1950s America Speech Essay

1950s America Speech The 1950s were a remarkable time in the history of the United States of America. Many of the events that occurred during this time inspired and molded the future of an entire generation. The economy was booming, bringing millions of Americans into the middle class. Government, Business, and Unions worked together to keep the economy going, but I believed the biggest force in the economy in the 1950s decade is the consumers. â€Å"Consumer Culture† is a culture where consuming goods become a marker of social states and a way of creating meaning in the people’s lives. The demand of the consumers created many jobs for people. As a result there were millions of things the United States produced, and abundance of things to buy. America had the newest, coolest, popular car out like the Chevrolet Corvette and the Ford Thunderbird. America also produced the wristwatch, TVs, and the famous, girly toy in the world-the Barbie Doll. The best part was credit cards were invented around this time allowing consumers to buy now, and pay off later. Now with the economy going so great, there was a high cost in demand allowing jobs to be formed. Blue Color Jobs were people who are plumbers, bus-drivers, cab-drivers, warehouse workers and construction workers. White Color Jobs were people who are accountants, sales representatives and mid-management positions. In the 1950s women were the housewife and mostly stayed at home. However, in the late 50s women started to have jobs mostly like being teachers, nurses, stewardess, and secretaries. In 1950 the gross national product (also known as GNP) had $284. 6 billion dollars; the US was by far the largest economy in the world! By the end of the decade the GNP stood at $482. 7 billion dollars. The 1950s played a huge role in segregation. â€Å"Separate but equal† was a famous quote to allow segregation seem okay. In truth, African Americans were always separate but never equal. However, in 1948 armed services were officially desegregation. Schools weren’t desegregated yet. An African-American girl had to walk 2 miles get to a black school when a white school was only 6 blocks away. On May 17, 1954 with its Brown v. Board of Education decision, the U. S. Supreme Court ends segregation in public schools. This is the beginning of the Civil Rights Movement. Just like today, Americans were sports crazy in the 1950s. Basketball, football, boxing were all typical sports that Americans loved, but one sport stood out of all of them. You guessed it; baseball. All these sports expanded in popularity due by technology and mass media such as television, magazines, and radio. Integration was spreading to sports allowing the famous, â€Å"Rookie of the Year†- Jackie Robinson to play baseball. Baseball remained the most popular of American sports mainly because the New York Yankees winning 7 out of 9 World Series. LEGOs building bricks were the most popular activity to do. It required imagination allowing the creator to build anything she/he wants to build. These LEGOs building bricks were for mainly children around 7 to 12 years of age. Skateboarding was a very popular activity for teenager during the 1950s. Fashion changes all the time. What’s interesting about the 1950s fashion is that it’s still acceptable nowadays. The teenage boys would were blue jeans, a white t-shirt, and a black leather jacket. To form a â€Å"cool† look. The hair style has longer than usual hair allowing longer sideburns for guys. This fashion was mainly influenced by Elvis Plessey. Grown up men would wear suits, a tie, and a hat to top it off. Most of the men would carry a suitcase. This fashion is known as the business man. Fashion for teenage girls is more sophisticated. What was in† during the 1950s were the tight sweater for a top, poodle skirt (a long, full skirt with the image of a poodle on it), bobby socks (ankle-high socks) and saddle shoes (sturdy shoes with a contrasting band of color). Teenage girls wore their hair up in a ponytail and wore a lot of Make-up. The only difference in clothes between teen age girls and women is women didn’t wear the poodle skirt. Most women would wear a full-length dress and carry a purse. Music is everywhere; it’s only annoying when it’s stuck in your head and you hear it repeat over and over through-out the whole day. But something special happen in the 1950s; this was the decade Rock n’ Roll was introduced by â€Å"The King†-Elvis Plessey. Some of his famous songs include: That’s All Right Mama, Heartbreak Hotel, Viva Las Vegas and the one I have stuck in my head right now, You Ain’t Nothing but a Hound Dog. Not only does Elvis introduce a new type of music, but also Influence teens such as appearance in fashion, and behavior. He also influenced future musicians such as the Beatles. Elvis Plessey is one of the most famous musician/ actor in the 1950s. Let the Rock n’ Roll rule forever. Booooom! The baby boom started in 1946 and stop in 1964. A baby boom is when any period marked by a greatly increased birth rate. The term â€Å"baby boom† most often refers to the dramatic post–World War II baby boom (1946–1964). There are an estimated 78. 3 million Americans who were born during this demographic boom in births. Reasons why people started to have babies all around the same time because: WW2 ended, people started to marry at a young, around the age of 20 was average and were ready to start a family. Science began to take off. In the 1950s Francis Crick and James Watson discover the double-helix structure of DNA. An immunization vaccine is produced for polio. The first successful ultrasound test of the heart activity was in the 1950s. The CERN is established. (European Organization for Nuclear Research) The world’s first nuclear power plant is opened in Obninsk near Moscow. NASA is organized. (Later on we have a â€Å"Space Race† with the Soviet). President Harry S. Truman inaugurated transcontinental television service on September 4, 1951 when he made a speech to the nation. AT&T carried his address from San Francisco and it was viewed from the west coast to the east coast at the same time. One of the most popular cars in the 1950s was a Cadillac. If you owned one you would symbolize wealth, power, and success. Elvis Pressley owned a Cadillac and so did captains of their own, individual industry. Even Hollywood big-shots and the common worker who saved enough owned a Cadillac. For most people, the name Cadillac evokes images of the finned, chromed, and gadget-laden â€Å"Fabulous Fifties† models. These Cadillacs proved that America was emerging unscathed from the war and to the contrary, demonstrated a new-found prosperity which found expression in cars. For four decades starting from 1950, Cadillac had no series competition in the US market. The 1950s were â€Å"The Golden Age of Television†. Television was introduced to Americana in 1939 and began to gain a foothold after WW2. In the 1950s TV were and still are American’s source of entertainment. In the year of 1950, 5 million TVs were sold! In 1950, just fewer than 20% of American homes contained a TV set. Ten years later, nearly 90% of homes contained a TV-and some even had color TVs. The three major networks: NBC, CBS, ABC. Some of the top favorite TV shows: The Texaco Star Theater, Arthur Godfrey’s Talent Scouts, I Love Lucy, The $64,000 Question, and Gunsmoke. Gradually, by the mid-fifties, there came electronic color television, which was followed by launching of remote control and transistorized television sets towards 1959. Thus, we can conclude that television in the 1950s brought an element of reality, news and fun for the people and also helped create a sense of awareness against all the social ills. The availability of movies and movie-related shows, reality shows, daily soaps and of course the news programs have made it the prime media of entertainment in every household. The 1950s truly were the decade of the TV. TVs allowed families to bond in the newly created suburbs. TVs also allowed advertisement. So in a way you’re communicating and discovering new products and news about what’s going on in the world. A women’s best friend is TV because around the 1950s women usually stayed at home and watched TV shows. The 1950s really had events and importance; also it isn’t much different from our lives today. Many of the events that occurred during this time inspired and molded the future of an entire generation.

Curriculum Strengths and Weaknesses

The curriculum that I have chosen is the K-12 Physical Education curriculum of a school in the United States. The strengths and weaknesses of the curriculum were assessed and are explained below. Besides this, recommendations are also provided for improving the physical education curriculum of the school. Strengths and weaknesses of the school physical education program The school-community environment was examined and the quality of the environment was considered to be moderately strong. The awareness of the mission/philosophy statement of the school is strong, but the classroom instruction does not seem to be integrated with the mission/philosophy statement of the school. The curriculum should be integrated to help the â€Å"students see and make the connections between and among subjects† (ETIM, 2005). The school environment is strong. There is general concern among the staff for the welfare of the students but more should be done to strengthen the student assistance program to help students at risk right from the elementary level. Students who have motor and fitness requirements besides emotional and other special needs are considered as at-risk students. There is strong recognition of student achievements but there is lesser recognition for the achievements of teachers and administrators. There is a need for recognizing quality teaching and this is one area where there is scope for a lot of improvement. Parent involvement is very strong and there is enough opportunities for parents to be involved in the activities of their wards. But there is scope for improvement in this area too, because getting parent input on their ward's development in a frequent and systematic manner. This is required especially in the school's curriculum, recognition and evaluation areas. There is scope for improvement in the communication and evaluation categories. The quality of communication needs to be improved especially at the elementary, middle and high school levels. The communication between classroom teachers and the physical education instructor needs to be improved. An effective communication program that highlights the activities and achievements of the physical education program is very much needed to gain much needed support for the physical education program. The goals and objectives of the school physical education program needs to be clear and as such it should improved. A clear program and instruction objectives is necessary to organize, implement and evaluate the quality of the K-12 program. If the goals and objectives of the chool physical education program are clear then designing high-quality instructional material and its evaluation becomes much easier. Also, the reports of the evaluation can be sent to the students, parents and others who are keenly involved in the development of the physical education program. There is also a need to implement, monitor and refine the school physical education curriculum to make it consistent with the resources available within the community. This is needed to eliminate redundancy and to promote a K-12 program that supports sequential learning. The secondary physical education service for students with special needs is very strong in the school overall, but there is scope for improvement of this service at the elementary school level. The quality of physical education for special students has to be improved at the elementary school level. There is scope for improvement of the program evaluation, implementation and dissemination needs for the K-12 physical education program in the school. Staff should concentrate more on improving the physical education program in the school because â€Å" a quality physical education program focuses on physical development, while integrating emotional, social and intellectual components† (Klungseth, 2009). Classroom instruction and class management are moderately strong but it should be improved to the level that it becomes absolutely strong. Currently, classroom instruction and class management are negatively impacted by the size of the class, the bigger the class the poorer the classroom instruction and class management, this situation should change. The certification process for physical education instructors should be tightened especially for activities that are considered high-risk activities. Also, the variance in qualification should be reduced for staff members in the school and it should be effectively streamlined. Staff development programs should be improved and there should be periodic evaluation of the staff. There should be involvement of the physical education director in monitoring physical education instruction, and there should be a clear role for a physical education coordinator. Information for garnering support for the physical education program should be provided to administrators by the physical education staff. The physical education facilities need to be upgraded. Currently they appear to be outdated, over-utilized and poorly maintained. Inadequate facilities can lead to injuries and poor physical education instruction. If facilities are inadequate then larger classes would thoroughly expose this problem. Poor facilities are the cause of less funds and decreased student enrollment. Student records in the physical education planning process needs to be automated. Currently the availability of equipment for this purpose is reasonably strong along with the availability of equipment for safety and medical records categories. Safety should be a top priority issue for the school, emergency action plans have to be drawn up with emergency first aid kit, telephones and supplies being made available at each teaching station. Teachers should be provided with student health information so that students are not put at risk by the physical education regimen. There is a need to improve the safety practices at the school that reduces risk to the well-being of students. Recommendations to improve the school physical education program The safety practices at the school needs to be improved, the safety practices should â€Å"recognize the risk and safety factors associated with regular participation in physical activity† (Griffey, Housener, 2007). There should be emergency action plans, telephones and first aid kit installed at all teaching stations. The process for getting student medical and health records should be improved. Staff development programs should be put in place especially in areas where there is need to improve safety practices. Proper processes and procedures should be developed for continuous evaluation of the physical education program. The program evaluation should lead to a proper assessment of the specified objectives of the program. The physical education program has to be implemented fully at all grade levels and to this extent additional physical education teachers need to be hired. Also, the standards set by the National Association for Sport and Physical Education (NASPE) should be implemented in the school. The NASPE standards â€Å"inform the teachers of the primary outcomes to be achieved in physical education at each grade level† (Lund, Tannehill, 2010) The goals and objectives of the physical education program needs to be implemented through the design of a curriculum framework. The framework should state the goals and objectives clearly and speak about the role of a comprehensive physical education program, besides, the program content should be matched with the local resources and prioritized based on the objectives of the program and the importance of the program content. Also, the program content should be in synchronization with the K-12 curriculum. The physical education program results should be summarized and provided as feedback to all stakeholders concerned besides this, adequate funds should be obtained for creating physical education facilities and for the purchase of equipment to be used at the facilities to enable the smooth implementation of the physical education program. Committees should be formed to monitor the implementation of the physical education program and to suggest and implement improvements where ever needed in the physical education program. References ETIM, J. 2005. CURRICULUM INTEGRATION K-12 – THEORY AND PRACTICE. University Press of America, Maryland. Griffey D. C. , Housener L. D. 2007. Designing effective instructional tasks for physical education and sports. Human Kinetics. Klungseth S. 2009. A comparison between public elementary physical education programs in South Dakota and the STARS criteria for high quality physical education programs. ProQuest LLC. Eisenhower Parkway, Ann Arbor, MI. Lund J, Tannehill D. 2010. Standards-Based Physical Education Curriculum. Jones and Bartlett Publishers, LLC, MA 0 1776, USA.

Ancient and Indigenous Mathematics Research Paper

Ancient and Indigenous Mathematics - Research Paper Example However, a massive and countervailing pressure was the culmination of European supremacy in the shape of political control in large areas of Asia and Africa. Out of this supremacy, the ideology of European pre-eminence emerged and permeated a wide range of economic and social activities and also enhanced the unique role of Europe in providing the spirit for science discovery (Peat, 2006). This paper is going to discuss how mathematics has developed through ancient times and some of the factors that have led to the development of modern mathematics and also address the role of mathematics in other disciplines. Many social needs require numbers and calculations. Therefore, mathematics automatically came into play with the evolution of social systems. A well organized operational system is required to handle numbers and calculations. Nonetheless, as fascinating as the basic theories of counting may be, the origins of mathematics include more than just counting, enumeration and arithmetic. The human needs that instigated mankind’s initial efforts at mathematics were: calculations, counting and measurement (Kline, 2012). For example, an inheritance could not be distributed certain basics of division are known or a temple cannot be built if certain facts about squares and volumes are known. Mathematics was born from practical needs such as the ones above. Others argue that the central part of indigenous mathematics is based upon two simple questions: How much and how many? It is a convincing argument that long before our early ancestors had need to count their cattle or sheep, their unsophisticatedly organized social systems had simple rituals based on priority and rank. Also, according to Breasted (1988), it is evident that some socialized animals of diverse groups such as the red deer and baboon have some elementary sense of order of precedence, referred to

Investment in Education Essay Example | Topics and Well Written Essays - 2500 words

Investment in Education - Essay Example The development of science and technology also plays a vital role in defining the infrastructural growth of a country. Science and Technology growth help to achieve the national goals such as increasing employment opportunities, raising standard of living, reduction in poverty level, improving literacy rate, protecting the environment, strengthening the bargaining powers. Education, research and technology works as instruments for accelerating development and determinant of net income of the country. Thus they should receive special attention in national planning. It is evident that capitalizing on investments in science and technology is a vital for every nation. Country should keep on updating their strategies regarding R&D. The science and educational policies must strive for continual improvement in the institutions, and strategies that contribute to superior research and effective capitalization. Capitalization appears to be quite healthy in the United States, delivering significant benefits to the nation. Funding in scientific research is considered to be long term investment in developed nations like United States. ... What is emerging from this priority is the close association of education and economical growth. Accelerating the rate of growth and rate of productivity can basically be accomplished by stimulating and supporting scientific education in universities. Capitalization on science and technology is a major national strength, although there is much room for improvement. The United States faces long-term challenges in maintaining and enhancing our ability to capitalize. Following are some steps which can be undertaken - Government should pay close attention on long-term science and engineering research. Evaluations of the importance of capitalization should be done to seek and identify the long-term contributions of research to meeting national goals. Governments should ensure that individuals and institutions continue to contribute to capitalize research process. Universities should expand their contribution by continuously updating their policies which effect capitalization. Universities, cooperating with science and engineering societies, government, and industry, should develop required manpower and encourage student to contribute in research process. Industry, universities, and government must recognize the importance of lifelong learning for the nation's science and engineering human resources. Governments, industries, and universities should continue to experiment with partnerships A good education system is an essential component which defines country's progress. The word education contains educare (Latin) "bring up", which is related to educere "bring out", "bring forth what is within", "bring out potential" and ducere, "to lead".

International HRM Case Study Example | Topics and Well Written Essays - 2000 words

International HRM - Case Study Example Globalization is a process of interaction and integration among the people, companies, and governments of different nations, a process driven by international trade and investment and aided by information technology. This process has effects on the environment, on culture, on political systems, on economic development and prosperity, and on human physical well-being in societies around the world. (Website: http://www.globalization101.org/What_is_Globalization.html Globalization makes use of modern technological advancements and also focuses on the quick transfer of technology, to keep with the changing world. Therefore, Globalization is a phenomenon that charges towards progress and engulfs the whole world, in this process. The development in technology has led to the process of Cloning and other artificial forms of life. Today, we have hybrid varieties of fruits and vegetables being imported from various parts of the world; which truly symbolises globalization. The widespread Globalization has led to the free movement and transfer of goods, capital, technology and people, from one hemisphere to the other. Therefore, there is an influx of numerous commodities across the globe. BACKGROUND INFORMATION International Human Resources Management has gained immense importance today, thanks to the development of foreign policies, foreign relations and globalisation. Foreign Trade has received great impetus due to these factors and companies looking towards expanding their organisations are employing norms and policies to facilitate proper monitoring and maintenance of their employees. Due to growth in commerce and management, strategy planning and execution has become an integral part of organisation. Due to this, International Human Resources Management has come to the forefront. International Human Resources Management seeks to lay down common rules, solutions to problems and personnel management systems to help this new phase of global expansion transform into a success story and to help organisations adapt and procure better results. Working in a country that one is not familiar with, is a great challenge in itself. More so, when it involves the establishment of a branch office of your company or deals with the successful initiation of an extension of your company, in a scenario completely different from the one you are familiar with. Heading these operations that delve into international horizons and expansion plans of your company build up more responsibility that needs to be fulfilled, on your part. Therefore, a great amount of thought-processing and execution must go down into such plans, before embarking on a conclusion. Appar8tus is a US-owned company that has been producing medical tools used in surgery since 1972 and has

Strategic Analysis Essay Example | Topics and Well Written Essays - 1500 words

Strategic Analysis - Essay Example It was founded in 1978 and has grown to become the fastest growing retail store in America. This analysis evaluates this plan using the SWOT analysis tool, to identify the company’s strengths (S), weaknesses (W), its opportunities (O), and what threatens its sustainable growth (T). Home Depot was founded on the intention of being the largest home improvement facility in America. The company’s mission statement comprises of its core values which are: taking care of people, giving back to the community, doing the right thing, excellent customer service, building strong relationships, creating value to the shareholders, respect for all, and encouraging the entrepreneurial spirit (Floor, 2006). This reveals the high value the company has placed in people and clearly shows the purpose of the business. It is very elaborate and is a plus for the company. Home Depot is now the largest chain of retail store in the county, and is a brand name. This is an achievement of its vision . The company has been actively involved in various corporate social responsibility initiatives, spending over $200 million in a number of causes. The key strength is their customer service and affordable costs. The three top priorities in Home Depot’s strategic plan are to offer goods and services that are targeted at the low cost market, to open more outlets, and to increase their range of products. Besides this, Home Depot also aims at being the exclusive supplier of building materials to licensed contractors. These three capture the core objectives of the company, established on the company’s values and in line with its vision. For example, the company seeks to focus its operations on improving customer satisfaction, by offering a variety of products and providing innovative products at competitive prices. This goal supports the company’s mission to deliver excellent customer service and to take care of people. According to Floor (2006), Home Depot has a uni que strength in the market, as it has built a reputation by offering high quality goods. By expanding its range of products, the company will be tackling one of its weaknesses. The company has for a long time been criticized for providing products of the same type and design. This company faces this challenge because it purchases its supplies from other manufacturers, a factor that limits its control on the features in a product. Product monotony has given the other competitors in the market an edge over Home Depot. The company’s image has also suffered considerably due to various products being recalled by the management after complaints from consumers. To its shareholders, the company strives to give them value for their investment. In order to remain profitable and be able to pay dividends, the company seeks to continually open new outlets and reach new markets. Home Depot now has thousands of outlets in the US and has opened 180 stores in Canada, about a hundred in Mexico , and a few in China and Britain. The company is also aggressively promoting its products to customers by establishing extra supply channels. To increase its earnings, Home Depot is reducing its cost of doing business significantly and investing heavily in its R & D. Home Depot has partnered with contractors in the growing home improvement industry and housing market. These collaborations although few, are among the many core competencies of this company, which

Does the new 21st century transformational form of super leader simply Essay

Does the new 21st century transformational form of super leader simply represent the reemergence of traitbased theories of leadership - Essay Example Eventually concentrating on the three main ideas of leadership: Trait theory, Situational or behavioral theory, and Transformational theory, this essay will compare and contrast these ideas in order to discover whether modern ideas of super-leadership is really a 21st century innovation. The first part of this essay will look at the history of leadership, and consider how these theories changed over time, and how they were affected by the politics of the day - whether Weber's hero-based theories fall out of favor because of "charismatic" leaders such as Hitler and Stalin, for example. The essay will then consider the two prime theories of leadership prior to the 1970's; trait theory, and situational theory. Through analysis of all of these historical theories, it is hoped that common perspectives and behaviors might be more clearly seen. Having noted similar themes or behaviors within the historical theories, the next part of the essay will consider transformational leadership, and its development in the twentieth century. Notions of the Super-leader will also be examined. Leadership theories do not just describe leaders of countries, or empires; indeed, leadership theory in the 20th century has also focused upon business leaders; modern theorists consider teachers, football coaches, and even parents, as leaders. There are a great many books written about it also: so anyone who can buy a book from a store can learn the tricks and secrets to being a great leader. Therefore, in order to understand what theorists mean when they are discussing leadership, a definition seems necessary. For the purposes of this essay, leadership is "The effort to influence the behavior of individuals or members of a group in order to accomplish organizational, individual, or personal goals" (National Resources Management, 1997). The main focus of most pre-twentieth century theories of leadership was the monarch, or rulers of countries. Sun-Tzu's theories have already been described: clearly they relate to the idea of a war-lord, or leader with military capability, not the average equipment of the business leader. Rulers were also clearly the object of Machiavelli's work "The Prince"; in his theory, rulers are made great or weak through the popular perception of them: "Whenever men are discussed.they are noted for various qualities which earn them either praise or condemnation" (Machiavelli). In general, he believed

Network design Essay Example | Topics and Well Written Essays - 3000 words

Network design - Essay Example However, ABC Company can achieve these capabilities by implementing a corporate network technology system that can offer the business different facilities, tools, and services such as data sharing, communication, files transfer, and linking different departments inside the company. The management of ABC wants to implement a computer network in order to enhance business productivity and provide better services to its clients. In addition, the management is willing to invest heavily in new facilities and equipments or providing a consistently superior standard of services. With the traditional ways of data sharing and communication the ABC Company is facing a lot of problems in managing the business activities. Some problems with the traditional working arrangement are given below: Since, the problems and issues ABC Company is facing are very critical. To effectively deal with these problems and issues there is need to implement an effective network by making use of latest tools and technologies. The new network technology based platforms will be aimed at offering a better business support and working capabilities. The new technology platform will be a centralized business network arrangement that will offer better business working and operational

Organizational behavior Term Paper Example | Topics and Well Written Essays - 6250 words

Organizational behavior - Term Paper Example It has been argued that one of the consequences of this shift in responsibility is increased job insecurity, which resulted in a decline in feelings of organizational commitment (Knudsen, Aaron, Martin, & Roman, 2003). Job insecurity has also changed the psychological contract and influenced the employment relationship. Loughlin and Barling (2001) made the case that the notion of a 'job for life' has been replaced with a 'survival of the fittest' as downsizing has forced employees become more employable. As a result, younger workers who have seen their parents being laid off will be more demanding and less willing to make sacrifices for the sake of their jobs. Organizations may assume that certain rules of the old employee-organization relationship still apply, leading them to make missteps in communication, recognition, and reward. Likewise, individual employees may assume that their employer knows what motivates them, when in fact the employer may not know, or may be operating unde r out-dated assumptions. In short, psychological contracts and the employment relationship are changing. Review of Literature The Promise The psychological state of an individual can inherently influence his or her behavior as much as the physical state. Because we do not operate in a vacuum, it is important to understand that our behavior and attitudes are subject to alteration because of outside influences. When these external factors project behaviors that one may categorize as controversial, ones psychological dimensions can quickly become dislodged. Generally, our relationships lead us to believe that a promise is a promise. Our interactions with those we trust teach us to expect that these promises will be fulfilled. When the promises are maintained, the psychological state remains intact. On the other-hand, if deceitful behavior, broken promises, and misconceptions of truth are demonstrated, the individual may ultimately feel vulnerable, betrayed, and unhappy. Rousseau (1995) highlights two kinds of promises; warranties and communications of future intent. She further sub-categorizes these promises into four distinctive types. Idle promises are usually not taken literally by the receiver. Credible promises are defined as believable promises as perceived by the receiver. Unattended promises are those that unintentionally fall through and relied upon promises are those promises that the recipient places value upon and expects to happen. Although promises are subject to limitation, it is still necessary to understand the mechanism behind them. This makes it all the more important to advance research on the psychological aspects of the employee employer relationship. Organizational behavior researchers frequently study the relationship between individuals, groups, and the affect their behavior has on the organization. One of the most recent concepts included in the literature revolves around the psychological contract. It is important to examine this contra ct because the foundation of the contract is based on promises. The promises within the contract offer direction for the both the employee and the employer. The Evolution of the Psychological Contract The decline in unionization throughout the country has reduced the number of employees affected by formal, written contracts of employment (Rousseau, 1990). This in turn

First Day of School Essay Example for Free

First Day of School Essay The first thing I remember about this day was my mother; she woke me up early and started dressing me and combing my hair. I remember I was so excited that I got in the car while singing and dancing. I sat in the front seat and we drove off to the beginning of my life. My mom walked me in while holding my hand and just then I remember not wanting her to let go, I felt so safe with her by my side. Just then the class teacher comes up to us, and I remember her asking me my name, but I was too shy to answer. Then my mom explains to me that she had to go and that Im going to have so much fun here and make a huge amount of friends. I stood there watching my mom walk away with tears falling down my face; I have never felt so alone. But the teacher turned out to be so nice she immediately started to calm me down. That’s when she took me to this room filled with toys and beautiful pictures on the wall, I remember how noisy it was because kids my age were running around everywhere playing and laughing. At the moment the feeling of missing my mom was completely gone and all I wanted to do is join the kids with whatever they were doing. I was shy at first, but then a group of little kids came up to me and asked me if I would count for them while they would all go and hide. I immediately agreed and just like that I was a part of the best hide and seek game in my 4 year old life. I remember how easy it was to make friends but how hard it was to memorize their names. It was an extreme problem for me then because I didn’t know how to call out to them while playing. The best activity of the day was when the teacher took us outside and we played on the swings and slides. The best of all was the sandbox, we would run to the back of the school yard where the water taps were, and fill our little buckets with water and spill it on the sand so this way it would be wet and perfect to make sand castles with. As the day came to end I remember not wanting to go home. But that all changed when I saw my mom in the front door of the class room ready to take me home, I was so glad to see her, as I had so many things to tell. I went on and on about what I had experienced, telling my story with a smile on my face. And when I got back home I repeated the whole thing to dad, everyone was glad I had such a wonderful day. I was looking forward on going back there again tomorrow, but this time with a mission, I was determined on memorizing all of their names, so I would know how to answer when someone asked about the names of my friends. I was officially the happiest kindergartner of all times.

Classroom Behaviour Policy Analysis

Classroom Behaviour Policy Analysis This paper will critically review a Primary schools behaviour policy and practice. In addition, it will address the topic of class room behaviour and how improving this may benefit pupils. Furthermore, how can teachers pre-empt misbehaviour moreover, how can teachers approach the issues of misbehaviour. Furthermore, different theories will be investigated to compare to those being used within the setting. In addition, differences and similarities of global interventional approaches will be investigated. In the conclusion of answering the above questions, a summary will be made to indicate how inclusive learning can be implemented within the classroom environment as well as the role of the educator in these situations. The aims of the policy state that the values and beliefs of the behaviour policy within the workplace suggest that all pupils are encouraged and responsible in displaying appropriate patterns of behaviour and standards of discipline are equal to these patterns. This is accomplished through paradigm, of positive praise and rewards as well as sanctions.ÂÂ  Furthermore, the rationale indicates that it is clear, consistently applied and enforced by all members of staff as a whole setting and community working together. However, the word appropriate is used throughout the policy; no explanation is suggested to the meaning of this vocabulary used within this policy. Furthermore, within this policy which is outdated, only implies what the major offences are and the sanctions that apply to this unacceptable behaviour. This seems to be displaying a negative approach to the dealing with behaviour and therefore not highlighting other unacceptable behaviours that can be displayed by pupils. Within the Primary educational setting rules and procedures are in place for all staff members alike. All staff members are expected that they model correct behaviour by using body language, actions and correct manners of addressing pupils within the class. Each class throughout the setting has class rules as well as whole school rule Golden Rules. These are displayed around the school and visible for all pupils and staff alike. As a result, everyone concerned within the setting should work together and therefore no one should be isolated allowing for full inclusion and a consistent approach. Conversely, this is not the case within practice. This is due the different tolerances of staff members combined with the class rules as these can be seen to give the pupils extra opportunities to display unacceptable behaviour of which is only list half way through the policy (major offences). Furthermore, not all staff although agreed by all staff at the time of publishing follow the discipline procedures therefore, consistence is not obtained by all allowing a weak link and lack of understanding and confusion within the views of some of the pupils (Independent Work Based Research Task 1) Although the WBRT was limited there still seemed to be an underlying issue of what is acceptable behaviour and questions were asked by the pupils regarding why pupils are treated differently although they have displayed the same inappropriate behaviour in accordance with the school rules. Moreover, the pupils indicated that the teaching staff members were inconsistent and did not all use the same strategies. In addition, it has been noted that the use of sanctions seem to be labelled ineffective as staff did not use the sanctions consonantly as stated by one child. The teacher says things and then do not remember to give us punishments so we get away with the bad things we do. Child A Therefore, the rules, sanctions and rewards only work if the consistence remains, (Human Resource Management, Manufacturing Strategy, and Firm Performance Mark A. Youndt, Scott A. Snell, James W. Dean, Jr. and David P. Lepak The Academy of Management Journal Vol. 39, No. 4 (Aug., 1996), pp. 836-866) moreover fully applied at all times by all members of staff. Furthermore, the use of reinforcement together with role modeling and rewards of value to the pupils is essential to behaviour management. A wide range of rewards for positive behaviour can be seen within the policy may imply good practice and inclusion towards both genders yet, can not be seen within practice. For that reason, it may be suggested that the policy is out dated and not in context of the working setting, this is due to the delivery of the sanctions and they are not applied fairly and consistently by all staff. However, planning about behaviour improvement is informed by in house training and the use of statistics and theory to ensure the policy system identifies which matters should be dealt with by classroom teachers and those which require referral to a more senior member of staff. Controversially, numbers of poorly behaved pupils has reduced in numbers, of pupils visiting the Senior Management Team (SMT) in the last twelve months. Indicating higher levels of praise maybe being used to motivate and encourage pupils within the classroom environment. At the same time, pupils are aware of sanctions that will be applied for poor behaviour and what poor behaviour is within the setting as a larger number of classrooms are now displaying behaviour management tips as well as suggestions to support pupils in behaving in the manner that is required within the setting suggested within Steer Report (2005) together with the teachings of Social Emotional Aspects of Learning (SEAL, accessed 2010). He also said that To enable the most vulnerable or disengaged children to gain full benefit from strategies in behaviour management, schools need the capacity to provide high quality support to the child and to the parents. Without that capacity schools will be unable to meet the aspirations contained within the Childrens Plan. In undertaking the making of the behaviour policy the school should have reflected on the ten aspects of school practice which should be effective, and contribute to the good quality of pupil behaviour and guidelines on how this maybe achieved through the use of positive praise and role modelling. Up until 1988 stood no national policy to state what educators should include within the services they provided (Pugh, 1988). However, nine years later the policy agenda stated that all should be entitle to an education of a high standard; this should include positive role models in behaviour. A consistent approach to behaviour management, teaching and learning need to be in place for all staff member including the school leadership team (Senor Management Team, SMT). Achieving this allows classroom management, learning and teaching to be equally effective when using rewards and sanctions together with behaviour strategies and the teaching of good behaviour displayed by all staff members. In order to achieve this staff should receive regular training and personal development and support to keep in line with Government legislation. This maybe why the numbers of major offences have lowered, suggesting it has taken time to implement the policy and for all including staff to adhere to and practice the strategies needed to achieve the desired outcome of positive behaviour management. Furthermore, pupil support systems such as behaviour mentors working together with the Special Educational Needs Co-ordinator (SENCO) within the school, are having a positive effect also. However, it can be seen within practice that they have different strategies in dealing with behavioural issues. Nonetheless, liaison with parents and other agencies is paramount alongside the managing of pupil transition within the setting whether it maybe into a different class, new teacher or indeed a new school as a result of moving to the area. Pedagogy states that practitioners draw on a range of working theories as well as their own experiences on how children learn and how their teaching can support learning. The underpinning Strategies guidance and advice service share this common understanding whilst indicating and ensuring behaviour management can produce a better continuity and progression at all stages of learning for pupils and staff alike. One theory based on the individual psychology of Adler titled Psycho Educational Theory (Watts Critelli, 1997) attempts to promote positive behaviour. The fundamental belief of this theory is that it ultimately establishes the behavioural patterns of an individual (Arthur, Et al 2006). The theory is based upon positive behaviour promotions through development of self beliefs; therefore, can only change once the negative beliefs become positive beliefs (Arthur et al, 2006). Encouraging pupils to promote positive behaviour can also be achieved by allowing pupils and young people to feel they are valued as individuals within the learning environment (Arthur, et al., 2006). However, this is multi part process; the first enabling pupils to negotiate class rules with clear outcomes. The second part is to develop conflicting resolution techniques. The third part is encouragement aimed at all pupils allowing them to feel valued. Finally, self satisfaction within the pupil, this should be achieved through an individualized plan to meet the needs of each student (Arthur, et al., 2006). However, Curwin and Mendler (1999) would suggest a model of responsibility. The model proposes, welcoming warm environments, clearly defined rules and encouraging conflict resolution skills found within the National Curriculum (2000) within the subject of Personal Social Health Education (PSHE) to be a positive way forward in addressing these issues within the Primary school environment. ÂÂ  Curwin and Mendler (1999) suggest that this is a more difficult strategy and is more time consuming to implement, although believe it to be a worthy strategy as it seems to be more effective with higher achievers. Furthermore, lower achievers respond in a similar way to the higher achievers. Classroom management involving, interactive teaching and the use of cooperative methods of learning enables greater expectations for inclusion moreover, less serious misbehavior as measured by suspensions and expulsions from school. Observational learning is yet another theory which can be implemented to encourage positive behaviour. Practitioners model acceptable behaviour at all times, this is seen to be good practice Kauffman, Et al (2006). Pupils receiving rewards in front of others for acceptable behaviour may also increase the desired behaviour. This can be seen within the enquiry school as within the pupils receiving rewards within class.ÂÂ   In addition, this technique may be effective when minor misbehaviour is evident; one strategy is that an educator can ignore the misbehaviour and therefore, rewarding others for their acceptable behaviour may distract the misbehaving pupil (Kauffman et al., 2006). The final theory for promoting positive behaviour is Rewards Theory (Bandura, 2008), by offering students rewards for positive behaviour, such as table points, house points, raffle tickets or stickers which can be collected (Akin-Little, et al 2004). This theory is evident within the Primary schools behaviour policy as well as practice this is indicated within Independent WBRT Rewards and Sanctions. Where pupils are awarded points which, when totaled, allows them to exchange them for goods in increasing value depending on the amount obtained each term. However, this indicated that the use of this form of reward that collecting some form of token in order to exchange for goods in increasing values appealed to learn and motivated them 70% of pupils to try harder. The other 30% stated that they felt that they learnt and really had no interest in the rewards as the reward they strived for was to gain a good job to support them later in life therefore it was irrelevant. This maybe as the school is situated within a deprived area with a high number of parents whom are illiterate and living on low incomes in this form of society this is common. Furthermore, Ofsted (2009) have recognized this within the inspection report, although they stated; This larger-than-average school is the result of the recent amalgamation and therefore newly built nursery, is included in the schools Early Years Foundation Stage (EYFS) provision, moreover, is managed by the schools governing body. The majority of pupils are from White British backgrounds. The percentage of pupils eligible for free school meals is well above average. The proportion of pupils with learning difficulties and/or disabilities in well above the national average and includes those with speech and language, emotional and social, and moderate learning difficulties. (Ofsted, 2009) Furthermore went on to state that the pupils behaved well. And provide good quality, relevant extended services and good support, which underpin its work with parents and pupils. Controversially, this does not enthuse all pupils to behaviour in a manner which is deemed acceptable within the classroom environment and therefore other strategy would be put in place of this, following the old documentation Every Child Matters (2009) as treating the children as individuals. However, studies show positive results if this strategy is used correctly as Akin-Little et al (2004) suggested. An overall view is that educators can prevent unacceptable behaviour by raising positive behaviour standards which in turn may assist in reducing misbehaviour as indicated by Moore, Anderson and Kumar (2005). In addition, it maybe that some behaviour can be interpreted as misbehaviour can actually be escape behaviour as pupils may have had confrontation during a period of playtime or indeed before they have entered the school grounds with situations involving parents. If this is not dealt with first then the child may react in this way. However, another cause of unacceptable behaviour maybe that the work set is not set at the correct level and therefore does not engage to pupil moreover misbehaves to avoid the task. Within practice of the workplace Family Liaison Officers (FLO) are available to inform teaching staff of any changes that may affect pupils learning in any form and therefore, can place pupils with the correct strategies in order for them to remain in society and school with full inclusion. Simply by using the extinction theory and therefore, removing any reward or reinforcement, the pupils was receiving for the undesirable behaviour will also obtain the desired behaviour. Response cost punishment is another behaviourism strategy- used within workplace at playtime behaviour this results in the loss of an event or task which is of interest to them, for example a Golden time, free play and even football pitch allowance. Finally, all pupils can be fully included regardless of which strategies are put into place within any educational setting, if theories such as psycho educational and goal-centered theories were in place. This would support individuals needs enabling the pupils to reach their full potential. Greenspan (2005) supports this factor to create an inclusive classroom and therefore would lead to the staff creating the correct environment for pupils to learn at their fully potential. Topping (1983) would agree in suggesting that it is only the consistency in these intervention strategies that modify behaviour and therefore support behaviour management. This could be achieved by providing children with opportunities and pro-social skills that allow them some control over their environment, especially during particularly stressful periods in their lives. Examples include opportunities to master new skills (e.g. in sports or the arts), to work with others on creative projects, and academic situations in which they can make choices for themselves.ÂÂ  However, this can lead to other pupils not reaching their full potential in learning due to unacceptable behaviour of pupils within the same classroom environment as observed within Independent WBRT Rewards and Sanctions that when a child misbehaves in class and the teacher does nothing shows positive behaviour management it can stop pupils from working as they seem not to have been given strategies to deal with distractions within this environment. This is where it would be good practice to follow the policy and give positive behaviour management moreover, be consistent and parents a nd careers need to be informed. As within the policy and believes of the school parents and careers are deemed an important aspect of the school and the childs achievements. Therefore, the enquiry school works and engages with the local community and families to support learning, children tend to succeed not just in school, but throughout life when this takes place. This is seen to be a fundamental approach which aids in lowering unacceptable behaviour. The role of parents and careers is essential in assisting schools in achieving standards of behaviour. They have a duty to take responsibility for the behaviour of their own child and support the schools decisions in dealing with unacceptable behaviour. However this sometimes can be difficult when fighting against parents who do not support this. Therefore, many schools may have in place a parenting contract (Department of Education, 2010). This is an agreement between the parent or career and the school about the child. This can be seen as a punishment, but really it should be seen as a way of working together to help the child. For example this may occur if your child has been excluded for several short periods of time, as a preventive measure of full exclusion therefore, this can be deemed as an intervention to enhance inclusion of a child to prevent a court hearing. However, by working alongside parents and careers as within the work place by offering parenting skills programmes and support for parents who divorce, who are unemployment moreover other stressful negative events that can disrupt their parenting skills. Approaches within the United Kingdom are different at the same time similar to other countries. It can be suggested that many countries seem to deal with unacceptable behaviour before it occurs with intervention programmes. However, studies state this is dependant on the commitment of the staff (Roland, 2000). Controversially, in Hong Kong suspensions and calling of parents is deemed as ineffective and therefore, adopt strategies such as supporting students in developing self-competency, social skills, and good relationships with parents as well as teachers seems to be a useful, very much like the teaching of SEAL (2010), Restorative Justice moreover, Personal Social Health Education (PHSE) in the UK. Typically have strict codes of discipline and the majority of schools adhere to Demerit Points System which is a record of student offences in disciplinary areas within education, and sometimes comments from tutors on whether he or she can graduate. Three points of minor poor behaviour will result in it becoming one major offence any student has accrued three or more major offences, he or she is automatically suspended from school. The point system can be carried forward to later in life and therefore jeopardize future career prospects for that pupil. Within the USA two approaches seem to be used as whole school approaches to address behavioural discipline. School Wide Positive Behavioural Supports (SWPBS), which is an approach to communicate and teach rules (and reward students for following them) and function-based behavioral interventions Horner, et al, (2005) Social Emotional Learning (SEL), the American SEAL from which our derived incorporates approaches that emphasize self-awareness, self-management, social awareness, relationship skills, and responsible decision making (Osher et al,2008, Watson, 2003). These two approaches differ in their primary aims-developing systems to manage student behaviour against developing student self-discipline. These differences are consistent with the difference commonly made between teacher-centered and student-centered approaches to learning and classroom management (Freiburg, 1999). Discipline, in teacher-centered approaches, the main focus is on external school rules and the use of behavioral strategies, especially positive reinforcement and punishment (Skinner, 2002), to manage student behavior. In student-centered approaches, the main focus develops on the students capacities to control behavior, engaging, and trusting relationships. Whereas, SWPBS programs are teacher centered, SEL (American) programs are child centered. Yet, still, the two approaches are very similar: In addition, both highlight preventions regarding unacceptable behaviours as well as the promoting behavioral and social competencies in positive manners therefore decreasing neg ative, unwanted behaviour (Sprague Golly, 2004). SWPBS is not an original approach as many theories and strategies have be combined however, started from the theory of Skinner, (2002). Furthermore, research indicates that schools can gain clear expectations for learning and positive behaviour whilst encouraging a firm but fair discipline procedure through policy and practice (Mayer, 1995). Whereas, SEL is aimed at developing individual qualities, strengths, and social, emotional, cognitive, moreover moral development therefore increasing positive mental health (Berkowitz, Sherblom et al, 2006). A common feature within both strategies is an authoritative approach within classroom management and a whole school discipline approach on supporting teacher-student relationships and student ownership of learning with the use of rewards and sanction in preventing and correcting behaviour problems, which is evident within the workplace through practice however, is unclear within the Behaviour Policy (2008). If unacceptable behaviour continues parents are contacted and the issues discussed, in following LEA guidelines the Head teacher may decide that a childs behaviour, over a period of time, or after a particular isolated incident represents a threat to health and safety standards in the educational setting, or to the educational progress of other pupils in the school. The child may be excluded from school for a temporary period, or permanently. Controversially, WBRT C indicates that within the history of education the tackling of negative behaviour was achieved in schools by the use of corporal punishment. While a child was in school, a teacher took over the role of a parent, (as we still do today but not in such as harsh way) allowing the delivery discipline or rewards. In practice this meant that students were punished with the physical punishment such as the cane, paddle or strap if they misbehaved. The use of corporal punishment within educational settings has now disappeared from most Western countries, including all European countries. However, mainstream schools in most other countries take non-corporal approaches to misbehaviour through the means of detention and suspension. As within the setting the focus seems in practice to be more about promoting positive behaviour through reward systems and the use of policies having been introduced to support this. In addition, intervention programs such as Social Emotional Aspects of Learning (SEAL, 2010) have been brought into Primary as well as Secondary schools to help lower the unacceptable behaviour moreover the amount of exclusions happening within these settings. Inclusion programs such as Youth Inclusion Program (2000, YIP) can clearly be seen to be in place throughout the UK and having a positive affect on pupils of many different backgrounds. This is due to the cohesion of the community approach within the schools working with parents and outside agencies to support this issue of unacceptable or antisocial behaviour. The reasons for changing the behavioural approach is due to the well being of individuals by regaining well-being the ability to function productively in the society can be obtained.ÂÂ  In addition, this can lower the mental health issues that may occur later in life. Within the work place many strategies can be seen to promote positive behaviour some include; Curwin and Mendler (1999) who would suggest a model of responsibility and the Rewards Theory (Bandura, 1994, cited in Huprich, S, 2008). In conclusion, it can be suggested that a whole school approach is needed in order for the behaviour management to be effective. In achieving this it is necessary to work closely with parent and careers in dealing with poor behaviour that affects other from their learning and reaching the childs full potential. By address issues and setting clear sanctions and rewards and reminding the pupils on a regular basis enables intervention programs to work effectively. However, this can only be achieved if the role modeling is positive and effective teaching is also in place. Therefore, schools can play an important role in preventing problem behaviour, particularly when other parts of the community also become involved in prevention efforts. Many of the factors that increase a childs risk for developing behaviour problems affect their behaviour in school and their academic presentations. Social and academic problems in school in turn make it even more likely that early problems will persist and become worse later in life. A number of approaches are useful and therefore used for reducing negative behaviour and preventing problems later within schooling as well as adolescent years. Many of these involve school programs such as SEAL (2010) celebrating positive achievement by working together with families, careers and community members, to reduce the negativity moreover, increase involvement in positive activities that will improve their life skills.

Agriculture for Mars Colonization :: Environment Mars Planet Life Essays Papers

As the world population grows at an astonishing rate, our mother earth is getting very crowded. Our natural resources are being overused and the land available for life is getting smaller and smaller. Farmers have to find ways to make what land they have usable and profitable. Farmers in general are a shrinking population. How does this relate to the general public? Without farmers we would not have food, without food we will all die. The world is realizing this problem and the best way to solve it is to find more land for habitat. We can not tack on a few million acres to earth and start using that, so we have to find somewhere else to go. Mars, the beautiful red planet, is the most similar planet to earth. The terrain in general is very close to what we are used to on earth, minus the vegetation. Earth and Mars both contain polar ice caps. Mars also has water throughout the planet, but it is mostly subsoil. Water is a very important part of agriculture. The water on Mars is a little different than the water here on earth. If we tried using the polar ice caps, we would have to do many things to make it worth out time. The location of the ice caps is in an area with â€Å"permafrost.† This means that the water remains frozen unless we do something to melt it. The bad part is that we don’t know what the water is actually like. When we get the contained water free, we will then have to test it and see what is needed to make the water useful. The water underneath the soil is already free, but there are many unanswered questions about that water also. The water contained under the soil has had some various effects on the Mars terrain. When the robots were on mars collecting samples, they found some rocks that looked like rocks from prehistoric life here on earth. When analyzing these samples, the scientists deemed that the water was very acidic and salty. This is similar to some of the earlier times in the Australian area.

Hunger Exam :: essays research papers

The Disturbing Elements of Knut Hamsen’s Hunger   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"One of the most disturbing novels in existence† writes Time Out magazine on the 1890 novel Hunger. This criticism seems extreme considering the nature of more modern texts; people now consume books full of gore and lewd sex. Despite this recent trend in fiction, Knut Hamsen’s Hunger continues to strike a cord with its readers. As Time Out’s quote suggests, this continuity is due to the book’s disturbing theme. Hunger disturbs the way people often assume a man would behave while in the depths of poverty’s grasp. The text disturbs the common concept that, if a man is desperate he will ignore his pride and decency for the opportunity to escape his situation.   Ã‚  Ã‚  Ã‚  Ã‚  The protagonist is himself achingly hungry when a man begs him to spare a bit of money to buy a meal. One would likely presume that the famished protagonist would consider his own breakfast before another’s. This however, is not the case. â€Å"‘I haven’t eaten a thing since yesterday in Drammen, â€Å" the man said. â€Å"‘ I don’t have an ore and I still can’t find work.’† (8). After a bit of trivial dialogue, the protagonist responds to the beggar’s statement, â€Å"‘Wait here a few minuets, and I’ll see if I can’t find something for you, a little something at least.’† He says. (9). The protagonist goes on to pawn his own waistcoat in order to appease his comrade’s hunger. While it is true that a portion of the money brought in by the waistcoat the protagonist used to purchase his own meager food, the fact remains that the majority of the coins were given away. If taken at face value, the exchange was a simple gesture of kindness but, if one were to dig deeper the contribution if found to have been made out of pride. The protagonist was proud that a man had perceived him as a person who had the means to donate a meal. F or the character to have admitted that he was just hungry himself would have effectively dashed the pride that he so savored. Pride that to the protagonist was worth the value of a hungry man’s meal.   Ã‚  Ã‚  Ã‚  Ã‚  The narrator’s stubborn pride is highlighted shortly after the previous passage. As he wanders about the early morning streets his shabby blanket in tow, the man’s mind wanders. â€Å"What would people think of me? So I walked along trying to think of someplace where it would be safe until later. Hunger Exam :: essays research papers The Disturbing Elements of Knut Hamsen’s Hunger   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"One of the most disturbing novels in existence† writes Time Out magazine on the 1890 novel Hunger. This criticism seems extreme considering the nature of more modern texts; people now consume books full of gore and lewd sex. Despite this recent trend in fiction, Knut Hamsen’s Hunger continues to strike a cord with its readers. As Time Out’s quote suggests, this continuity is due to the book’s disturbing theme. Hunger disturbs the way people often assume a man would behave while in the depths of poverty’s grasp. The text disturbs the common concept that, if a man is desperate he will ignore his pride and decency for the opportunity to escape his situation.   Ã‚  Ã‚  Ã‚  Ã‚  The protagonist is himself achingly hungry when a man begs him to spare a bit of money to buy a meal. One would likely presume that the famished protagonist would consider his own breakfast before another’s. This however, is not the case. â€Å"‘I haven’t eaten a thing since yesterday in Drammen, â€Å" the man said. â€Å"‘ I don’t have an ore and I still can’t find work.’† (8). After a bit of trivial dialogue, the protagonist responds to the beggar’s statement, â€Å"‘Wait here a few minuets, and I’ll see if I can’t find something for you, a little something at least.’† He says. (9). The protagonist goes on to pawn his own waistcoat in order to appease his comrade’s hunger. While it is true that a portion of the money brought in by the waistcoat the protagonist used to purchase his own meager food, the fact remains that the majority of the coins were given away. If taken at face value, the exchange was a simple gesture of kindness but, if one were to dig deeper the contribution if found to have been made out of pride. The protagonist was proud that a man had perceived him as a person who had the means to donate a meal. F or the character to have admitted that he was just hungry himself would have effectively dashed the pride that he so savored. Pride that to the protagonist was worth the value of a hungry man’s meal.   Ã‚  Ã‚  Ã‚  Ã‚  The narrator’s stubborn pride is highlighted shortly after the previous passage. As he wanders about the early morning streets his shabby blanket in tow, the man’s mind wanders. â€Å"What would people think of me? So I walked along trying to think of someplace where it would be safe until later.

Longer School Days Essay -- Education School Teaching Essays

Longer School Days Schools are so much a part of our society, so the accurate length of school days is extremely important. Public opinions on the length of the school days are different. There are a lot of parents and professors concerned that it is hard for children to go to school early in the morning and stay there the whole day. On the other side, some professors try to force students into a nine hour school day. Not so many years ago, school was a main part of my life, and the school days’ structure and length affected my social life and ability to study. From my own experience and some studies that I have seen, students benefit if school days are long. Lengthened school days help to create a supportive environment for studying. After school, it is difficult for children to concentrate on homework. Many children’s homes are too crowded, and they are usually distracted by parents, friends, TV, or games. There are many other interesting things that they can do out of school, so students forget about what their teachers told them to study. Also, parents cannot help too much with their homework and only waste children’s time or give incorrect answers. My father tried to help me with a math course. I could not understand his explanations, because he was not a professional tutor. Finally, he confused me even more, and I had to make an appointment with my math teacher. In contrast, if children do their homework in school, there are fewer people and objects that distract their attention. Teachers and other hardworking students offer encouragement. At school, children have access to tutors and teacher’s aids. There is always somebody who can help to complete their homework and answer questions. ... ...e adults get an opportunity to find full-time work. In this case, the tax base could increase, and welfare obligations could decrease. Most importantly, students would get better knowledge that they would be able to apply in the future. There are many opinions and studies about reforming school days. Some people are concerned that longer school days would bring more difficulties. However, there are numerous studies and practical examples that prove that we improve students’ performance by lengthening school days. Finally, the economy and our society will benefit from expanding school days. Works Cited Brett, Jennifer. â€Å"8 to 5 Some Educators Like Barnes’ Latest Plan to Improve Schools by Lengthening the Day.† The Atlanta Journal – Constitution 30 Nov 2000: F1+. Madison, Alta. â€Å"In School: Every Day, Year - Round?† New York Times 14 Jan 2001: 16.

Father Steals Best: Crime in an American Family Essay

This particular story is about a family of criminals in Oregon and received attention throughout the United States and has been cited by politicians, law enforcement agencies, and researchers in criminology, and psychology. Dale Vincent â€Å"Rooster† Bogle, taught his children to steal, so that by age 10 his sons were already breaking into liquor stores or stealing tractor-trailer trucks. His daughters turned to petty crimes in order to support their drug addictions. By the time of his death in 1998, 28 of the Bogle clan had been convicted of crimes, including several of Rooster’s grandchildren. Tracey Bogle, the youngest of Rooster’s sons, is quoted as saying, â€Å"Rooster raised us to be outlaws†¦There is a domino effect in a family like ours†¦What you’re raised with, you grow to become. You don’t escape.† The Justice Department’s statistics show that approximately 47 percent of inmates in the state prisons have parents o r other close relatives who have also been incarcerated. The Justice Department believes that ignoring this family cycle of criminality may be very difficult, and end up costing tax payers an expediential amount of money. It is astonishing that given all the research that is done about other issues on criminals, there is either no research or very little research regarding this subject of family criminal activity. This I’m sure is due to the limited availability of records that contain the criminal records of multiple generations of families. It is possible that with the proper research and funding, that reducing crime today may also reduce crime in the future. Moreover, research may underestimate the effects of policies that treat or deter criminal behavior by not taking into account the effect on future generations. Although there are studies that provide some evidence of intergenerational criminal correlations, there is no real focus on identifying why this relationship exists. Criminal behavior has always been a focus for psychologists due to the age old debate between nature and nurture. Is it the responsibility of an individual’s genetic makeup that makes them a criminal or is it the environment in which they are raised that determines their outcome? There has been limited research regarding this debate which has resulted in a conclusion that both genes and environment do play a role in the criminality of an individual.

Analyse and evaluate the validity of these two interpretations of the opposition to the Nazis in Germany during this period

The two extracts address the issue of youth opposition to the Nazis during the period 1933-1945. Source A an extract from an analysis â€Å"What was the extent of the opposition to Hitler's regime? † by S. J. Lee (1998) suggests that despite a centralised youth movement, the Nazis failed to maintain complete control and influence of all of Germany's youth. One consequence of this was the emergence of â€Å"alternative† and even opposition cultures and groups† among Germany's youth. Source B by Collier and Pedley writing in the text book â€Å"Germany 1919-1945† (2000) also identifies elements of dissatisfaction with the regime but implies that the affinity of young people with the Nazi dictatorship was â€Å"sustained†. Adolescents were not the only opposition provided by the youth, the students, especially those in Berlin and the major cities, where metropolitan lifestyles encouraged such behaviour were rife. The most notable was the White Rose movement, but there was numerous dissent from the ranks of the students, in the form of pamphlet distribution on the lines of anti-Nazism. The alternative groups that challenged the Hitler Youth did so out of resentment for the lack of liberty they had under the regime, and the emergence of the â€Å"jazz† and American trends such as swing and chewing gum made these people further affiliated with something other than Germany. Himmler, in a speech, gave the nazi view on these saw this as being unpatriotic, and said that all children listening to swing should be severely beaten, before being set arduous work. Frank McDonough states that although youths faced punishment and during the latter part of the war even death, the Anti-Nazi youth groups continued to operate and many of them teamed up with army deserters to attack the regime at the end of the war. The emergence of opposition to the Nazi regime amongst the youth created problems for the Nazis, Geoff Layton, in his book â€Å"Germany: The Third Reich 1933-45†, even saying that the youth contribution to crime soared by 300% from 1933 to 1939. This is true, increased regimentation, hours spent marching in army tradition bored many young Germans and it was clear that it was a form of army training and preparation. Old commanders of the Hitler Youth were out of touch with the youth. Many resented the fact that in 1939 it was made compulsory to join the Hitler Youth, which allowed the leaders of it to concentrate on indoctrination of the youth. The extract from source A, â€Å"the emergence of â€Å"alternative and even â€Å"oppositional cultures and groups† and lines two to three in source B refers to the â€Å"Edelweisspiraten† and the â€Å"Swing Jugend†. The former acted by going on camping trips in war time when travelling was strictly limited and singing insulting songs about Hitler and the Hitler Youth. Later as the war progressed however, we see this â€Å"alternative youth group† shielding army deserters and joining resistance groups that fought the Nazis, especially communists. This shows that overtime their adversity towards the regime increased. The latter, the â€Å"Swing Jugend†, set up illegal swing clubs and organised dances, showing a desire to ape the American/modern culture. Source A is an extract from an analysis into the opposition the Nazis faced, and was written by S. J. Lee; while Source B is from Collier and Pedley's book, â€Å"Germany 1919-1945†. The research that goes in to the work of academic historians is enough to ensure that to the best of the historian's ability, the source is correct; reading up on the subject in great detail, and reading from sources, judging their bias and reliability in the work they produce. The sources have both been written recently and so we can assume that the sources used are accurate and up-to-date. The following extract from source A, â€Å"deficiencies of the Hitler Youth†, is referring to the fact that not everybody was convinced with the Hitler Youth. It placed strong emphasis on military exercise and sport for boys, and home economics and motherhood for girls, which some resented. It also refers to the fact that the youth leaders were often old, going against the slogan â€Å"the youth should lead the youth†, and were out of touch with the youths in any case. Source A implies that the youth were the most socially deviant group in Germany, â€Å"Social deviance was most apparent among younger Germans† placing special emphasis on the working class youth. The Edelweiss pirates were scattered around the working class towns but shared an identity in the form of all wearing checked shirts, short dark trousers, white socks, a windbreaker and a metal edelweiss flower badge; effectively a uniform, and could be said to be a youth group themselves. They stood against the regimentation, rules and restrictions in the Hitler Youth and indeed disagreed with the regime itself, with the Raving Dudes based in Essen and the Navajos based in Cologne being closely linked to them. These facts help show the validity of source A, they actually proved to be opposition to the Nazis, and as is explained partook in a wide range of acts to belittle the regime. One of the main goals of the Edelweiss pirates was to challenge the Hitler Youth, they didn't merely dislike it, and they despised the members of it. Source B takes a different view; it is clear that M. Collier and P. Pedley think that the youth of Germany remained true to Nazism. It is has been established that these are academic historians, and that it is a recent production. The first line is fact, by 1939 there were indeed 7. 5 million Hitler Youth Members, claiming approximately 90% of the population of youths. It says that by 1939, The source mentions dissatisfaction with the Nazis with â€Å"young people became disaffected by growing regimentation, petty restriction and ineffective and ageing youth leaders. Also, the fact remains that these other groups remained a minority, as a whole representing only around ten percent of the population of the youth. Membership remained high in the Hitler Youth, through fear, both by parents and the children themselves, through them still being inspired due to the camaraderie in it, and by the fact that Hitler Youth members were far more employable in Germany by this time, especially in the civil service. So this shows that there was an â€Å"affinity of young people with the dictatorship† and it was upheld. My knowledge shows that the closing line of source B is correct, Hitler's staunchest supporters were indeed children, and it was they who fought for him tooth and nail in the final days of the war on the streets of Berlin. The sources do also have bad points. Criticisms applying to both extracts given are that they are both edited, this means the sources are not complete and therefore, lacking the context in which the source is set, one could be missing the full picture of what it is trying to portray. The sources underestimate the extent to which some youths acted against the regime. Geoff Layton, in his book â€Å"Germany, 1933- 1945†³, says that twelve youths were hanged publicly in 1944 for attacking military targets and the assassination of a Gestapo officer. The sources seem to avoid altogether opposition from students in universities, as we must not forget this proportion of the youths. The most famous of which was the White Rose Movement, Sophie Scholl, her brother Hans Scholl and a professor named Karl Huber at Munich University, distributing pamphlets containing anti-nazi propaganda and they also wrote graffiti on walls throughout major cities but mainly in Munich. The name of Germany will be tainted forever unless the youth arises †¦ by annihilating these torturers†, this is an extract from the white rose movement manifesto, February 1943, referring to crushing the nazis. Also in February 1943, Paul Giesler, the gauleiter of Munich, delivered a blunt speech to the students ridiculing the males saying they were to â€Å"physically unfit † for service in the army, and told the females to â€Å"stop wasting time reading books† and produce children for the Fuhrer. This resulted in a full scale riot against Nazism, but was quickly put down, though it is still a notable event as it was the first public demonstration against the Nazis since 1933. I feel it is important not to overlook the students when considering youth opposition, as students in the metropolitan cities had very liberal ideas, and partook in resistance to the regime. However, while Source A places emphasis on the working class as opposition groups among youth, the Swing youth movement consisted of mainly the upper-middle class affluent youth who desired and craved for the swing music that was big in America. It was these who could afford to get gramophones and import music recordings. The swing dances were attended by up to six thousand people at a time; showing their popularity and it can be seen that this feeling of resentment towards Nazi restrictions was widespread, regardless of social standing. Source A blames the lack of imagination of the Hitler Youth for the springing up of alternative youth groups; where as the Hitler Youth achieved 90% membership of all youth. This did not further decline much as the war went on, suggesting that those who joined tended to stay. With Source B, the following extract â€Å"young people remained Hitler's staunchest supporters†, in source B, suggests that M. Collier and P. Pedley do not agree with lots of historians including F. McDonough, with their view that the youth provided a strong base of severe opposition to the Nazis and the war effort. An instant drawback in source B is that the source is from a book that is very general, covering lots of topics in Germany from 1919-1945, so is not specialised in opposition. To conclude, I would like to point out that Hitler placed the utmost importance on controlling and converting the youth to the Nazi cause even going so far in one speech to say people hostile to the regime were unimportant as â€Å"your child belongs to us already†, he saw them as the future of Nazism. The presence of these â€Å"counter-cultural† groups, (for example, the Edelweisspiraten), therefore, were seen as a failure to Hitler, and as they were deemed so important their opposition was dealt with brutally. This fact means that the youths were bold and brave in taking place in even the most trivial resistance. The fact that these youths counted for a substantial minority of the population, especially in large German cities such as Dusseldorf and Munich shows that there was more than an element of opposition, and this got worse as the war went on and the youths started to assist the allied war effort. The idea that the Nazis were achieving a Volksgemeinschaft falls down here as well, as these groups showed a desire to have a separate and individual cultural identity. This shows that there were non-conformists, and as source B says, even though there were 7. 5 million Hitler Youth members in 1939, youth enthusiasm for the regime did fall, even before the collapse of the regime. So the sources are proven to be reliable to a certain extent and are to be trusted in an evaluation of the opposition that the Nazis faced; though more sources are needed to give a substantiated judgement on the opposition which will enable us to gain a fuller picture of the topic.

Dance history Essay

Ballet is a form of dancing performed for theatre audiences. Like other dance forms, ballet may tell a story, express a mood, or simply reflect the music. But a ballet dancer’s technique (way of performing) and special skills differ greatly from those of other dancers. Ballet dancers perform many movements that are unnatural for the body. But when these movements are well executed, they look natural. The beginnings of ballet can be traced to Italy during the 1400’s at the time of the Renaissance. During the Renaissance, people developed a great interest in art and learning. At the same time, trade and commerce expanded rapidly, and the dukes who ruled Florence and other Italian city-states grew in wealth. The dukes did much to promote the arts. The Italian city-states became rival art centres as well as competing commercial centers. The Italian dukes competed with one another in giving costly, fancy entertainments that included dance performances. The dancers were not professionals. They were noblemen and noblewomen of a duke’s court who danced to please their ruler and to stir the admiration and envy of his rivals. Catherine de Medici, a member of the ruling family of Florence, became the queen of France in 1547. Catherine introduced into the French court the same kind of entertainments that she had known in Italy. They were staged by Balthazar de Beaujoyeulx, a gifted musician. Beaujoyeulx had come from Italy to be Catherine’s chief musician. Ballet historians consider one of Beaujoyeulx’s entertainments, the Ballet Comique de la Reine, to be the first ballet. It was a magnificent spectacle of about 51/2 hours performed in 1581 in honour of a royal wedding. The ballet told the ancient Greek myth of Circe, who had the magical power to turn men into beasts. The ballet included specially written instrumental music, singing, and spoken verse as well as dancing–all based on the story of Circe. Dance technique was extremely limited, and so Beaujoyeulx depended on spectacular costumes and scenery to impress the audience. To make sure that the audience understood the story, he provided printed copies of the verses used in the ballet. The ballet was a great success, and was much imitated in other European courts. French leadership. The Ballet Comique de la Reine established Paris as the capital of the ballet world. King Louis XIV, who ruled France during the late 1600’s and early 1700’s, strengthened that leadership. Louis greatly enjoyed dancing. He took part in all the ballets given at his court, which his nobles performed, but stopped after he became fat and middle-aged. In 1661, Louis founded the Royal Academy of Dancing to train professional dancers to perform for him and his court. Professional ballet began with the king’s dancing academy. With serious training, the French professionals developed skills that had been impossible for the amateurs. Similar companies developed in other European countries. One of the greatest was the Russian Imperial Ballet of St. Petersburg, whose school was founded in 1738. The French professional dancers became so skilled that they began to perform publicly in theatres. But in 1760, the French choreographer Jean Georges Noverre criticized the professional dancers in his book Lettres sur la danse, et sur les ballets (Letters on Dancing and Ballets). Noverre complained that the dancers cared too much about showing their technical skills and too little about the true purpose of ballet. This purpose, he said, was to represent characters and express their feelings. Noverre urged that ballet dancers stop using masks, bulky costumes, and large wigs to illustrate or explain plot and character. He claimed that the dancers could express these things using only their bodies and faces. So long as the dancers did not look strained or uncomfortable doing difficult steps, they could show such emotions as anger, joy, fear, and love. Noverre developed the ballet d’action, a form of dramatic ballet that told the story completely through movement. Most of Noverre’s ballets told stories taken from ancient Greek myths or dramas. But during the early 1800’s, people no longer cared about old gods and heroes. The romantic period began as people became interested in stories of escape from the real world to dreamlike worlds or foreign lands.

Ethical dilemma Essay

In the following, ethical dilemma has been discussed and identified from the given case study. The background for the ethical dilemma has been explained. How the consultant has handled the situation of ethical dilemma and how a learner would have handled it differently, has been given below. ? Ethical Dilemma â€Å"Ethical dilemmas, also known as a moral dilemmas, are situations in which there are two choices to be made, neither of which resolves the situation in an ethically acceptable fashion. In such cases, societal and personal ethical guidelines can provide no satisfactory outcome or the chooser. Ethical dilemmas assume that the chooser will abide by societal norms, such as codes of law or religious teachings, in order to make the choice ethically impossible. † In the given case study, Kindred Todd is also in a situation which is an ethical dilemma. She had just finished her master degree and got a very company to join in. But she did not realize that she had been introduced as an expert on CQI to the potential clients which she discovers by the end of the meeting with the potential clients. She discussed with her boss about the need of the CQI expert but he did not give it an importance and indirectly pushed her to do what the company says. She has now a conflict between her own values(may be religious) which insist her on quitting the job and her personal materialistic needs which do not allow to leave such a good company for her career. Background for Ethical Dilemma â€Å"In a perfect world, businesses and their employees would always do the right thing. Unfortunately, in the real world, ethical dilemmas are a common occurrence in the orkplace. According to the Merriam Webster Dictionary, dilemmas are situations or problems where a person has to make a difficult choice; an ethical dilemma is a problem where a person has to choose between a moral and an immoral act. Employees must deal with pressures to perform and help the company succeed as well as personal temptations to take the easy way out. In the end, workers will likely face many dilemmas in their careers; companies should provide training and information to assist them in making the right decision. † There are many reasons which make the background or the reasons for the ethical dilemma. Employees in organizations undergo in such a situation when they are sometimes under the pressure from management . When they are particularly asked to do something which is un ethical but it goes in the company’s favor. In some cases, some employees become quite ambitious and want to succeed in their life at any cost without considering the concept of being ethical or un-ethical. They just do what akes them towards promotions or higher career. â€Å"Though diversity is an important part of business, some people may not be comfortable with people from different backgrounds and possibly be reluctant to treat them fairly. This kind of discrimination is not only un ethical but illegal and still remains common. † â€Å"Negotiators may also try to bribe their way to a good deal.  While this is illegal in the U. S. , it still sometimes happens; in other nations, it is more common, and sometimes even expected, which can put negotiators in a difficult position. † This means in organizations negotiating tactics are sometimes also the cause of ethical dilemma. ? How the Consultant Handled the Situation from Ethic View Point The consultant raised an objection before the president of the company instead of remaining uiet on the issue that why she had been introduced wrongly as a CQI expert. Moreover, she passed on the exact evaluation of her meeting about the potential clients and stress on the need of an CQI expert in order to deal with the clients. At least, in order to secure the job, she did not pretend that she can do anything they want. The best part was that she did her best to help the clients in the area of quality improvement by going through books and consulting her friends, so much so that she had a consultant behind her, unseen, to help sort out CQI issues. After the assigned work got over, she resigned the company, as she could’t trust the company for future. A View of How the Learner would have Handled the Situation Differently I would have not been, probably so daring to ask the president for the actual requirement of the clients or might not have resigned the job. ? Conclusion In a workplace, ethical dilemmas are quite common. There are different reasons for a worker to become ethical or un ethical. So, the important thing how you win the war between your values and materialistic needs.

The Use of Torture in Interrogation Essay Example | Topics and Well Written Essays - 1000 words

The Use of Torture in Interrogation - Essay Example Law enforcement agencies are sometimes forced to inflict torture on suspects in order to retrieve trial information from them. The information that suspects may be hiding could be exceptionally vital in saving the lives of citizens. Therefore, law torture should be used in circumstances when law enforcement agents are seeking vital information from suspects; information that is likely to save the lives of the general public. McCain is one of the prominent people in the U.S who have vehemently opposed the use of torture during interrogation. McCain might be justified to push for legislations that illegalize the use of torture because he underwent torturous moments when he participated in the Vietnamese war. However, the debate on whether to legalize or illegalize the use of torture should not be discussed from the perspective of individuals past experiences. Taking such as perspective might make emotions cloud people’s judgment and limit sound decision making on the matter. Acc ording to Krauthammer, the debate would be healthy if the three kinds of war prisoners are brought into the picture. Krauthammer argues that for the purpose of torture and prisoner maltreatment, three kinds of war prisoners exist. The first category involves an ordinary solder caught on the field of battle (Krauthammer). This situation does not amount to exceptional circumstances that permit the use of torture for interrogation. Krauthammer indicates that the detention of such a soldier is for one sole purpose; â€Å"to keep him hors de combat†. Furthermore, if there is another just way of keeping such a prisoner away from the battle field, it should be employed. Krauthammer argues that because the main reason of keeping such a prisoner under those circumstances is to prevent him from becoming a commandant again, and he deserves all the protections and dignity of an ordinary domestic prisoner. Torturing such a prisoner would be inhumane, and it is not necessary. The second ca tegory involves a captured terrorist. By definition, a terrorist is an unlawful combatant. Krauthammer argues that â€Å"a terrorist lives outside the laws of war because he does not wear a uniform; he hides amongst civilians and targets the innocent† (Krauthammer. Such a terrorist is not entitled to protection at all. When the third category of the terrorist is mentioned, the discussion on torture becomes complicated. Consider a circumstance where by the captured terrorist has information on a bomb that has been planted in a city, and the bomb might go off in an hour’s time. Most probably, the lives of one million people are in danger. These are the exceptional circumstances where torture needs to be applied in order to secure the lives of civilians. In case the suspect has vital information, and he is unwilling to cooperate, then acts of morality and humanity become dependent on the ultimate goal; to save the lives of civilians. It would be logical to use torture and retrieve the much need information so as to save the endangered population. Krauthammer notes â€Å"the complications reflect precisely the dilemmas regarding all coercive interrogation, the weighing of the lesser of two evils: the undeniable inhumanity of torture versus the abdication of the duty to protect the victims of a potentially preventable mass murder†. Zandt argues that the overriding public safety becomes a priority when compared to the prisoner’