Freedom Equals Responsibility free essay sample

Everyone should enjoy the freedom they have but with responsibility. The more freedom one has the more responsibility one also has as shown in Lord of the Flies, Animal Farm, and a real life experience. In Lord of the Flies, by William Golding, the boys display Sanchez’s quote by having complete freedom to do whatever they want to do with no adults around telling them what to do. Although the boys have complete freedom, they don’t take it up with responsibility, and start abusing the freedom. Ralph, a twelve year old boy, and other boys who survived the plane crash remain stuck on an unknown island for a long time. The other children gather around when Ralph blew a conch, and elect Ralph as their leader who then has to decide what to do next that would benefit the whole group. Ralph assigns Piggy, who has stayed with Ralph from the beginning, a job where Piggy has to â€Å"go back, Piggy, and take names. We will write a custom essay sample on Freedom Equals Responsibility or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page That’s your job† (Golding 25). Ralph assigned Piggy the responsibility, but hadn’t thought it through carefully that all the kids will run around and will not listen to Piggy. Jack, a former choirmaster and the â€Å"head boy† at his school, made a lot of rules and wants to punish anyone who breaks them, although he consistently breaks the rules himself. Jack just wants to hunt on the island. Ralph has assigned a few Biguns (the older children on the island) to keep the fire going in case a ship that passes by. Jack influences the Biguns to go hunting with him leaving the fire alone. When Ralph finds out â€Å"There was a ship. Out there. You said you’d keep the fire gong and you let it out† (Golding 70). Jack not responsible with the freedom he had, restricted the children to the island and remaining there for a while longer. The children were free, but the lack of responsibility bound them to the island. Another example of example of Sanchez’s quote, abided in Animal Farm by George Orwell, the animals want freedom from their owner. Old Major (a wise pig on the farm) gives a speech about â€Å"the whole of the produce of our labour is stolen from us by human beings† (Orwell 7). Old Major dies and Napoleon and Snowball take charge. Mr. Jones, the owner of the farm, doesn’t give the animals food. When they starved, the animals start a rebellion because they have had enough of Mr. Jones. The animals eventually drove the humans of the farm. Snowball takes control and tells everyone â€Å"to the hayfield! Let us make it a point of honour to get in the harvest more quickly than Jones and his men could do† (Orwell 25). Napoleon wants the freedom, and he took up the responsibility but in the wrong way. He drove Snowball out of the farm because he wants complete control of the farm. The animals have the freedom they want but Napoleon made it look as â€Å"The creatures outside looked from pig to man, and from man to pig, and from pig to man again; but already it was impossible to say which was which† (Orwell 135). The animals had the freedom but Napoleon gave them responsibilities by taking that freedom away. A final example of Sanchez’s quote is a real life experience where a friend of mine had chance to go to university and to live in a dorm away from her life back home. Jasmine’s parents gave her freedom, but she didn’t use that freedom with responsibility. The first semester at university her grades were excellent, but then her grades started to slip. Jasmine started to go out partying and not study for her exams. Jasmine completed the rest of the year at the university, but the second year she had to complete it at college closer to home. Her parents expressed their anger by taking up her phone until she could pay for it by herself. Jasmine took up a job and started to pay for her own phone bill. As Jasmine continued her job she started to achieve the freedom. Jasmine had taken up the responsibility and with that she achieved her freedom. Freedom and responsibility go hand in hand with each other. The more freedom one has, the more responsibility one also has as shown in Lord of the Flies, Animal Farm, and a real life experience. Once a person has given freedom, they have been given responsibility. Freedom may lead a person down a dangerous path, but if that person takes up the responsibility they will be fine.

Privatization of Social Security essays

Privatization of Social Security essays Social Security affects almost every American family. Currently, it pays benefits to more than 46 million people, including retired and disabled workers and their families, as well as the survivors of deceased workers. Although, it is believed that number of people receiving benefits is expected to drastically increase up to 68 million by the year 2020. In the State of the Union Address, President George W. Bush has stated that one of Americas most important institutions (social security) is need of reform.# I believe that solving social securitys long term financing problem is more important and complex than simply adding the numbers and structuring designs of future trust funds which President Bush and his administration are proposing. And personally, I do not believe that privatization of social security would be a viable option for solving a problem such as this one. In this short opinionated statement I hope to convince my reader that the reform that Bush administration is proposing is not only risky, but will result in high costs and will not guarantee benefits to future retirees. Over the long term, as the baby boom generation retires, social securitys financing loss presents a major program solvency and sustainability challenge. It is evident that the sooner we take action to solve this problem, it will allow the changes to be introduced so that individuals who are most likely to be affected, mostly younger, students like myself, and future workers, such as every American, will have time to adjust the retirement planning. Either one of the option that we as the Americans in the future choose to take, will result in penalizing those who are currently and in future will be depending on the program. Private accounts, which Bush and his administration believe to give the younger workers a chance to build a nest egg, would not only undermine the meaning of social security as we have kno...

Theater and Cinema Essay Example | Topics and Well Written Essays - 750 words

Theater and Cinema - Essay Example Symbolism is pervasive throughout all artistic mediums, and the new(ish) production of Cinema is no exception† (Montano, 2010, par. 1). literary discourses: in short stories, novels, poems and narrative literatures. These symbols aim to enhance scenes within the film by providing viewers with the opportunity to respond and react according to their personal interpretations for these symbols. Definitely, these symbols added to the enjoyment through the aesthetic appeal that have been generated. Symbols create opportunities to entice varied emotions and magnify the appeal that is intended to be created by them. When is a shark just a shark? Consider the movie Jaws. What could the shark symbolize in our culture, society, or collective human mythology other than a man-eating fish? Why? A shark could be considered just a shark when shown in the most objective form (a documentary about sharks or as one of the species of fishes in the body of water) where the intention of the producer or director is to present a film portraying the crucial aspect relating to sharks and how they live, reproduce, eat, evolve, and survive, in general. When shown in the movie like Jaws, the shark could symbolize terror, danger, death. Likewise, it was emphasized that â€Å"the shark serves as a convenient metaphor for sexual and class power† (Biskind, 1975, p. 1). The shark represents imposition of dominance to society through its sheer power and strength to overpower those who are considered week and meek: the minority groups, women, the old, and children, among others. Next, think about a theatrical staging of Jaws. Describe the artistic choices you would make to bring Jaws the movie to Broadway. What genre would you choose? Describe at least three other elements of production and how you would approach them in your staging of Jaws as a stage play or

Entry Strategies and Globalization Essay Example | Topics and Well Written Essays - 500 words

Entry Strategies and Globalization - Essay Example The globalization movement provided companies with the capability to realize business with foreign nations. The promotion of free trade among nations has help business organization penetrate marketplaces around the world. Out of the four major market entry strategies the easiest one to implement is exporting. Companies with little experience dealing with foreign markets start off by implementing indirect exporting. Indirect exporting occurs when a company uses intermediaries to facilitate the export of products. For example a company sells 1000 units to retailer such as Wal-Mart and then Wal-Mart sells its products in stores worldwide. The second type of exporting is direct exporting. Direct exporting can be achieved in several ways. A company can achieve direct exporting by establishing an overseas sales branch or subsidiary, by using traveling export sales representatives, and by establishing a domestic export department or division (Kotler, 2003). Exporting is the less risky of th e market entry strategies because a firm does not have to invest in a lot resources to achieve market penetration. The second major market entry strategy is licensing.

Shariah Law Essay Example | Topics and Well Written Essays - 750 words

Shariah Law - Essay Example It seemed to me that there were no reasons to allow that to happen and yet it seemed that not only was it being allowed by the one being beaten but by those that were watching the beating. I just didn't understand and to be honest it was beyond anything I could imagine. The real sadness it seemed to me came from the fact that tsunami had so devastated this country and now it seemed the new government would devastate what was left. Stopping violence towards women and children is a worldwide concentration right now. The WHO has put major emphasis on it. This new policy seems to make that violence worse and in a part of the world where the respect for women is already very minor. There is also the fact that this police force appears to have a poor view of women as well as the poor. Not only do they have a poor view of women but of the people in general. To parade women in front of men in that culture is degrading and allows men to take advantage of them as well. Being raised in the United States makes one see many things differently. Americans have no real experience with this kind of problem. We cannot imagine allowing someone to beat us, no less in public. Freedom of religion is one of our basic rights and we take full advantage of that. To have any kind of punishment inflicted in the name of a God would be more than we would ever understand. There is a lot of controversy right now about the possibility that there are some cases when culture is incompatible and this may be one of them. How a culture feels about its religion and whether there is a recognition as to the fact that not everyone believes the same thing can affect all other things in life.. That is not the case in Indonesia and it appears the little bit of freedom they might have had for awhile is now gone. Along with freedom of religion, of course, comes freedom of speech. It appears from the example of the women talking among themselves that this is surely not allowed. There also seems to be very little respect for women at all which though it is still being improved, is somewhat better in many countries. Are there any courts This is a question that has to be ask. Punishing someone instantly which appears to the case regularly allows that a court is not necessary. So, another thing that many of us are used to is "innocent until proved guilty." In the United States, we believe that "all men are created equal." We have not shown that through our history but we are getting there. We also believe that we have a government by the people and for the people so it is difficult to imagine that any government has the right to come along and change the religious rules for the country and begin to punish those that do not follow the rules. We can only guess what they are going through. As health professionals, we have caring beliefs. It causes us great discomfort to see the wounded person both physically or mentally. To see a case of purposeful wounding is really quite difficult. Many American surgeons and nurses went to Indonesia after the tsunami and performed great helping services. This is an issue that needs worldwide help. However, we must also remember that the healthcare

Emotional Skills In Social Work Practice

Emotional Skills In Social Work Practice Social Work Practice, a powerful modern day skill for social empowerment of the disadvantaged and excluded segments of society, is an occupation of enormous scope and an immensely stressful activity (Burgess Taylor, 2004). Educated and trained in social work theory and practice, these practitioners are required to constantly interact, assess and understand situations, as well engage in various actions aimed at providing appropriate relief and succour to their disadvantaged clients (Burgess Taylor, 2004). This calls for significant knowledge of the tenets of social work practice. However, social workers in the UK function in an increasingly management oriented setting which is more organisational and administrative, with an emphasis on private public participation, accountability and coordination (Burgess Taylor, 2004, P 7 to 81). Increasing competition between social work providers, business-oriented standards for performance assessment, mounting work pressures and the need to micro manage and carefully control the distribution of services often lead to personal dilemmas, contradictory emotions and disorientation (Burgess Taylor, 2004, P 7 to 81). Significant failures in social work have brought to the fore various challenges facing social workers in processing and comprehending their own emotions and actions, as well as those of others (Perez-Koenig Rock, 2001, P 25 to110). Modern day behavioural experts and psychologists feel that much of the reasons behind such failures lie in the inadequacies of traditionally followed training approaches, which deal primarily with the inculcation of practical and theoretical competencies and ignore broader and more holistic emotional issues (Perez-Koenig Rock, 2001, P 25 to110). Adequate attention to emotional issues in the training and development of social workers is felt to be critically important for (a) aligning the emotional dimensions of social work, which, while essential, is rendered invisible, with the natural caring roles of social workers (b) providing supportive agendas for individual and professional development (c) providing processes to define the emotional constituent of social work practice that is obliterated by the increase of managerial practices in the area, (d) tackling the disruptive power of emotions on thought, (e) creating an effective balance between rational and emotional reactions for making of sensible and wise decisions, and (f) bridging cultural differences (Turner, 2005). Whilst the origins of Emotional Intelligence (EI) can be traced back to the works of Darwin, its modern day emergence, as a serious and relevant issue for study and application in various areas of work that involve people, arose first with the work of Robert Maslow in 1960, followed by those of John Mayer and Peter Salovey in 1989. Peter Salovey described EI as the ability to monitor ones own and others feelings and emotions, to discriminate among them, and to use this information to guide ones thinking and actions (Nelson Others, 2007, P 30). The concept of EI received a boost with the work of the psychologist Daniel Goleman, who popularised it, first with his 1995 book Emotional intelligence: why it can matter more than IQ and thereafter through constant research and work on the subject (Nelson Others, 2007, P 30). Goleman has developed a number of EI competencies in two specific areas of EI, personal competence and social competence, and has encouraged the inclusion of EI in the education and training module of social work (Nelson Others, 2007, P 30). This essay deals with the various ramifications of EI in social work and its use and application for fresh entrants, educated and trained in the area, principally in three specific disciplines; counselling, conflict management and social work practice, 2. EI in Counselling New entrants in the area of social work counselling will be required to help people of various ages from different segments of society to confront and overcome a diverse range of problems and challenges (Payne Shardlow, 2002, P122 to 198). Counsellors aim to provide people with the guidance and support they require to alter their lives and move forward in a constructive manner. Social work counselling can loosely be segregated into (a) counselling and therapy (assisting clients with different emotional problems) (b) providing advice and information in areas related to jobs, employment choices, welfare, rights, debt, etc. (c) social and community care, (helping with providing of support to families, young and old people, and those without homes or with disabilities) and (d) charities and other voluntary organisations (providing support to workers to collect funds and organise volunteers in order to continue their operations (Payne Shardlow, 2002, P122 to 198). Recent years have seen an increasing conflict between the managerial and administrative functions of social workers and their requirement to meet individuals at the time of their need, give them respect, battle disadvantages and unfairness, construct relationships that resolve problems, and support wellbeing (Payne Shardlow, 2002, P122 to 198). People in need of counselling have time and again requested to be treated with dignity and respect, to be patiently listened to and helped (Payne Shardlow, 2002, P122 to 198). Effective counselling requires social workers to listen carefully, react effectively and build relationships with service users, colleagues and others (Payne Shardlow, 2002, P122 to 198). Golemans four core competencies, namely self awareness, self management, social awareness, and relationship management can be of immense help to new counsellors by enabling them to understand personal emotions and their effect on other people, as well as by developing the ability to control strong emotions that can upset service users (Druskat Others, 2006, P 72 to 145). Inculcation of social awareness enables new counsellors to recognise the emotional condition of their clients, bridge cultural and social distances and understand the challenges and difficulties experienced by service users (Druskat Others, 2006, P 72 to 145). Relationship management on the other hand equips counsellors to converse with service users, persuades them to listen to and understand the suggestions of the counsellor, and build strong bonds (Druskat Others, 2006, P 72 to 145). The principles of client centred therapy, popularised by Carl Rogers, require counsellors to refrain from unsettling clients with queries, evaluations, judgments, and explanations, but to focus upon providing secure, non-judgemental and caring environments, where the service users can control counselling sessions, decide what is discussed, and find their individual solutions to existing problems without requiring the counsellors to fix the course of therapy (Mulhauser, G, (2009, P 1). Carl Rogers based his framework on the belief that individuals become progressively more truthful and dependable once they realise that their subjective understanding is appreciated and accepted. Rogers core conditions, better known as CUE, consist of Congruence, Unconditional Positive Regard, and Empathy (Mulhauser, G, (2009, P 1). These three conditions are of extreme importance in client-centred counselling and new counsellors need to inculcate a deep understanding of them in order to provide requisite conditions for clients who have a strong desire to explore their feelings and who treasure personal responsibility. Such an approach may however be unsuitable for clients who wish to be provided with extensive advice, diagnosis of problems and analysis of their problems (Mulhauser, G, (2009, P 1). Clients who would like to address specific psychological habits or patterns of thinking may find some variation in the helpfulness of the person-centred approach, as the individual therapeutic styles of person-centred counsellors vary widely, and some will feel more able than others to engage directly with these types of concerns. (Mulhauser, 2009, P 1) Whilst newly inducted counsellors need to be careful about the requirement of their clients, the use of emotional skills is often necessary and needs to be fully inculcated by counsellors. 3. EI in Conflict Management Social workers, especially those taking up positions in social work organisations, understand that their work will often deal with conflict and that too in various roles, as advocates, negotiators and mediators (Turner, 2005, P136 to 217). Social work education comprises of a wide range of perspectives, (like environmental, radical and feminist), which in turn are based upon dissimilar premises regarding human relationships (Turner, 2005, P136 to 217). Social work practice requires different approaches from different perspectives in case of intervention for resolution or management of situations of conflict (Turner, 2005, P136 to 217). Examples of such situations (in terms of the above perspectives) could include interface between individuals and their social environments, confronting patriarchy, or challenging discrimination and oppression against a wide range of groups, including women, lesbians, gays and ethnic minorities (Turner, 2005, P136 to 217). Conflict resolution training for social workers provides numerous principles for successful conflict resolution, like (a) the need for different responses for different conflicts, (b) the availability of different responses like avoidance, accommodation, competition, compromise or collaboration for bringing about solutions, (c) the need of people to feel secure from physical or emotional hazards, (d) the availability of various skills for conflict resolution skills like refraining, active listening, and identification of underlying interests, and (e) the need to balance emotions with rationality (Turner, 2005, P136 to 217). Social workers are undoubtedly aware of the lack of emotional intelligence being the main cause of conflict (Lenaghan Others, 2006, P 76+). Researchers in EI also argue that a lack of emotional intelligence is one of the leading causes of conflict in our society (Turner, 2005, P136 to 217). Contemporary training tools make significant use of Goldmans principles on EI, particularly self-confidence, emotional self-control, transparency, empathy, motivation and relationship management (Turner, 2005, P136 to 217). Golemans work makes a valuable contribution to conflict management theory and training, and a compelling case for the importance of emotion in what we believe to be rational decision-making processes (Bjerknes HYPERLINK http://www.mediate.com/articles/bjerknes.cfm#bioHYPERLINK http://www.mediate.com/articles/bjerknes.cfm#bio Paranica, 2002, P1). Golemans theories constructively help social workers understand the important role of emotion in life and the reliance placed upon emotional input for making decisions and prioritisation of information. This greatly helps in minimising conflict in personal and working life (Bjerknes HYPERLINK http://www.mediate.com/articles/bjerknes.cfm#bioHYPERLINK http://www.mediate.com/articles/bjerknes.cfm#bio Paranica, 2002, P1). Solid training that focuses on developing awareness about our strengths and weaknesses as mediators, facilitators and trainers is crucial to our development as culturally competent process workers, and is crucial in our pursuit to help clients achieve their potential. Openness to learning and reflecting about our role, about who we are, and about how we affect others is essential and will lead us down the path to success in life. (Bjerknes HYPERLINK http://www.mediate.com/articles/bjerknes.cfm#bioHYPERLINK http://www.mediate.com/articles/bjerknes.cfm#bio Paranica, 2002, P1) 4. EI in Social Work Practice Social Work practitioners are required to interact with service users, social workers and other participants of the social care system like medical practitioners, teachers and members of local authorities (Burgess Taylor, 2004, P 101 to 172). With the interaction between social workers and service users being the focal point of social work practice, the relationship between social worker and service user involves perception on the part of the practitioner, appreciation of the emotions of the client and usage of perceptions to handle situations and achieve efficiency in delivery of social care (Burgess Taylor, 2004, P 101 to 172). Such work demands a high degree of emotional intelligence (Burgess Taylor, 2004, P 101 to 172). Social work in the present context does not extend only to the assessment and fulfilment of perceived social needs (Burgess Taylor, 2004, P 101 to 172), but also to the realisation of and respect for the service users goals, choices, and preferences and the use of interdisciplinary resources available with the social worker to meet their emotional, social, physical and economic needs. Social workers need to engage in active introspection of events, try to obtain a clear psychological understanding of the challenges and needs of service users and inculcate genuine concern for the economically and socially disadvantaged and excluded (Burgess Taylor, 2004, P 101 to 172). Whilst such perceptions cannot be generalised because of the different needs of different people, the inculcation of empathy and service orientation facilitates the development of necessary perspectives and perceptions (Burgess Taylor, 2004, P 101 to 172). Social workers entering practice should recognise that they need to confront their own emotions as well as those of their service users, especially so in cases where the issues are extremely challenging and difficult to resolve. Goleman identifies five EQ domains as (a) knowledge of own, (b) management of own emotions, (c) motivating oneself, (d) recognising and understanding emotions of other people, and (e) management of relationships, i.e. the management of emotions of other people (Druskat Others, 2006, P 152 to 189). Experts also agree that EI, along with reflective ability enables social workers to increase their resilience to stress (Druskat Others, 2006, P 152 to 189). Self awareness and self management competencies help social workers to progressively develop self confidence, transparency, and optimism (Druskat Others, 2006, P 152 to 189). Social awareness and relationship management on the other hand allow them to engage positively with their clients as well as with other participants in the social care structure (Druskat Others, 2006, P 152 to 189). It is unfortunate that current research reports still underline the need for social workers to have more empathy for their clients. They found that being listened to and understood was crucial for the carers. Staff who took time to ask questions and hear complex and long stories of how the family were coping was seen as the most helpful. These findings confirm previous ones and it is of great concern that people using services are still identifying that only some social workers are proficient in such crucial and basic skills. (Sedan, 2005, P 7) It is being constantly proved that the difference between the better social workers and the others can be narrowed down to skills like listening, non-critical acceptance, avoidance of moralistic or judgemental attitudes and other competencies directly related to EI. New social workers need to heed such findings and focus strongly on improving their EI and E skills. 5. Conclusions The principles of EI, when they were first elaborated by Mayor and Salovey raised significant interest in a world that was becoming increasingly competitive and insensitive; the possibility of people being able to adopt techniques and behaviours to work with greater cooperation, harmony and productivity was welcomed with enthusiasm. The path breaking work on the subject by Goleman in following years and the adoption of the tenets of EI in various areas of human endeavour, more noticeably in social work and in the HR functions of business firms, have resulted in its increasing popularity and application. As is evident, EI can be applied in numerous areas by social work practitioners; it is an extremely useful skill and can be used productively in counselling, conflict management and various other areas of social work practice. Whilst interest in the area of human needs and actualisation has increased since the publication of Maslows theories, the evolution of specific theory on the issue has added a new dimension to the area by developing methods for people to increase their E skills and improve the quality and productivity of their working and personal lives. Recent entrants to social work however need to realise that E skills and EI can increase only with constant inculcation and application of its principles and bare knowledge of theoretical tenets will not suffice in improving their EI competencies. With the tools and methods of improving EI still in the primary stages development, much more needs to be done to popularise the issue and encourage its application in various areas of social work. The Boston EI questionnaire provides a good method of assessing personal EI, which is in consonance with the Five Step Method for improvement of emotional quotient (Druskat Others, 2006, P 225). Younger social workers would be well advised to sincerely take the test and constantly improve their EI.

Comparing Mitch Alboms Tuesdays with Morrie and Leo Tolstoys The Deat

Love and Death in Mitch Albom's Tuesdays with Morrie and Leo Tolstoy's The Death of Ivan Ilych One story is distinctively American in its optimism and characteristic of the 1990's in its tone; the other shows the unmistakable disposition of nineteenth century Russia. The more recent book follows the actual life of a sociology professor at Brandeis University while the other explores a product of Leo Tolstoy's imagination. Tuesdays with Morrie and "The Death of Ivan Ilych" portray two characters who sit on opposite ends of the literary spectrum but who share the dark bond of terminal illness and advance knowledge of their deaths. One views the knowledge as a blessing and as an opportunity to make his final good-byes, the other writhes in pain and begs for an end to his vicious sentence of suffering. In the face of identical fates these two men show stark contrasts, all for the simple reason that only one of them found a way to love.   Ã‚  Ã‚   Though illness stripped both Morrie Schwartz and Ivan Ilych of their hope for survival, their dissimilar lifestyles led each to a much different end. Morrie found himself in an overflow of compassion while surrounded by family, friends and colleagues. Ivan, on the other hand, found only the obligatory company of his wife and the painful awareness that no one really cared. Both characters ended their lives the way they lived them, as Ivan acknowledges: "In them he saw himself" (Ivn, 149). While Morrie poured himself into every moment of life and every relationship he pursued, Ivan skirted the dangers of emotion to live "easily, pleasantly, and decorously" (Ivn, 115). In the spirit of such an opposition, the two stories become somewhat like responses to each other. Morrie Schwatrz, proclaimed... ... such books?   Ã‚  Ã‚   All things considered, the answer is a confident "Yes." No law of literary comparison mandates that the works in question hold the same level of scholarly repute. These two stories focus on death, the great equalizer, one of the most terrifying facts of human existence and one that we will all someday face. Though the paths vary, both characters meet the same epiphany in the end. Morrie savors most of his life with an understanding of "the secret" while Ivan receives it only hours before dying. What really matters, however, is that they both find it. Works Cited Albom, Mitch. Tuesdays with Morrie: An Old Man, a Young Man, and Life’s Greatest Lesson. New York: Doubleday, 1997. Tolstoy, Leo. "The Death of Ivan Ilych" and Other Stories. Afterword by David Magarshack. Trans. J. D. Duff and Aylmer Maude. New York: NAL/Signet Classic, 1990.

Frankenstein †Golden Mean Archetype Essay

Throughout the last few chapters we have been reading, the perspective of our monster has shifted tremendously. At first, we viewed the creature as frightening and menacing. As the story continues, we base our view on the monster due to Victor’s aggressive behavior towards the creature, making us pity the poor monster as he has done nothing wrong; he is just lost in a new world, possibly experiencing culture shock. Now the creature is venturing out into the world, interacting with people other than Victor. â€Å"†¦for I never ventured abroad during daylight, fearful of meeting with the same treatment I had formerly endured in the first village which I entered† (106). After the monster encounters humans, people give the same reaction: fear. The monster comes baring no harm, but in fright, the citizens of the village run from him, scared of what might happen to them. This starts his increasing grudge against the humans. First, Victor rejects his appearance, oblivious to the being on the inside, now, complete strangers are neglecting him. His temper in steadily growing. â€Å"Was man, indeed, at once so powerful, so virtuous and magnificent, yet so vicious and base?† (107). After learning more history from his protectors, the creature is now questioning the characteristic change in man over the course of time. Back then, a creature of his nature might have been accepted, but now he is feared for his sole appearance. These events capture the imbalance in the golden mean because now the monster, once emotionally stable with his existence, is getting too angry and furious with the human race. The monster is now resembling Victor. Although he might not notice it, the monster is showing a strong connection between him and his creator through his actions. Both are seeking revenge and acting out through their anger. Now that the monster has built up the courage to confront the old blind man, by the name of De Lacy, he waits until Felix, Agatha, and Safie have left. He does not want to frighten them. Unfortunately, as he tries to speak with De Lacy, Felix and the others return. Upon Agatha fainting, and Safie running out of fear, â€Å"Felix darted forward, and with supernatural force tore me from this father, whose knees I cung; in a transport of fry, he dashed me to the ground and struck me violently with a stick† (123-124). The creature viewed the family and his own: his protectors. If they acted that way towards him, surely everyone else would too. Now, the monster’s revenge only increased. Soon enough, the creature is going to snap and lose control of his emotions. There is still some decency inside of the monster though. After witnessing an innocent girl downing, he saves her, despite his arising hate for humans. As a man comes and thinks that the monster is harming the girl, he shoots the creature, who had only tried to help. â€Å"The feelings of kindness and gentleness which I had entertained but a few moments before gave place to hellish rage and gnashing of teeth. Inflamed by pain, I vowed eternal hatred and vengeance to all mankind† (130). The spark inside of the monster triggers and rage flows through his body. Anger and revenge seep in and he now despises all human beings. The creature has terminated all tolerance for human beings, due to the everlasting hate he obtains from creatures so very similar to him. The golden mean has been violated extensively through the mistreatment of this poor creature. He has been nothing but joyous towards mankind, but in return he receives hate and pain, literally. The monster has no more patience or hope for the overturning emotions from humans. This eventually develops the motive for William’s murder, confessing to Victor the deviant act of not only the murder, but also of framing Justine.

Becoming A Teacher Essay

Watching these videos, I learned that teachers don’t always have it easy and it’s not always what it looks like, I know that it take a long time for the students to get comfortable with a new teacher and the teacher has to adjust to the new setting of the classroom. It takes a great deal of time so teachers can get their classroom to the way they want it. In the first video â€Å"classroom Management Strategy to Settle Noisy, Rowdy Students at the Door† I learned that the teacher should not yell or shout at the students to get their attention because the student will not respect the teacher or have respect for the class and the other teachers around will see that the teacher does not have control over the classroom and that would make the teacher look bad. But on the other hand when the students are outside of the classroom that’s where the teacher should start to take control or when the classroom management starts and show that they are the authoritive leader in charge. Teacher has to settle the students down gradually, use non-confrontational statements, such as thanking students for doing the right thing, hoping that the others will follow along, use informal chit chat, or getting comfortable with talking to the students, getting down to the students level. In the second video â€Å"How to Get Students Sat Down and Ready to Work†, teachers need to give students a clear instruction on what needs to be done so there is no room for misunderstanding. Second, let the first group from, to the front of the line and reinforcing actions that needs to be taking. Third, teachers need to repeat the clear instruction that was given. And the final step is to give attention and additional support to what direction was given. In the third video, â€Å"Take control of a noisy class†, teachers need skills to deal will students, making sure that the teachers has the students attention and keeping it. Establishing a calm atmosphere, and staying positive. In the final video which is â€Å"Five Classroom Management Strategies to Get Student Attention†, there was five ways of getting the students attention that was stated. Those five strategies if attention getting included a noise maker, routine, visual reminder, the unexpected, and a countdown. Using a noise maker is loud and it gets their attention without having to shout. A routine is very affective and training the students to learn. A visual reminder is a rather simple attention getting, using traffic light colors (green, yellow, and red). The unexpected is a guaranteed attention getter such as using music or pictures and gives students the perfect way to get attention. The last one is countdown which is the most common attention getter.

Research Task 3 Essays

Research Task 3 Essays Research Task 3 Essay Research Task 3 Essay Research Task 3 Name: Institution: Research Task 3 With the Race to the Top Initiative (RT3), Georgia has currently adopted the Teacher Keys Effectiveness System (TKES) for teacher evaluation. TKES is an evaluation system widely used for evaluating the effectiveness of teachers, which allows Georgia to evaluate the effectiveness of teachers across its districts on common grounds. This further allows comparability as well as consistency of teacher performance evaluation across the districts. The system has three components that include, â€Å"Teacher Assessment on Performance Standards (TAPS), Surveys of Instructional Practice, and Student Growth and Academic Achievement,† (Barge,2012). All the components are used collectively to achieve an overall measurement for teacher effectiveness. The purpose of using this system includes performance evaluation, hiring, pre-tenured retention, granting tenure, terminating teachers and promoting amongst others. Georgia is using TKES for evaluating the effectiveness of teachers in order to e nsure the best quality education (Georgia Department of Education, 2012). The process involves the use of the three components to evaluate the effectiveness of teachers. The first component is Teachers Assessment Performance Standards. This component provides a qualitative method of evaluation that uses rubrics to assess performance of the teacher according to laid performance standards. It uses performance appraisal rubrics that rate the performance of each teacher. The rubrics define the expectations and purposes of teachers, providing an effective instructional practice (Barge, 2012). The goal of this component is ensuring continuous development and growth of teachers through monitoring, analyzing as well as applying relevant data compiled through feedback. The other component is Student Growth and Academic Achievement consisting of a student value-added measurement. It makes use of student learning objectives and achievement growth measures identified by the district. The student learning objectives are determined at each district using the SMART criteria for setting objectives with specific content and measurable grading levels. Achievement of these objectives indicates the success of a teacher, hence exceptional performance. The teachers are further required to implement strategies aimed at achieving these objectives as well as monitoring student progress towards achievement of the set objectives (Georgia Department of Education, 2012). After assessment before the start and towards the end of a term, the teachers are required to submit Student Learning Objective Forms that are completed to the evaluators. From rubrics provided in the previous component, the teachers will be graded as either exemplary, proficient, needs development an d ineffective. The final component is the Surveys of Instructional Practice that requires students to report on items experienced directly. The questions used in these surveys will consist of questions addressing four performance standards of teacher within the TAPS component. These levels include instructional strategies, challenging academic environments and a positive learning environment. The students will respond to the questions on teacher performance from their experiences within the classroom. The surveys will make use of certified specialists to conduct the surveys that will then be graded to assess the effectiveness of each teacher. As aforementioned, evaluation of teachers or the TKES in Georgia has many purposes including termination of ineffective teachers (Barge, 2012). The main purpose of an evaluation is determining the effective and ineffective teachers. Those that are ineffective in every possible way would add no value to the students considering that student achievement is heavily dependent on the teacher’s competence. Using the TKES, the termination of a teacher will follow the usual legal and due process. However, the TKES will be used to determine teachers who are incompetent and ineffective. Upon their recognition and lack of improvement, the evaluators and other members involved are supposed to sermon the teacher for a hearing considering there are legal rights involved when it comes to termination including notice. Therefore, evaluation of a teacher using the TKES can as well act as a process of identifying teachers who can be terminated due to their incompetence. Georgia has adopted this method of evaluation in order to ensure improvement of student achievement. Each component of the TKES seeks to measure the effectiveness of a teacher. It is a known fact that teacher effectiveness is extremely crucial for student achievement. Improving school performance as well as making education reforms not only requires better facilities and curriculums, but also effective teachers to implement it (Barge, 2012). Therefore, Georgia is using the TKES to differentiate between effective and ineffective teachers with the aim of improving higher academic achievement levels in its students. References Barge, J. D. (2012). The Teacher Keys Effectiveness System. Georgia Department of Education Teacher Keys Effectiveness System Fact Sheets. Georgia Department of Education. (2012). Teacher and Leader Effectiveness. Retrieved from doe.k12.ga.us/School-Improvement/Teacher-and-Leader-Effectiveness/Pages/default.aspx

Apple Incorporated and the Power of Its Brands Essay

Apple Incorporated and the Power of Its Brands - Essay Example Its goal is to substantially address the needs of its customers, but not until when it discovered the advantage of creating a need for its product and service offerings. The modern marketing emphasises that marketers are good at creating needs for their offerings (Boone and Kurtz, 2006; Kotler et al., 1999). In fact, Apple is very good at creating needs for its product and service offerings, the very basic foundation of how it tries to achieve its competitive advantage. However, as it continues to grow, Apple Incorporated has become highly recognized with its brands, which brings it at the top of the competition. Porter’s theory of competitive advantage applies to Apple Incorporated and its brands. The power of its brands is very important component of differentiation strategy (Porter, 1998). People simply associate the Apple brand with standard quality, reliability, and many other intrinsic values. This is due to the fact that brands simply emphasise attributes and meanings ( Belch and Belch, 1998). In a highly capitalist world, brands have important value that could be maximised for profit making (Arvidson, 2006). Branding is a specific marketing strategy and as a way to enhance profitability, productivity and efficiency (Moor, 2007). Moor added that branding seeks to develop political message, corporate image, people, and behaviours. It is in these reasons Apple wanted to invest more in reconstructing, refining and enhancing its brands prior to becoming a cut above the other in its industry. As widely observed, the media have always been the integral parts of Apple’s success in achieving a powerful brand in the world. As a result, Apple has become an iconic brand because it came to a point of becoming a cultural icon with corresponding identity value (Holt, 2004). There are many strategies in doing this and they are integral parts of cultural branding principles. In this paper, the proponent tries to incorporate in the analysis how Apple Incorpo rated was able to successfully achieve or create the power of its brands using the media as integral parts of communication, a specific strategy in cultural branding principles (Holt, 2004). The discussion in particular includes media, brand development, and the concept of gratification of needs based on psychological perspective. Media and brand development Media are anything with spaces that have the capacity to allow marketing to take place in them (Moor, 2007). Space is very important for Moor as a specific site to develop relationships between brands and customers. She added that it is a communicative medium or opportunity for marketing to take place. Ads are specific forms of communications placed within a communicative medium (Cook, 2001). For many years, Apple Incorporated is using the media in order to promote its brands. Mac, iPod, iPhone, iPad and iTunes are the most important brands that are established by Apple with the aid of the media. In 2006, Apple’s ad budge t is $338 million, $467 million in 2007, and $486 million in 2008 (Blakely, 2008; DeWitt, 2009). In 2009, Apple spent $501 million for Ad expense (DeWitt, 2009). There seems to be an increase in the budget allocated by Apple for its ads, but it is actually decreasing based on percentage of revenue; 5 percent in 2001 and 1.17 percent in 2009 (DeWitt, 2009). This means that the higher the revenue of Apple has become, the lesser it allocated budget for its promotional activities. This

Organisational Behaviour (Motivation in the Modern Business World) Coursework

Organisational Behaviour (Motivation in the Modern Business World) - Coursework Example Organisational contribution to employee motivation 14 4.1 Role of Organisational culture 14 4.2 Role of organisational systems 14 4.3 Role of leadership 16 5 Current issues and recommendations: 18 6 Conclusions 19 References Appendices Abstract This report explores the role of motivation on organizational behaviour. This is accomplished by understanding the concept of motivation and its implications on organization. A brief understanding of the two types, intrinsic and extrinsic motivation has been obtained. Different motivational theories categorized under content and process theories have been explored. Implications of motivational theories on various management aspects such as employee performance, employee commitment, and organisational performance have been explored by applying content and process theories through specific case studies obtained from the literature. Further, role of organizational aspects such as organizational culture, systems and leadership on employee motivati on have been studied. ... roup dynamics that constantly interact with each other and consequently result in specific outcomes that can have positive and/or negative impact on the individuals as well as organisations. Considering this, workplace motivation has been extensively studied in the present context beginning with its definition and including types and theories of motivation. This report outlines various theories of motivation and their implications on employees. In the process, impact of motivation on individual performance, organisational performance, and employee commitment has been reviewed by applying few case study examples. Further, role of organisational systems, culture, and leadership have been critically assessed in creating workplace motivation for employees. 2. Motivation in organisational behaviour and its definition Organisational behavior considers people’s behavior in the organisation, circumstances that create specific behavior, impact of people’s behavior on organisatio n, groups, and individuals. Organisations are major part of sociological entities that shape the societies, economies and relationships between different companies, and countries. The extent of such impact is dependent upon their performance, which is determined by their systems, processes, technology, and most importantly employee motivation. Wilson and Rosenfeld (1990) explain that motivation is one of the earliest concerns of organisational behaviour and links between a motivated workforce and increased performance led managers to strive toward ‘motivating’ their workforces in an attempt to reduce alienation. Therefore, employee motivation is regarded as one of the key elements of organisational behavior. Motivation is defined as the process of arousing and sustaining goal-directed behavior