: Study of a group of black girls in year 11. Found that the girls conformed as far as school work was concerned. They worked consistently, but gave the appearance of not doing so (positive attitude to academic success, but preferred to rely on their own efforts than teachers). Fuller sees that pupils may still succeed even when they refuse to conform, and negatively labelling doesn’t always lead to failure (no self-fulfilling prophecy). -Mirza: Study of ambitious girls who faced teacher racism. The study failed as their coping strategies restricted their opportunities and thus under-achieved. She found that racist teachers discouraged black pupils from being ambitious through the kind of career advice that was given to them. The colour blind: teachers who believe all pupils are equal but allow racism got unchallenged. Liberal chauvinists: teachers who believe black pupils are culturally deprived and had low expectations of them. Overt racists: teachers who believe blacks are inferior and discriminate against them. -Sewell: Four ways in which boys respond to racist stereotyping: Rebels (rejected both the goals and rules of school, conforming to the stereotype of the ‘black macho lad’. Saw white boys as effeminate), Conformists (keen to succeed, accepted the school’s goals and avoided stereotypes from teachers or their peers), Retreatists (disconnected from both school and black subcultures), Innovators (pro-education but anti-school). 4c) The Ethnocentric Curriculum -Ethnocentric: attitude/policy that gives more value to one culture and ignores the rest. -The curriculum is very ethnocentric (favouring white culture). E.g. in teaching languages; non-European languages are ignored (also other cultures in literature, art and music). However, in history, black history is taught, but it is focused on slavery. This may produce lower self-esteem to black pupils as this image of black people as inferior undermines them and may lead to failure. 4d) Institutional Racism -Institutional racism: discrimination that is built into the way institutions operate. -Schools tend to set schemes for the gifted and talented, and vocational schemes for the less academic e.g. black and Asians. External Factors (gender differences) 5a) Girls -Feminism: McRobbie shows that magazines in the 1970’s emphasised the importance of getting married. Whereas, nowadays, they contain images of assertive, independent women. Also soap operas now highlight the importance of self-esteem and personal choice for young women. -Family: Sine the 1970’s there have been major changes in the family. For example: an increase in divorce rates, increase in cohabitation and a decrease in the number of first marriages, increase in the number of lone-parent families (female-headed) and smaller families. These changes affect girl’s attitudes to education. Such as: the increase in female lone-parent families may mean more women need to take on the breadwinner role. This creates a new adult role model for girls- the financially independent. To achieve this, women need well-paid jobs, and thus good qualifications. Also the increase in divorce rates suggests that girls can make their own living. -Employment: 1970 Equal Pay Act (illegal to pay women less for the same job as men), Sex Discrimination Act. Women’s employment has risen due to the service sector and flexible part-time work. 1975- The pay gap between men and women has increased. Women are now breaking through the ‘glass ceiling’ (keeps them out of high-level professional managerial jobs). -Ambitions: Sharpe- study involved conducting interviews with girls in the 1970’s and 1990’s. In the 1970’s the girls felt that education with unfeminine and if they were interested, it would make them unattractive. In the 1990’s, the girl’s ambitions had changed, and thought careers are more important as they can support themselves. 5b) Boys -Feminisation of education: Schools do not nurture ‘masculine’ traits such as competitiveness and leadership. Also coursework has created differences in educational achievement. -Shortage of male primary school teachers: Strong positive male role models both at home and at school cause may cause under-achievement. 16% of men are primary school teachers. 42% said they made them work harder. Yet, Myhill and Jones found they felt male teachers treated boys harshly. -‘Laddish’ subculture: WC boys are more likely to be labelled as sissies and subjected to homophobic verbal abuse if they appeared to be ‘swots’. Boys were more concerned to be labelled by peers than girls, as it is a threat to their masculinity. Thus, WC boys rejected schoolwork to avoid being called ‘gay’. Epstein- ‘real boys don’t work’ if they do, they get bullied. Internal Factors (gender differences) 6a) Girls and Achievement -Equal opportunities policies: Policies such as GIST and WISE encourage girls to pursue a career in non-traditional areas. The National Curriculum has removed one source of gender inequality by making girls and boys study mostly the same subjects. Also schooling has become meritocentric. -Positive role models: The increase in female teachers shows that women can achieve positions of importance and giving them non-traditional goals to aim for. -GCSE and coursework: Girls are more successful in coursework as they are more conscientious and better organised. Sociologists argue that these characteristics and skills are the result of early gender socialisation. E.g. girls are likely to be encouraged to be neat, tidy and patient. This puts girls in a better place as they achieve greater success. Elwood- not the only cause of the gender gap. -Teacher attention: Teachers paid more attention to boys as they are attracted to reprimands. This may explain why teachers have more positive attitudes to girls, whom they see as cooperative, than to boys, whom are seen as disruptive. This may lead to self-fulfilling prophecy in which successful interactions with teachers promote girls self-esteem and raise the achievement levels. -Challenging stereotypes in the curriculum: Sexist images have been removed from learning materials. This may help raise girl’s success levels- more positive images of what women can do. -Selection and league tables: Girls are more likely to be recruited from good schools as they are more attractive to schools. This may create a self-fulfilling prophecy. -Feminists: Liberal- See that further progress will be made by the continuing developments of equal opportunities, and see education is a meritocracy. Radical- System still remains patriarchal. E.g. sexual harassment continues, education still limits their subject choice and career options, females are less likely to become head-teachers.

Barrack Obama’s Speech on Racism

For two hundred and twenty one years, the United States of America has long been haunted by the blunders of racism. Within the past years, racism has caused a divisive line that sheltered hatred, anger and injustice within the hearts of Americans – whites, blacks and browns. And though the American constitution has promised the American people justice and liberty, the ideal of attaining an equal citizenship amongst the people has not been made possible.And yet, despite the years of struggle for fair race treatment, the vast land of America has still been tied to the bondage of racist commentaries and visions. And Barrack Obama’s speech has been keen on pin pointing the areas of blunders wherein racism waved stronger. Barrack Obama’s speech indeed fueled the issue of racism, not only through keen observation of what has happened in his environment, but also due to the fact that he was also part of the circle that harbored the evils of racism.The speech is keen on presenting the controversies and atrocities brought by upholding too much for one’s own race, unmindful whether it damaged and wounded the principles upheld by other race. Racism is not merely the fault of either the blacks or the whites; but rather, racism has been for ages an intense issue because both of the two sides were biased enough to hold grudges in their hearts. Racism is indeed endemic. It has caused concerns ranging from education, poverty, inequality and war.Adults and children of both genders and different hues, have suffered widely due to biased racial views. And it is even more heightened due to the human’s tendency of keeping angst and hatred in their hearts, and their natural tendency of pointing the bluff and blaming the other race for their sufferings. Although it is indeed true that at some point of their lives, the blacks suffered from extreme biasness and racist judgments. History has shown that blacks have been deprived of equal opportunities th at whites enjoyed.On the other hand, at some instances, whites have also been neglected and their growth impeded. But nonetheless, it is never proper and just to point the blame on neither of the races. If the people coming from different races will continue blaming other races for their misfortunes and lack of opportunities, their nation will be put into the deepest of slump. Prosperity and progress shall never come to a nation divided by color, gender, race and ethnicity. Racial issue is a part of the nation’s history; growth or demise; success or failure. As such, it is an issue that no one can ignore.And given that it is becoming more and more elated and heightened, the nation should come to a point of putting a decisive end against racial issue continuing to divide the people and the land. And as Obama stated, it is never possible to throw away a part of your personality. Being white or black is never one’s choice. It came from birth and from it, comes also the op portunities and challenges – positive or negative – that came uniquely with one’s identity and race. And whatever one has achieved in his/her life is due to his/her own choices and own calls.Indeed, America has come to a crucial point of ceasing racism and ethnocentrism from ripping off the country. As Obama stated, the people is entitled for an option. The people can opt to choose on having to shelter guilty feelings and hatred towards the other race or citizens of a color different to theirs. Or people can choose to embrace the differences and march along a line towards equality and cultural relativism. Equality reaches far more concerns other than giving education to children and youth, provision for jobs, and assurance for proper healthcare to all of the people.Equality should mean that each and every person in the country recognizes each other’s differences in color, race and ethnicity, and not minding those differences at all. If this is achieved, t hen the nation is ought to move towards progress. And this time, a kind of progress that extends to every citizen, every individual, regardless of gender, ethnic or race. This time, a nation that grows stronger in union is to be built. Reference Obama, Barrack. 18 March 2008. Transcript of Barrack Obama’s Speech. CNN. com. Retrieved April 14, 2007 from

Eymp 1 Context and Principles for Early Years Provision Essay

An explanation of the legal status and principles of the EYF and how national and local guidance materials are used in settings The legal status and principles of the Early Years Foundation stage is used with children aged from birth to five years. The Government have outlined three primary and four specific areas and seventeen early learning goals that they think are important to a child’s development and planning is used to meet a child’s individual needs. An explanation of how different approaches to work with children in early years have affected current provision in the UK Over the years many people have made studies of what they believe were the important factors in providing for children’s needs. All of these pioneers believed that there should be an integrated approach to the early years provision. One of these pioneers that had the greatest influence was Freidrich Froebel. Froebel founded the first kindergarten in 1840 and learned how important it was for children to have real experiences and to be physically active, learning outdoors as well as indoors. He believed that schools should be communities where parents could join their children, and that parents were the first educators of children. Other pioneers were Maria Montessori who devised a structured teaching programme based on watching children with learning difficulties and building on the work of Froebel. She have a different view to him in some areas, for example believing that children should learn to work alone to help them become independent learners and did not see the benefit of play. Rudolf Steiner believed that the first seven years of a childs life were the most important and that they needed a carefully planned environment to develop in a rounded way. Margaret McMillan used many of Froebel’s ideas and thought that play was very important. She believed that nurseries were an extension of the home and not a replacement for it. In the 1920s she set up nursery schools that were copied across the world, having gardens and welcoming families and not just children. One of her most important achievements was introducing school medical services and school meals. She did this because she believed that children could not learn of they were hungry or sick. All of the work of these and other pioneers had an impact on the way that the current provisions in the UK have developed. Why the early years framework emphasises a personal and  individual approach to learning and development The early years framework emphasises a personal and individual approach to learning and development because valuing a child’s individuality, ideas and feelings is an important part of developing an individual approach to the learning and development. A child has universal physical needs such as food, drink and shelter and psychological needs such as love, affection, security, friendship which are essential to maintaining their quality of life. In recognising and trying to meet an individual child’s needs each child’s age, physical maturity, intellectual abilities, emotional development, social skills and past experiences and relationships need to be considered. Part 2 An explanation of the partnership model of working with carers This enables different services and professionals to join together to prevent problems happening. It is used to support children, young people and families to help secure improved outcomes. A review of the potential barriers to participation of cares and an explanation of how these barriers may be overcome There can be barriers to effective partnership working these include problems in sharing information, people not being clear on their roles and concerned that they may make a mistake. An explanation of strategies that can be used to support carers who may react positively or negatively to partnership opportunities Some people may feel threatened that new approaches are being used which mean that they have to work in different ways to which they have been used to. Some may also not like being managed by someone that has different skills and experience from their own. To overcome these issues team meetings can be used for everyone to help them work together. It will also allow everyone to fully understand the roles and responsibilities of the other services and practitioners. An explanation of how effective multi-agency working operates within early years provision and benefits children and carers The Common Assessment Framework is used to by practitioners to assess the additional needs of and their family and to help identify the services that will be required to meet their needs. The Common Assessment Framework starts with assessment and information sharing of the childs development within the EYFS, the care and support offered, the overall family and environment. Using this information the lead professional will work with the team and the parents to put in place a plan to support the child’s development. The Common Assessment Framework has a standard form that is used to record and share with others the details of the assessment. The things that are important are clear and effective communication between the professionals and the agencies, keeping accurate records and maintaining confidentiality.