Quiz 6 Essay Example | Topics and Well Written Essays - 500 words

Quiz 6 - Essay Example It is also helpful for those who have a doubt about the old school of thought related to economics and bridging the gap between past and present concepts. (Brittan, 202) in his book, Backhouse discussed about how Homer and Hesiod’s writing educated the people of Greece and gave them the idea about how life should be lived. The story of society discussed in Iliad and the Odyssey was â€Å"hierarchical, based not on market relationships, but on the distribution of wealth through gifts, theft, prizes for winning competitions, plunder received in war, and tribute paid by defeated cities to their conqueror† (Backhouse, 11) Homer in his writing considered trading as a secondary and inferior way of acquiring wealth as according to him exchanging gift among same rank holders, wining prizes in war was more better way of earning wealth. (Backhouse, 11) There was very little economical data available from the time of Xenophon (c. 430–354 BC) and Plato (c. 429–347 BC) but one it is now a proven fact that economy at that time also based on agriculture. (Backhouse, 14) Later on Aristotle in his concept also discussed about the acquisition of wealth for people’s day to day activities.(Backhouse, 22) In Aristotle’s view there were 2 ways of acquiring wealth, one was estate management and other one was â€Å"getting wealth through exchange†. (Backhouse, 22) People need money to live a good life-this was the concept of Aristotle, and for him hunger for excess money could bring about the difference of class and status in a society. This was the ancient Greek philosophy and it has a great influence on present western thoughts. If one analyzes the concept of neoclassical economics, then it is very clear that both Plato and Aristotle had some key opinion about economics. In Backhouse’s opinion, Plato argued for the subsistence of universals-ideal, pure forms which

Homosexuality in ancient cultures Case Study Example | Topics and Well Written Essays - 1250 words

Homosexuality in ancient cultures - Case Study Example Duels and accounts of epic gladiatorial contests craft a large proportion of the modern day perception of this epoch. The exercise of these macho tendencies seems immediately at odds with Homosexual practice, and it is indeed intriguing to question the prevalence and attitudes' toward Homosexuality in said societies. Before continuing, it should be noted that it is simply impossible to assess, with respect to the question, each "culture" simultaneously: differences between Spartan, Roman and Greek societies would not allow for a detailed, thorough study if categorised together. Instead this essay will attempt to deal with each separately, before bringing its findings together in a broad conclusion. While it may appear a simplistic approach to adopt it is, quite simply, the best manner in which to approach the question. Spartan society was in many ways driven by military ambition. Textbooks refer to the Spartans in such terms as: "an armed camp," "brutal," "culturally stagnant," "economically stagnant," "politically stagnant"[1]. From the age of six, Spartan boys were taken from their mothers to train to be a soldier. It was common throughout this transitory period for the youths to engage in homosexual relations with older men, in fact it was regarded as an important part of their education. Indeed, the Spartan military actively pursued the placing of Homosexual lovers together in combat: while in Thebes, the general Epaminondas commanded a regiment composed of 150 pairs of lovers. This 'Band of Lovers' became a formidable fighting force, with lover defending lover until death. 1: Whitby, 63. Few members of Spartan society frowned upon this practice. Conversely, once the youth reached full adulthood opinions toward this practice shifted greatly. This was mainly because it placed one of the participants in a position of submission: which Spartans regarded as being completely unacceptable for a man holding full citizenship. The best ancient source on Sparta, Xenophon, refutes the already suggestion about widespread pederasty. [2] There is no Spartan/Laconian art that depicts explicitly homosexual motifs-as there is from Athens. The notion that Spartan men tended to wed relatively young, by Greek standards anyway, insinuates that they simply had much less time for the pederasty that characterized the coming to manhood in the rest of Greece. The state considered men who did not wed a public disgrace, and a citizen who did not marry and procreate was not afforded the luxuries that a Father would be. Sparta was known for the extent to which women were so well integrated into society: this goes against the very essence of a homosexually prevalent society. Based on the evidence, it is clear that Homosexuality-in the form of pederasty-- was at the very least, tolerated by the Spartans. Rather than full Homosexual affairs between grown men, much more common were "grooming" relationships between Adults and adolescents, seen as an intrinsic aspect of military training and development. Such as the ancient world is, many accounts become skewed or simply "lost in translation", and thus the account of Xenophon should not be regarded as providing a definite answer. Pederasty or the practice thereof, was undoubtedly a facet of Spartan life. The Historical accounts of Epaminondas at Thebes support this,

Patient Refusal Of Treatment Nursing Essay

Patient Refusal Of Treatment Nursing Essay I dont want to be treated, Alice Nuvo said in the scenario 6. She is a woman who was diagnosed with pancreatic cancer and that has a very low percentage of survival for another year, even with the best treatment. Just give me something to control the pain and let me go home- she said. In this scenario we will talk about autonomy, which is typically defined as self-determination and refers to the ability of competent individuals to make decisions over their own lives. In order for autonomy to be meaningful, a competent individuals decisions should be respected even when those decisions conflict with what others believe to be reasonable. Over the last few decades, respect for autonomy has come to be recognized as a fundamental principle of Bioethics. In general, a patients autonomy should be respected even if the patient decides not to follow a doctors or health care teams advice. Respect for autonomy has helped to redefine the physician-patient relationship as patients have become more active participants in making health care decisions. Traditionally, the physician played a more paternalistic role in that he/she would largely decide for the patient what the best course of action would be. But now days the patient should not be coerced into making a health care decision, meaning that the patient should not be forced against his/her wishes into making a choice. The patients decision must be voluntary. The basic starting point for ethical analysis in health care, is the encounter between the patient and the health care professional. This relationship is shaped by the goals of that encounter, both the goals that health care professional has and the goals that the patient has. The goals of medicine, which guide the goals of all health care professionals, are: to prevent, cure, slow down or arrest the development of an illness; to stabilize a satisfactory condition; or to relieve the distressing symptoms of illness. It is important to note that these goals are more than simply seeking a cure, and are certainly not focused on seeking to preserve or prolong life at all costs. It is also important to recognize that it is not necessarily possible to meet all of these goals all of the time. The other person in the encounter is the patient, who also has her or his own goals, both health and broader goals in life, as well as values and preferences. Each person forms her or his own conception of what is a good life. This means each person has the freedom to act to put the choices that arise from that conception into effect. Everyone else must respect the space a person needs in which to do this. This is the basis of autonomy. However, autonomy is not an end in itself, but a means whereby a person takes responsibility for her or his own life. In health care, autonomy can be expressed in this way: the patient is the source of the health care professionals right to treat her or him. More specifically the patient has the right to choose to accept or refuse treatment that is offered or choose between different options. The important thing to remember is that the patient will consider her or his goals in life, will act upon her or his values and preferences as well as the medical facts in making such a decision, and all of these must be respected. In many situations the patients decision is not questioned. Decisions have been challenged when the choice does not seem reasonabl e to the health care professionals or others, generally it is challenged by questioning the competence of the patient, which we are not going to question in this particular case of Alice Nuvo. A patients decision to accept or refuse life-sustaining treatment needs to come out of a reflection on the usefulness and reasonableness of such treatment. Treatment has to be reasonable, this means that it has to be effective and that the benefits need to be in proportion to the burden for the patient of undergoing the treatment. There are two aspects of the refusal of life-sustaining treatment. The goals of medicine establish the purposes of treatment. It is not always possible to meet all of the goals, and at times may only be possible to relieve the distressing symptoms of illness. It is not a goal of medicine to prolong the dying process. The second aspect of any decision to forgo treatment is the patients right to choose whether or not to accept such treatment, even if the treatment has a reasonable chance of being effective. A person who is terminally ill is someone for whom there is no further curative treatment, like Alice Nuvo has no further CURATIVE treatment. Therefore, the only goal that it may be possible to meet is that of relieving symptoms. However, the point at which treatment is ceased and the decision made to forgo resuscitation varies with each patient. One person may wish to remain alive long enough to see a grandchild married. Another person may wish to spend the last weeks of life with close family members without suffering the debilitating side effects of chemotherapy. Id rather spend the remaining time with my husband and two daughters then die in the peace, instead of puking up my guts in some hospital Alice Nuvo said. After all this being said, the fact that refusal of any life-sustaining treatment is not to be equated with a slow, passive suicide, the person is not choosing to die. Rather she or he is choosing other goals, in line with her or his conception of a good life. In each case death is accepted as a foreseen, possible side effect of such a choice, but it is not directly chosen. Decisions regarding life-sustaining treatment are complex. Such decisions made by patients are based on a balancing of the benefits and burden of any such treatment and will include the goals, values and preferences that the patient has. But sometimes doctor thinks patient is making the wrong decision, how far should he go to try to persuade her or him to accept the treatment? Patient autonomy does not allow the health care provider to make the decision for the patient, but it does allow providers to educate the patient. It requires of health care providers that they respect patients by providing accurate and complete information that gives patient understanding of positive and negative sides of treatment.

Fight Club Essay -- essays research papers

What did the film Distort?   Ã‚  Ã‚  Ã‚  Ã‚  A film adaptation of a book can be like hearsay. The author writes a novel to send a certain message. Someone else reads it interprets it in a different way and talks to a film producer. The film producers then take its, leaves out major events, change the ending and make a film with a completely different message than the author. The author then screams bloody murder then takes his cut from the box office. Joesph Boggs, the author of Problems with Adaptation, says â€Å"We expect the film to duplicate exactly the experience we had seeing the play or in reading the novel. That is, of course, completely impossible† (Boggs 672). No one told this theory to David Fincher, the director of Fight Club. Fincher stuck almost like glue to the novel. He did however, change a few events in the novel and the ending but stills successfully puts Palahniuk’s words on screen that even made Palahniuk happy to earn his profits.   Ã‚  Ã‚  Ã‚  Ã‚  Most of the changes Fincher made to Palahniuk novel were minor and insignificant. One example is the fat Tyler and the narrator used to make soap. In the novel, they steal the fat from Marla. Marla was keeping her mother's liposuction fat for her own plastic surgery. They steal the fat and store it in the Paper Street Soap Company's fridge. In the movie, Fincher had Tyler and the Narrator steal it from a plastic surgery dumpster. In the novels version it could be interpreted as another th...

Defining Bullying Analysing Essay

Bullying in schools continues to be a problem faced by educational institutions today. It corresponds to the ability of both students and educators to use their power and capacity to intimidate and coerce others to follow their desires. Such realities then present negative consequences not only to the student but also to the overall capacity of the institution to facilitate opportunities for learning and growth. By seeking to identify the corresponding impact and risks associated with bullying, stakeholders in the realm of education can provide inputs and new strategies that can help promote change and pursue effective classroom management. Defining Bullying Analysing the definition of bullying, it is then crucial to determine its main scope and purpose. Here, it can be seen that using aggression, coercion, and violence are oftentimes the themes used by individuals to create situations of intimidation or torment. Under these specific circumstances, various reasons can be attributed to why people engage in bullying behaviour. Some scholars argue on the grounds of satisfying the need for control or power while some are just responding to the environment they see (Banks, 1997). Due to this, it is then crucial to understand these reasons more effectively to better identify policies and elements related towards change. Similarly, the idea of bullying also emanates from how one exercises influence and power over the other. Given that students who engage in such actions arguably have equal power than any other student in campus, the issue then here is their ability to abuse it due to specific circumstances. To elaborate further, â€Å"individuals differ in the power they can exercise over others and children need to learn not to abuse that power† (Rigby, 2003, p. 6). However, one must not try to align bullying with conflict between parties. This is because the idea here is that in bullying one exercises/has power over the other while in conflict both parties equally share an issue to argue about. It is through such interaction process that the playing field is levelled and therefore should not be mistaken for bullying. In essence, bullying does happen when students resort to misuse of their power, control, and influence towards others. Individuals commit to such actions because they believe they can while victims continue to be subjected to bullying because they continue to succumb to it (Findely, 2006). After looking at the definition of bullying, it is now crucial to identify specific ways on how such behaviour is carried out. Specifically, the main objective of any bullying behaviour is to have a specific target where individuals can utilize power and control over others. These actions can revolve from verbal abuse towards physical violence in small and frequent doses (Smith, 1999). Given the multiple ways that people can engage using verbal and physical bullying, it becomes rather difficult for educators and school administrators to point these issues accordingly unless students report such situations. What Australian Statistics Say Applying the elements of bullying in the educational system of Australia, it can be seen that considerable attention must be made to bridge gaps and develop strategies for change. In particular, several studies have noted the prevalence of the behaviour as early as preschool and continue to grow as the student progresses in his/her academic life. In particular, Rigby (2003) asserts that â€Å"assessing how often it happens is not easy, but research in Australia based on children’s reports suggests that about one child is bullied in one way or at least weekly† (p. 6). Similarly, statistics have also shown that both boys and girls do engage in bullying but illustrated using different means. For boys, they are most likely to commit physical actions and verbal abuse. On the other hand, girls tend to be more indirect and focus on ostracizing or excluding the individual from the rest of the group (Smith, 1999). This incidence greatly shows how each student is vulnerable to such threats and what different school administrators in Australia should focus on. By trying to point out and define the standards for appropriate behaviour, then the problem of bullying might be lessened. Identifying Reasons Looking closely at specific at the reasons why people engage into bullying behaviour, it can be seen that there are specific trends that illustrate behavioural and psychological conditions which hamper their ability to effectively respond according to school standards. On the behavioural perspective, different studies have argued that the main catalyst for students to practice bullying is their early exposure towards violence. They see their homes and environment they live as the norm and standard on how they should act and respond to others (Findley, 2006). Related to this process is the manner that educators showcase the bullying action themselves. Here, the practice of teacher violence emanates, either directly or indirectly, creates a mindset for students that the actions committed are valid (Riley, Lewis, and Brew, 2009). Through this, educators also serve as catalyst in expanding bullying due to their ability to influence and showcase a reality where one get what he/she wants provided that they coerce or overpower others to follow. On the other hand, there are also studies that tend to establish a psychological analysis of how bullying behaviour occurs. Specifically, it tries to argue how some children may have been suffering from conditions such as depression, ADD, or ADHD and brings about violent conduct towards other people (Ribgy, 2003). These dynamics in turn hinder the ability of a student to fully utilize their abilities and find it fearful to engage in classroom activities. Impact among bullied students Assessing the impact of bullying among students who have been subjected to it, it can be seen that these actions impede their ability to grow. In particular, students who have been subjected to such continuous behaviour often lose the ability and interest to study in schools (Banks, 1997). They see the location as threat and limit their ability to establish better means to coexist with their peers. In essence, this is one form of harassment that degrades the value of the individual and alienates them from participating in the educational endeavour and socialization (Findley, 2006). Looking closely at the specific effects of bullying, it can be seen that they revolve around the emotional as well as social levels. Particularly, students who been subjected to such harassment often lose their self-esteem and ability to isolate themselves from people at school (Smith, 1999). Since bullying may in turn correspond to a domino effect, the loss of self-esteem can lead towards the student feeling depressed and lonely. This in turn can result towards having limited motivation to go to school or engage in frequent absences (Findley, 2006). These elements are just examples of the short term effects of bullying. On the other hand, bullying can also induce negative effects in the long run. Here, an individual’s feeling of self-worth would be low and would result to accepting inadequacy as answer to this problem. Likewise, one would continue to isolate and feel powerless as they continue to tread their professional life. In addition, depression and psychological problems may also be present among students who have been bullied. More often than not, students who have been subjected to bullying behaviour have problems handling issues as they move towards their adult life (Rigby, 2003). Impact among those who Bully Analysing the impact of those who bully others, it can be seen that their actions correspond to the creation of uncertainty and insecurity within the school grounds. This especially applies for students who have not been subjected to such acts. Here, they feel that they can become victimized and create fear in the process (Rigby, 2003). These directions in turn serve to establish a bully’s ability to control the environment he/she is in. Another impact relevant effect of bullying revolves around creating opportunities for more bullies and continued disruptive behaviour. Given the idea that students do not tell teachers and administrators of what is going on in school, students feel they are powerful and can control the people around them. This then gives them the luxury to persist in abusing their power and likewise create opportunities to also influence others as well. With this environment, bullies are given the leverage to exercise what they want with limited possibility of being penalized or subjected to disciplinary measures. In the long run, bullies also are a problem for society if not addressed appropriately. Here, they can commit crime and limit their ability to engage in long term positive relationships towards other people. The threat then of criminal conviction alongside the development of specific problems on handling conflict issues with others are just some of the problems that bullies can experience in the future. Identifying Potential Risks of Bullying Student/Individual In determining the risks of bullying among students, it is important to note that since they are the ones who either engage in such behaviour or recipients of it, students are the most prone to experience the hurdle of responding and aligning their behaviour to survive such. That is why different effects, both emotionally and socially, can be seen among students and generates problems as it then relates with other potential risks such as academic achievement, teachers, and parents. Given the dynamics related to this approach, it is then essential to redefine programs that are focused on both victims of bullying and those who commit such acts. Academic Achievement Bullying also poses a risk in a student’s academic achievement. This remains to be seen especially among students who have been subject to continuous bullying and resulted to lack of motivation to go to school or partake in activities. Since some of these areas are important variables to get a good mark, academic achievement is comprised and sacrificed (Rigby, 2003). In particular, the ability to meet these standards becomes burdensome for students because they had to set the balance of adapting to bullies and the stress related to fulfilling the requirements of their subjects. Likewise, academic achievement is also at risk for bullies also because it gives them the leverage to abuse their power and gain opportunities to coerce people to follow their lead. Given that bullies have this ability, they can then ask others to do their assignment and submit specific projects or otherwise be beaten up. This then defeats the purpose of the educational process as bullies don’t learn anything and the bulk of the workload is provided to bullied students. Overall, bullying becomes a risk for academic achievement because it hinders students the ability to concentrate on their studies. Though the socialization process also is a significant precept in one’s academic life, the instance of bullying complicates the problem and leaves students the capacity to balance each of these tasks according to how they see it fit. Such reactions in turn limit students to reach their full potential and hamper their abilities to utilize their skills in academic activities (Smith, 1999). Parents and Intervention Parental intervention is also another risk that bullying creates. Under this process, parents are often clueless of what is happening to their children. Expecting that they do well in school, it can tarnish a child’s relationship with their parents especially if a student tells their parent’s they don’t want to go to school anymore or learns from their teachers that their child often absents. The basic assumption here is that since parents can exercise control, bullying hampers effective communication among parents because students feel that this can only worsen the issue they’re facing. Here, Banks (1997) point out, â€Å"students feel that adult intervention is infrequent and ineffective, and that telling adults will only bring more harassment from bullies† (p. 1). Likewise, if bullying transpires within a student-teacher relationship, then it is also another difficult aspect for students to balance. Allowing their parents to intervene would only result towards educators putting the blame on students or become intimidated further in class. The aspect then of defining misbehavior and what is the boundary between the process of ‘disciplining’ and bullying becomes an issue to consider (Lewis, Romi, Katz, and Qui, 2008). Similarly, since students find it difficult to establish and determine these boundaries accordingly, they are often left succumbing to intimidation, coercion or at times reprimand that crosses the line of how discipline should be provided. Indeed, it has always been the interests of parents to see to it that their child gets the most out of school. However, bullying impedes these expectations and at the same time serves as a barrier for students to communicate to their parents effectively. By understanding the dynamics related to the role of the parents in this issue, better means for intervention can be made available for students to use (Lewis, 2001). Teachers and Administrators Lastly, the prevalence of bullying within schools also becomes a risk among educators and administrators because it illustrates their inability to control the issue. Since both actors are valuable stakeholders in the maintenance of an effective learning environment among students, the increased incidence of bullying in schools makes them accountable to these children’s parents. Likewise, both educators and administrators need to realize that their role encompasses the insides of the classroom. They must see to it that the school environment is responsive to students need and assesses potential risks and providing solutions to these issues (Lewis and McCann, 2009). Applying this precept in the realm of student-teacher relationship, bullying also poses a risk among teachers and administrators because the incidence of such behaviour violates their roles and responsibilities within the classroom. Given that there are certain parameters that educators can use to discipline students, it must not cross the line and induce traces of intimidation, coercive action, or physical violence among students (Lewis, Romi, Qui, Katz, 2005). Seeing this, bullying makes a difficult process to develop since establishing a proper means to discipline and sanction students for misbehaviour would appear to be compromised or construed in a different way. Opening up Opportunities for Change Given the potential risks and effects that bullying does, it is then crucial to devise specific measures that can infuse changes and increase responsibility among actors involved. Here, it takes into account the role of each stakeholder in the educational process and finds means to integrate ideas and inputs to generate a facilitative response to the issue. That is why change must not come from the educational sector alone, rather it must try to reach out and allow parents, students, and the community to get involved. The purpose of this not mainly revolves around limiting the occurrence of bullying in classrooms but also generate an appropriate response on how to prepare students to effectively respond to democratic ideals and values (Lewis, 1999). Evaluation, Experience, and Education The first step in establishing providing change revolves around evaluating the current school environment. Here, educators and administrators may need to ask whether or not bullying is rampant on campus or not. Here, it is important to note that the ability to apply real change in the process involves not disregarding the realities that are happening and simply seek out to know the truth (Smith, 1999). Through such mindset, administrators can have a clear picture of what is happening in the school environment and understand the dynamics related to how students interact and respond to the issue of bullying. The next stage involves gathering experiences from students and observing what really happened. Through this, administrators can then realize how rampant the situation is and what possible strategies can be used to alleviate the issue. Seeing this, experiences matter in resolving the issue because it helps observers learn from it and gain specific insights on how to respond accordingly (Findley, 2006). Likewise, experiences also highlight the shortcomings and mistakes of the school in how they had addressed the bullying issue before. In essence, these facets can serve as useful tenets that administrators can use to define and plan out the next strategies to be used (Banks, 1997). The last part revolves around education. Under this process, administrators now provides specific inputs on what needs to be done and lays it out for educators to apply and use. Here, specific importance is given towards communicating to stakeholders about the issue that is happening, its gravity, and how it is affecting students from academics to their personal life. This remains to be important because this serves as the crucial precept in determining what actions need to be made and how different actors would respond in accordance to the issue of bullying. Likewise, education seeks to bridge inputs and policies together. This stage serves as the application phase where behaviour is patterned according to the observations and inputs gained from experience. By synchronising these inputs altogether, it helps create a dynamic process and further the ability of promoting sustainable and long term growth (Rigby, 2003). Diversifying the Anti-Bullying Campaign Given the inputs gained from experience and observation, the next step to address bullying would be to create an Ant-Bullying campaign in schools. Here, it must entail a collaboration of actors involved in the educational process and establish specific norms and responses in addressing specific cases. If an educational institution already has particular rules concerning bullying, it would be best to diversify options available. To diversify means that the scope, application, and analysis of cases must come from different actors. The purpose of this is to enrich communication patterns among stakeholders and generate new inputs on how bullying can be addressed within and outside the classroom (Rigby, 2003). The attempt to diversify must also seek to promote the aspect of inclusion. This means that decision making processes must not come from the school administration alone. Rather, it must try to include and introduce this principle to the community and parents. This is particularly relevant because it can showcase transcendence and capacity to align specific policies and behavioural changes according to the values and principles provided by the school (Banks, 1997). This then can become a good strategy for success because it merges common interests altogether and justifies what inputs need to be considered and applied. In essence, diversification entails creating a shared responsibility among actors involved in the educational process. The ability to include parents and the community within the dynamics of change, it can create better responses among students. This process can also serve to complement an educator and administrator’s increasing tasks by providing an assistive strategy related to implementation of educational goals and objectives (Findley, 2006). Opening Patterns for Communication Another crucial step to address bullying revolves around the process of infusing communication among students. The idea here is to develop the ability to track down cases of bullying and providing appropriate disciplinary measures to culprits and protection amongst victims. Here, educators, parents, and the community must work hand-in-hand to ensure that appropriate means are created to open lines of communication among students regardless of the possibility of threats from bullies (Smith, 1999). The value of communication then is to help ascertain the degree of bullying happening in school and determine what actions need to be made in order to accomplish these directives. Strengthening Disciplinary and Protection Measures Alongside the development of openness in communication patterns, educators and administrators should also contribute their part in providing concrete and available means to exercise disciplinary and assistive measures for bullying. The main reason why many students don’t complain about this issue is the fear of retaliation and the ability to distrust how the overall process works (Banks, 1997). Due to this, the capacity to strengthen strategies and instruments related to the process discipline can then motivate students to take part in the initiative to stand up against bullying. At the same time, inducing means for protection and counselling would also complement the ability to limit the occurrence of bullying. By providing specific and goal-oriented strategies, educators and administrators can align behaviour according to the needs of a student. Allowing students to take part in this endeavour also justifies that the school administration is committed in putting an end to bullying rather than just trying to control. Thus, redefining the rules and regulations to meet these requirements can induce positive outcomes and carry out means to shape students for the better (Lewis, 1999). Reinforcing Accountability and Responsibility among Educators Given the idea that bullying can also transpire in a student-teacher relationship, it also crucial to reinforce accountability and responsibility among educators. Here, it revolves around facilitating the value of openness and professionalism of practice. Under this process, specific rules can be modified and changed to adapt to the trends of 21st century education. By doing this process, it can allow educators to become more responsive and address the increasing needs of students in the classroom. Arguing further on the need to redefine rules, it is also crucial for administrators to take into consideration defining the boundaries of what the aspect of ‘discipline’ and bullying diverge. Since educators can also be subjected to stress, pressure, and emotional conditions that distracts them from achieving their purpose, it is then essential to outline specific strategies that can help handle misbehaviour and occurrences of bullying inside the classroom. By redefining and aligning these principles with respect to educational norms and the needs of educators, the idea of reinforcing discipline and sanctions would become constructive and induce better means for addressing student behaviour (Lewis, Romi, Qui, and Katz, 2005). In essence, the increasing roles and responsibilities sometimes limit the educator to function to his/her optimum capacity. By trying to align and create changes in the way educators operate, it can help induce greater means for educators to effectively facilitate classroom management and diversify opportunities to address bullying. Conclusion To conclude, bullying is a huge issue in classroom management that educators and other relevant stakeholders need to consider. This is because it takes into account the ability of both educator and student to use their power and position to promote intimidation and coercion to other people. Similarly, it creates negative consequences on the bully and those bullied in terms of their ability to respond to the environment, motivation, to study, and other behavioural long term effects. Bullying also creates risks on different facets shaping learning and professional development among educators. Given these challenges, it is then crucial to outline policies for change. It is important to note that the ability to transcend in this type of environment inside and outside the classroom corresponds to the recognition and redefinition of student behaviour. At the same time, it must also try to incorporate openness in communication and value inputs gained from experiences in the past. Fundamentally, the basis for managing and preventing bullying from happening circumvents from the recognition of each member’s role and aligning these ideas within policies and rules. In the end, as the current educational system continues to undergo changes that affects the role of students, educators, administrators, and other stakeholders, classroom management issues such as bullying would always be existent. The challenge then is to ensure that appropriate mechanisms are in place to address the situation and effectively carry out patterns to make appropriate changes and models suitable to meet the demands of today’s 21st century educational environment. List of References Banks, R (1997), ‘Bullying in Schools’, ERIC Digest, viewed 29 Jul. 2010, http://www. ericdigests. org/1997-4/bullying. htm Findley, I (2006) Shared Responsibility: Beating Bullying in Australian Schools, Australian Council for Educational Research, Australia. Lewis, P (1999), ‘Preparing students for democratic citizenship: Codes of conduct in Victoria’s ‘Schools of the Future’’, Educational Research and Evaluation, vol. 5 no. 1, pp. 41-61 Lewis, R (2001), ‘Student Responsibility and Classroom Discipline: The Students View’, Teaching and Teacher Education, vol. 17 no. 1, pp 307-319 Lewis, R and McCann, Tricia (2009), ‘Teaching â€Å"At Risk† Students: Meeting Their Needs’, International Handbook of Research on Teachers and Teaching. LJ Saha and AG Dworkin (eds), Springer Science + Business Media LLC, US Lewis, R, Romi, S, Katz, Y, and Qui, X (2008) ‘Student’ reaction to classroom discipline in Australia, Israel, and China, Teaching and Teacher Education, vol. 24 no. 1, pp. 715-724 Lewis, R, Romi, S, Qui, X, and Katz, YJ (2005), ‘Teachers’ classroom discipline and student misbehavior in Australia, China and Israel’ Teaching and Teacher Education, vol. 21 no. 1, pp. 729-741 Rigby, K (2003), Bullying among young children: a guide for teachers and careers, Commonwealth of Australia, viewed 29 Jul 2010, http://www. ag. gov. au/agd/WWW/rwpattach. nsf/VAP/(1E76C1D5D1A37992F0B0C1C4DB87942E)~Bullying+Teachers. pdf/$file/Bullying+Teachers. pdf Riley, P, Lewis, R, and Brew, C (2009), ‘Why did you do that ? Teachers explain the use of illegal aggression in the classroom, Teaching and Teacher Education, pp. 1-8 Smith, PK (1999) The nature of school bullying: a cross-national perspective, Routledege, US

They Cage the Animals

They Cage the Animals at Night is a heart-dropping autobiography novel. This book is written by Jennings Michael Burch, who is the main character. His father is an often drunk alcoholic and has left a family of six boys to his wife. Jennings is twelve years old, and is always trying to pull the family together and keep his mom from crying. The mothers main goal is to have a close family and has the obstacles of alcohol to do so. She becomes sick almost all the time because of her addiction. One day,randomly his mother became seriously sick and had bad stress related problems. Jennings was forced to go into a shelter home having nowhere to go. He was taken to the â€Å"Home of Angels† where he was treated very crucial. The last words his mother had told him were, â€Å"I'll be right back. † There the children were directed and demanded harshly. Soon a couple took him in their custody. They were even worse than the shelter, he was given small space to live in and a table to sit at all day. He was rarely fed, when he was fed, he was given some sort of gluey, grayish grub that tasted horrible. Eventually the husband reported that Jennings was getting treated too badly and was taken back. After a while his mom had picked him up. Christmas had come and they ate a turkey that was donated to them. No gifts were under the small tree they had gotten for free. He had started school again but had missed most of it since he was always in and out. Kids always called him by cruel names but managed to do good until summer vacation. He was then sent back to a shelter home called, â€Å"Saint Teresa’s. † He was treated badly, constantly getting into meanless fights, and begging to feel extremly lonely. He also got numerous bruises and cuts their. He eventually decided to run away. He did so and got caught and reported to the police. Eventually his mother came back to this shelter and picked him up. This time he lived in a more wealthier neighborhood and went to a new school. Jennings took a bus to school everyday and became very good friends with the bus driver, his name was Sal. He also was an orphan so he understood Jennings very well. Again his mother’s health problems came and to prevent Jennings from falling behind he got adopted by a wealthy family. He had a pleasant time and had lots of fun. He liked it, when he got comfterable his mother came to get him once again.

Analysis of The Complete English Tradesman Essays - Daniel Defoe

Analysis of The Complete English Tradesman Essays - Daniel Defoe Analysis of The Complete English Tradesman Daniel Defoe's "The Complete English Tradesman", is a good example of his non-fiction writing. The content in the writing is thorough and well presented by Defoe. In the writing, Defoe explains what his opinions on what it means to be an English tradesman. Contrary to some experienced tradesmen, he believes that to be a good tradesman, one needs to acquaint himself with all business in general. According to Defoe, application is of more importance than diligence in business. "Without application nothing in this world goes forward as it should.." Tradesmen of Defoe's day said that there needs to be an aggressive passion in how one handles business, and anger and temper sometimes are necessary. Defoe also challenges this. He believes a "complete tradesman" should not show the least return, signal of disgust, no passions or fire in his temper. A complete tradesman should be soft and smooth, showing little emotion. Basically, Defoe explains how to be by his definition a complete tradesma n. "When a tradesman has thus conquered all his passion, and can stand before the storm of impertinence, he is said to be fitted up for the main article, namely, the inside of the counter." The content of the writing is very comprehensive, covering many aspects of being a tradesman. The content that has already been praised, is presented very well. Defoe organizes the information into letters to all tradesman of England. The writing is a collection of letters to English tradesman, each addressing a different issue. Defoe makes it clear that the information is based on opinion, so there are no false leads. For example, "It its the judgment of some experienced tradesman that no man ought to go form one business to another... I, myself will not enter that dispute here. I know some very encouraging..." Defoe also provides examples by making a story using a script format. "Lady. No I can't he'd use me. Cit. How does your ladship know? Lady. Why, I know...." Defoe uses different techniques and ideas to present the content well in this piece. In Daniel Defoe's "The Complete Tradesman", the description usage is adequate, but in a few cases it is a little too much. There is enough description to explain the whole situation, but it is not overdone to tire the reader. Defoe gives many examples, and support, but the descriptions and adjectives/adverbs are straight to the point. In some of his other writings, he has a tendency to elaborate with many details, but this writing is clearly, and concisely written. The sentences consisted of less adjectives, but more substance. "I know some very encouraging examples of the contrary, and which stand as remarkable instances, or as exception to the general rule." The description was well used throughout the writing. For the most part, the description was well used, but the problem Defoe has with description in this writing is when he crams it all into one sentence, making one long confusing sentence. For example, "It cannot be expected that he should have judgment in the choice of all kinds of goods, though in a great many he may have judgment too; but there is a general understanding in trade; which every tradesman both may and ought to arrive to; and this perfectly qualifies him to engage in any new undertaking, and to embark with other persons better qualified than himself, in any new trade which he was not in before; in which, tho' he may not have a particular knowledge and judgment in the goods they are to deal in or make, yet having the benefit of the knowledge his new partner is master of, and being himself apt to take in all additional lights, he soon becomes experienced, and the knowledge of all the other parts of business qualifies him to be a sufficient partner." By doing this, the re ader gets lost in the sentence and it is hard for the reader to back track. In a few cases, one shown here, the description was overdone by cramming a lot into one sentence.

Barbie essays

Barbie essays Since the beginning of time, toys have often been an indicator of the way a society behaves, and how they interact with their children. For example, in ancient Greece, artifacts recovered there testify that children were simply not given toys to play with as in the modern world. The cruel ritual of leaving a sick child on a hillside for dead, seems to indicate a lack of attention to the young (Lord 16). The same is true of todays society. As you can see with the number of toy stores in our society, we find toys of great value to our lives and enjoy giving them to children as gifts. Ask just about any young girl what she wants for Christmas and youll undoubtedly get the same answer: A Barbie. But what exactly has caused this baby boomer Barbie craze, and how did the entire world get so caught up in it? The answer lies in Ruth Handlers vision for the first childrens adult doll. Mrs. Handlers eleven and one-half-inch chunk of plastic began causing problems even before its public debut in 1959, yet has managed to become one of Americas favorite dolls. Ruth Handler and her two young children, Barbara and Ken, were merely sightseeing in Lucerne, Switzerland, when Mrs. Handler first saw the doll she herself had been trying to create (Lord 29). In the window of a small gift shop was an eleven and one-half-inch tall plastic doll with a slender womans body and a long blond ponytail. Her name was Lilli (Bad Girl 1). She had been created from a cartoon character in a West German tabloid similar to the National Inquirer (Lord 8). Dressed provocatively, and with a seductive look in her eye, Lilli had become a popular pornographic gag gift for men (Bad Girl 1). Excited to see her long-time idea a reality, Mrs. Handler bought three of the dolls and hurried home to begin work on her own doll (Bad Girl 2). It was 1956, and within three years, Ma...

Researching the Background Literature for Any Project

Researching the Background Literature for Any Project Background research refers to the process that a writer uses to gain knowledge about a topic she does not know about, or much about. In our digital world, all writers, whether they are students or professionals, have or can gain access to previously published and unpublished information about just about anything. The role of the science writer is to sort through the noise and summarize information for people who dont have that luxury, but practicing that technique can be helpful to anyone planning a future in a scientific discipline. Background research is the first step of all good scientific studies, including archaeological investigations, used as an example here. There are three main sources of information available to people who are writing research papers today: internet sources, brick and mortar libraries and museums, and people. Wikipedia, Science Blogs and News Reports These days, Wikipedia is a reasonable starting place for general background information, but there are other starting points that you may find more useful and reliable, such as science blogs and news reports. Be cautious and find out enough information about the news outlet or blog writer so that you can be confident of that reliability- is the blog writers biography available and is that person qualified; do they cite scholarly references in their articles; is the tone of their blog sensible and balanced. And wherever you start, dont stop there. The problem with those types of resources, is they are not peer-reviewed. The peer-review process requires that before a scientific paper is published, it is reviewed by one or more experts for its validity. The process has its faults: but science changes very slowly, and what a researcher believes in her heart today may be disproven tomorrow. What scientists get published in peer-reviewed articles are far more conservative, by and large, than what they say to a news reporter, in their classes, or in their own blogs. To create a balanced research report of your own, you need both types of information: What do the partisans believe about the findings right now, and what do other sources say about it. Finding Peer-Reviewed Literature How do you gain access to peer-reviewed literature? A lot of academic papers are locked up by the publishers with exorbitant prices for downloading a single article- US$25-40 is common. If you are a college student, you should have access to the electronic resources in the university library, which will include free access to that catalog. If you are a high school student or independent scholar, you may still be able to have use of the library; go talk to the library administration and ask them what is available for you. Once youve logged on to the university library, where do you try out your topic keywords? Of course, you can try the university catalog: but sometimes a less-structured approach works better. While Google Scholar is excellent, it returns results from a wide variety of disciplines. So, for example, if you are researching the term seasonality in Google Scholar, you find information about the stock market and tourism and atmospheric circulations. You can add additional keywords to narrow down your search such as domestication or archaeology, but you can also turn to specialized article databases in your subject area. On the Internet: Specialized Article Databases Specialized article databases are typically assembled by people who are experts in those fields and part of discipline-based societies. For archaeologists, some good anthropology-based databases include Anthropology Plus, AnthroSource, and the Annual Review of Anthropology, which has assembled bibliographic essays on discipline-specific topics. Other fields have the same sorts of databases, just search for article databases and add a keyword for your field of endeavor. The Annual Reviews collection has a treasure-trove of peer-reviewed syntheses of topics in all scientific disciplines, from Analytical Chemistry to Vision Science. There are many others that you may have access to at the university library, or available via your laptop for a yearly or monthly subscription. JSTOR is a subscription-based repository for hundreds of back-catalog journals; Lexis-Nexis has been a tool for news reporters seeking information on individuals for over 30 years; and there are many publisher-specific sources such as Elseviers Science Direct, Wileys Science Solutions, and Taylor Francis Online. Brick and Mortar: Society Museums and Libraries Another great source for information for background research is topic-specific libraries and museums. Chances are the local university has a Chemistry or Geography library; you may also find public science venues, such as local historical or genealogical societies. These libraries have selected the most important research books and journals in that field, and you might also find books and memoirs of local residents involved in the studies that dont make it into the top searches of Google. Best of all, you may well find a librarian with a voluminous memory. Sadly, many of the public societies are shutting their facilities because of budget cuts- so if you still have one, be sure to visit this fast-disappearing resource. State Offices Many states and provinces have governmental offices where information concerning local aspects of scientific research are stored. State level offices include Natural Resources, History, Archaeology, and Environmental offices. All of these include information that is available to professionals for assistance with their research and might be available to you even if you are not a professional. For example, if you are a working archaeologist in a particular state, you can almost certainly obtain access to the records, articles, reports, artifact collections, and maps kept at the State Archaeologist office; but these are not always open to the general public. It wont hurt to ask, and many of the records will be open to students. The University of Iowa maintains a list of National Association of State Archaeologist Offices. People: Oral History Interviews One often overlooked area of background research is the oral history interview. Find people who know about your topic and go talk to them. By all means, do your background research on the subject before you reach out to your potential contacts. Dont expect them to simply tell you all you need to know about a particular subject: come with some knowledge about the subject and be ready with some pertinent questions. To find people, use your local university again, and see if there is someone in the anthropology (or other) department who knows about or has studied your topic. Reach out to the librarian at the topic library and see if they know of a friendly resource you might chat with. For an archaeological research paper, amateur archaeologists and historians may be excellent sources of information, as might retired archaeologists who have conducted work on a site. Members of the general public who live in the area and long-time museum directors may recall when investigations took place. If you dont have access to the university, use Google Scholar to identify recent research, and then using email, approach the authors for insight.   Who knows? An interview might be the capstone making your research paper the best it can be.

Planning Function of Management Essay Example | Topics and Well Written Essays - 1000 words

Planning Function of Management - Essay Example Introduction Before going to evaluate the planning function of an oilfield company, let us get a better understanding of what planning actually is. Planning is one of the core functions of management. â€Å"Planning involves selecting company goals and department objectives, then finding ways of implementing them† (Hahn, 2011). Proper planning by the managers provides a number of benefits to their organizations, such as, avoidance of confusions, reduction of risks, improved production services, completion of tasks within deadlines, and correct use of all available resources. Let us discuss planning function of management in some detail in order to know the role that it plays in the success of a company 2. Name of the Selected Company The company whose planning function we are going to evaluate is Schlumberger, which is an oilfield company. Employing over 110,000 employees from different parts of the world, Schlumberger is the world’s biggest oilfield services providing company. Schlumberger is a provider of different products and services to the energy sector of different countries. Some of the core business operations of this company include managing geological data, locating hydrocarbons, construction of the wells, drilling, and managing lifecycle of the reservoirs. 3. Planning Function For the managers at Schlumberger, planning holds great importance in all processes of management. â€Å"At this stage, the company is given an objective† (Spindler, 2008). Planning means to recognize organizational goals and to develop proper strategies to meet those goals. Planning not only includes setting goals for the future but also includes development of tactics and strategies to meet those goals. Wijesinghe (2010) states, â€Å"Planning requires administration to assess; where the company is presently set, and where it would be in the upcoming†. Managers at Schlumberger firmly believe that they cannot achieve desired goals without doing prop er planning based on the analysis of facts and figures. Moreover, they also develop separate plans for different business operations. The reason is that every operation has a different set of requirements, so different type of planning needs to be done in the beginning of any specific operation to complete the operation successfully. Rothbauer-Wanish (2009) states, â€Å"Planning may take time in the beginning, but it saves time and reduces difficulties that may occur in the future†. 3.1 Types of Planning For proper planning, managers consider many factors, such as, availability of resources, assessment of organizational environment, future trends of the oil and gas industry, assessment of industrial demands, and proper use of capital. At Schlumberger, managers need to do different types of planning to. Some of those types of planning include marketing planning, construction planning, production planning, and project planning. Marketing planning means to develop appropriate s trategies for the marketing of the company’s products and services. For marketing planning, Schlumberger’s managers consider 4Ps of the marketing mix to develop a proper marketing plan. For construction planning, managers consider different aspects of a project to develop a plan for that project. Some of the major aspects, which managers consider, include site of the project, needs of the client firm, geological survey, and feasibility of the project. Production managers also do proper planning to enhance production services, such as, pipeline process services, well intervention

Appeal letter to the school fees Essay Example | Topics and Well Written Essays - 500 words

Appeal letter to the school fees - Essay Example I am faced with a problem that is becoming a hindrance in my education. Kindly help me with this problem so that I can return to focus on my studies. As stated earlier, I registered in the fall 2010 semester and began my studies. To my misfortune, my family’s business did not recover from a major setback, as it was expected to do so around this time of the year. My father owns his own business that has provided for all my needs in Canada – schooling and living. However, he has been facing some setbacks in it since a year that has led my family to suffer few financial problems. Some ray of hope was expected to emerge in the middle of the past year as my dad had told me that things would be sorted out by then. I registered in the semester with the idea that my family would eventually get back to its original financial position but unfortunately, things did not work out like I wanted them to. I had attended only two weeks of classes when I got the sad news from my father t hat he had tried all possible avenues for the improvement of the business. This news made me realize that my family would not be able to support my studies in the respective semester.

Legal Critique#1 Assignment Example | Topics and Well Written Essays - 500 words

Legal Critique#1 - Assignment Example aking into account federal funds, which the University received for educational necessities, the deaf student was supposed to use the services of sign-language interpreter provided by the University. However, the University refused to satisfy the student’s requirement and, therefore, displayed discriminatory attitude to a person with physical deviation (P#3, C#1, L#11-13). The plaintiff demanded the United States District Court for the Western District of Texas to provide declaratory relief and oblige the respondent to ensure the services of interpreter. The Federal Court granted preliminary injunction, which forced the University to satisfy the plaintiff’s complaint. This decision was made based on the assumption that Walter Camenisch would prevail on merits. Simultaneously, preliminary injunction took place along with the requirement for the plaintiff to post a security bond of $3,000.00 (1981 P#3, C#1, L#31-35). However, the case was forwarded to the Court of Appeals claiming for its mootness caused with the graduation of a student. The Court of Appeals confirmed the preliminary injunction. The University received certiorari (1981, P#3, C#2, L#8-12). But the Supreme Court raised the issue regarding not the question about who should pay for the interpreter, which the Court of Appeals correctly decided to be viewed in a trial on the merits, but whether the District Court exceeded the authority and violated its discretion by granting preliminary relief (1981 P#1, C#2, L#6-7). Considering the chance that the absence of injunction would harm Walter Camenisch, the District Court granted preliminary injunction based on a judgment on the merits. Preliminary evaluation of the merits showed prevalence of the student. In addition, the court ordered the complainant to ensure security bond for protecting the defendant. The University implemented the court’s decision and the student graduated meanwhile the Court of Appeals rejected the mootness of the case stating that

Statement of Career Goals Essay Example | Topics and Well Written Essays - 250 words

Statement of Career Goals - Essay Example I believe this noble phrase is relevant to my case and pursuit of excellence. After my MBA attainment, I still feel incomplete and seek to pursue education to the heights and exhaust management concepts. Besides, I am aware of the increasing dynamism in any social organization hence need to adopt culture of flexibility. In that respect, I strive to take up more courses related to management and grasp ICT concepts which has proved to be instrumental in the contemporary management practices. I strongly believe in ethical practices in line with the requirements of good administration responsibilities. My current enrolment for MPA (Master In Public Administration) graduate program is targeted at strengthening my ability to realize desirable results for any organization and assignment. I strongly believe that blending my theoretical knowledge with practical application in management will bring about the best in me. My central goal is to become an acclaimed public administrator with critical management

Visual Arts Analysis of Madonna and Child Enthroned with Saints Essay

Visual Arts Analysis of Madonna and Child Enthroned with Saints - Essay Example The contour and definitiveness of the black veil which highly contrasts the mild flesh suit of her child indicates how the Madonna, in the simplicity of her aura and strength in character as a mother, manages to secure the innocent even to beyond a physical warm keeping. The delicate treatment given to the shapes, especially of the painting’s chief concerns and the shades cast about the throne seemingly manifest gradual departure from the Byzantine standards so as to entertain a style which takes to greater consideration keen details of human sentiment. This naturalist approach may be observed to have been pioneered by Giotto Di Bondone in the way he worked with colors and symbolic arrangement of figures in space which chiefly acquired a linear perspective to serve his purpose of radiating inner human experience. Such modifications in the convention of Western art can be attributed to the essence of marking a transition from the grieving centuries of the Middle Ages to the muc h sought-after tranquility in the time of Renaissance by which intellectual restoration in arts, sciences, and humanities flourished. Since this period entailed new hopes for the European nations waiting for enlightenment to be ushered back in full measure, Giotto took the opportunity of getting critical attention in his involvement with artistic reformation which may be perceived in most of his murals and frescoes (â€Å"Giotto-The Inventor and Innovator†). The undertones of past suffering during the Dark Ages through the chosen mood of shades and the artist’s strokes of varying sharpness or lightness signify Giotto’s innovative contribution in allowing discernment of certain relevant human emotions flow out of the general impression the enthroned structure makes. It particularly responds to the summon of Renaissance for people to obtain back their religious faith and reverence toward the church and its superior role of resolving medieval lack of spiritual vita lity as one further understands the painter’s idea of substantial expansion when Giotto seated the Madonna and child on the throne for which he provided a generous portion of space which likely represents the continuous sensibility of religion and the adherence to the struggling progress of Christianity. The ‘rebirth of learning’ during the Renaissance period had truly shed light of regaining profound interests in several disciplines, especially in the fields of fine arts and architecture where the beauty of intellect flourished back to heights after the Dark Ages among the European nations. As the increasing pursuit for artistic excellence vividly reflects in the exquisite creations of genius artists like Giotto, others were equivalently inspired to develop art forms based on their revolutionary capacity. The ability to achieve prominence and the desired stimulus in the simplicity of style or in less intricate patterns may have influenced the 15th century contem poraries of Giotto Di Bondone to acquire similar interest of attaining to flexibility of form. As such, the three-dimensional persuasion of Leonardo Da Vinci in ‘The Virgin of the Rocks’, c. 1491-1508, made central the well-lighted faces to locate emphasis upon a sublime moment of holiness and humility in the manner

Evolution in the Workplace Essay Example | Topics and Well Written Essays - 2250 words

Evolution in the Workplace - Essay Example Whether this survival is by natural selection, or by clinging onto Jesus’ teachings, we were still created to rise to the top. But not everyone rises to the top in the same way. Not only do we not rise in the same way, we are not always chosen for the role we want in life. Our behavior seems to dictate who we will hang out with at lunch time during our high school years. We are guided by our behavior which orders us to determine how we will communicate with our professors in order to receive a passing grade in college. Our children learn to sweat talk us with â€Å"good† behavior when they want to go to a party or want us to change our minds about something already predetermined. Our behavior runs the show. The question isn’t whether we are good at convincing one another or choosing the right group of friends to associate ourselves with. The question is how hardwired is human behavior? (Nicholson, 1998, p. 135) Is it in our genes? Is it in our blood? Did God make us a certain way? Did evolution split us in a particular direction? So many questions with such a diverse amount of answers leads some to believe that it is through natural selection that we are able to stand on our own two feet and be successful in life, and in our workplace. But others, still, believe that from day one, we were made to be a certain way. This could be through creation or evolution. Evolution is not the belief that there is no intelligent design. It is the belief that things change and adapt from its particular origin. The origin can be different for each species and not even Charles Darwin claimed to know what the origin was. (Wright, 1994, pp. 1-10) He only claims that things evolve from one point to another. Evolution however, is not just one step and the theory is not as narrow as it may seem. The theory includes six different components which create the theory of evolution in its entirety. The six components are evolution, gradualism, speciation, common ancest ry, natural selection, and nonselective mechanism of evolutionary change. (Coyne, 2009, p. 3) Each of these parts means something important and are directly applied to determining which person is best fit for the job at hand. Evolution itself means that a particular species undergoes genetic change over time. Is this something that occurs in the workplace? Yes! Overtime, people learn how to please their â€Å"boss† or they are not rehired. For the manager, they learn to look for traits that is going to help grow their business, not shrink it. This is where the idea of modern Darwinism comes in. The new fields of science or psychology do not just come about. They evolve, and with its evolution come the ability to choose in a more purposeful way. Choosing who will work for you is so important because you do not want to be stuck with the thought that you will need to â€Å"fire† that person. Gradualism is the idea that it takes many years to produce the product of evoluti on. (Coyne, 2009, p. 4) In the workplace this means two things. The manager or the boss needs to have several bad apples before realizing what he really wants, and, improvement in the workforce comes over time. Competition adds to the search for the new and better improved resources that will help a company grow, and not extinguish itself. Part of this gradualism is allowing time for change. If the boss does not allow time for change, he or she will either not see change, or the change will

Visual Arts Analysis of Madonna and Child Enthroned with Saints Essay

Visual Arts Analysis of Madonna and Child Enthroned with Saints - Essay Example The contour and definitiveness of the black veil which highly contrasts the mild flesh suit of her child indicates how the Madonna, in the simplicity of her aura and strength in character as a mother, manages to secure the innocent even to beyond a physical warm keeping. The delicate treatment given to the shapes, especially of the painting’s chief concerns and the shades cast about the throne seemingly manifest gradual departure from the Byzantine standards so as to entertain a style which takes to greater consideration keen details of human sentiment. This naturalist approach may be observed to have been pioneered by Giotto Di Bondone in the way he worked with colors and symbolic arrangement of figures in space which chiefly acquired a linear perspective to serve his purpose of radiating inner human experience. Such modifications in the convention of Western art can be attributed to the essence of marking a transition from the grieving centuries of the Middle Ages to the muc h sought-after tranquility in the time of Renaissance by which intellectual restoration in arts, sciences, and humanities flourished. Since this period entailed new hopes for the European nations waiting for enlightenment to be ushered back in full measure, Giotto took the opportunity of getting critical attention in his involvement with artistic reformation which may be perceived in most of his murals and frescoes (â€Å"Giotto-The Inventor and Innovator†). The undertones of past suffering during the Dark Ages through the chosen mood of shades and the artist’s strokes of varying sharpness or lightness signify Giotto’s innovative contribution in allowing discernment of certain relevant human emotions flow out of the general impression the enthroned structure makes. It particularly responds to the summon of Renaissance for people to obtain back their religious faith and reverence toward the church and its superior role of resolving medieval lack of spiritual vita lity as one further understands the painter’s idea of substantial expansion when Giotto seated the Madonna and child on the throne for which he provided a generous portion of space which likely represents the continuous sensibility of religion and the adherence to the struggling progress of Christianity. The ‘rebirth of learning’ during the Renaissance period had truly shed light of regaining profound interests in several disciplines, especially in the fields of fine arts and architecture where the beauty of intellect flourished back to heights after the Dark Ages among the European nations. As the increasing pursuit for artistic excellence vividly reflects in the exquisite creations of genius artists like Giotto, others were equivalently inspired to develop art forms based on their revolutionary capacity. The ability to achieve prominence and the desired stimulus in the simplicity of style or in less intricate patterns may have influenced the 15th century contem poraries of Giotto Di Bondone to acquire similar interest of attaining to flexibility of form. As such, the three-dimensional persuasion of Leonardo Da Vinci in ‘The Virgin of the Rocks’, c. 1491-1508, made central the well-lighted faces to locate emphasis upon a sublime moment of holiness and humility in the manner

Teacher’s Day In India Essay Example for Free

Teacher’s Day In India Essay Since times immemorial, Indians have respected and idolized their teachers. Earlier, we used to call our teachers Guru and now its the contemporary Sir or Madam. Nevertheless, the role of teachers has remained the same. They were, are and will continue to be our guiding light, creating conditions conducive to our overall development. We will always be thankful to them for their constructive support. It is as an expression of this gratitude only that we celebrate Teachers Day in India. Teachers Day is a tribute to the hard work and devotion of the teachers all year long, to educate a child. In India, teacher’s day is celebrated on 5th of September every year. Indian Teacher’s Day is dedicated to Dr. Sarvepalli Radhakrishnan, who was a zealous advocate of education and one of the greatest scholars and teachers of all times, apart from being the first Vice President and the second President of India. As a mark of respect to this phenomenal teacher, his birthday came to be observed as Teacher’s Day in the country. On Teachers day, students across India dress up as their teachers and take lectures in classes that are assigned to the teachers they represent. Sometimes, teachers sit in their classes as students, trying to relive the time when they, themselves, were students. Also, functions are organized in schools on the special day, where students present dance performances, dramas, and various other programs to entertain their teachers. This day provides for a healthy interaction between teachers and students as well. Dr. Sarvepalli Radhakrishnan Dr. Sarvepalli Radhakrishnan was one of the most distinguished diplomats, scholars and teachers of India, apart from being the first Vice President and the second President of the country. As a tribute to this great teacher, his birthday is observed as Teachers Day across India.

Reflective Essay On Gaining Management Skills In Nursing Nursing Essay

Reflective Essay On Gaining Management Skills In Nursing Nursing Essay For the last five years, I have been working in the capacity of senior staff nurse in a rehabilitation unit for patients suffering from various forms of mental health conditions. When the ward manager offered me the opportunity to attend a course focusing on management skills, I had mixed feelings. I was pleased to realise that my manager had confidence in me to participate; However, I felt that this would be a challenge. At the same time, I was apprehensive; would I be able to fulfil her expectations? Especially as this course was designed for charge nurses who are expected to take a managerial role. Boud et al (1985) wrote about reflection being a form of response of the learner to experience. Johns (2000) stated through the conflict contradiction, the commitment to realise desirable work and understanding why things are as they are, the practitioner is more empowered to take more appropriate action in the future. From a reflective perspective of my practice, I undertook this study because I wanted to develop my role and felt it would be a good opportunity for me to apply the knowledge gained into my clinical practice. Effective resource management in the health care is paramount as without resources, there would be no health services. Various and appropriate resources are required to function and support the delivery of healthcare. In a practice setting, there is the human resources and non human resources. Human resources are staffà ¢Ã¢â€š ¬Ã¢â€ž ¢s clinical knowledge, their skills and time. This refers to all categories of the workforce within the health care setting. It includes nursing, medical, management, domestic, Occupational therapist, administrators, patients, etc.. Therefore, this includes the skill mix of staff, recruitment and retention. Non human resources are buildings, medication, equipment methods and money. Methods as resources include clinical procedures, policies and training. For money, the resources include the cost of maintaining buildings, equipment, recruiting staff and their salaries and day today running of wards, etc. These resources should be utilized effectively in order to achieve targets at minimal financial cost, in the minimum amount of time and to a high standard. Learning about workforce planning gave me a greater understanding of assessing how many, and what type of staff required, identifying how these staffs will be supplied and deciding how a balance between demand and supply can be achieved. Workforce planning in the NHS is a challenging but an important process. More effective the workforce is ensuring better service for service users. During our study lessons, we have had plenty of opportunities to participate in group work. Within an establishment / ward situation it is important to complete the decision making process as a team. Members should realise if they are to discuss an issue, find possible answers to an issue or make recommendations in order for implementation. There must be an open forum for discussion. Given the above, there is less chance members will waste time dealing with issues beyond their responsibility. Commitment to the decision is important as this will increase the commitment to implementation of the decision. Some of the advantages of group decision making are it allows attempts to persuade and influence others, which could result in achieving high quality results. Because of participants wider knowledge, experience and data collection it could produce more possible solutions. People are more committed to implement what has been discussed and planned if they are included in the discussion a nd the decision making process. Sharing ideas, opinions and options increase the understanding of the situation and commitment to the decision. In group discussions there is opportunity to learn from the other members. The advantage is there can be a tendency for more dominate member to take over and influence others. However, a few of the participants may attempt to appear superior and dominate the group. Especially when there are strong personalities among the group members. Respect differences of opinion (Brounstein,2003; Payne,2001). Also, group members may become more interested in winning rather than investing the best possible option. I have experienced advantages as well as disadvantages during our group work sessions. It felt warm and satisfying to be a part of a group which ensures that everyone has an opportunity to be heard respecting everyoneà ¢Ã¢â€š ¬Ã¢â€ž ¢s idea and values. It was tense and uncomfortable when there are dominators and aggressors; they were interrupti ng others wanting only their ideas to be heard. There are numerous methods by which a group can interact, these be introduced to prevent the discussions being dominated. I have also experienced differences in ideas, which led to feelings of a frustration and an unfriendly atmosphere. When you have a group that works well together as a team, negotiating will become more effective. We should make sure that our negotiations are done in such a way that it flows. The aim is to find an outcome thats acceptable to both parties. To achive this, we need skills such as: Listening, Questioning, reasoning and accepting. There are many ways to show that you are listening to someone. These involve two sets of skills. Non verbal, which relate to what you do and verbal relates to what you say. Non verbal methods include giving the person eye contact, nodding and not looking at your watch or yawning. Verbal ways include letting someone finish what they are saying, and thinking about what they have said rather than about what you are going to say next and responding to their comments. In any negotiation situation, it is important that you should feel comfortable about questioning anything you are unsure of or not happy with. There is no point in taking up a hard and fast position when you go into a negotiating situation. When this happens, both side retreat into their corners, and it becomes difficult to reason. You must be prepared to make some minor adjustments and compromises, as will your negotiating partner to reach a suitable outcome. At the end of a successful negotiation, you should both feel satisfied that you have reached an acceptable decision. You should also both have had an opportunity to express your views, ask questions and work out a reasonable agreement. If one party cannot accept the position, the negotiation should continue. I have also learnt and experienced how important it is to have bargaining skills when you are negotiating between two groups. During our negotiating exercise what we failed to do was to discuss between team members our strongest and weakest arguments and planning the sequences of our arguments. I believe the negotiation process can be summarised as a trading game. There is one way to play the game. That is to trade what we have with what we want. Through this study course, I was expected to learn various topics such as finance/workforce scheduling, report writing/negotiating skills, Recruitment and selection, interview skills, etc. Each lesson I attended was crammed with information. There were a number of skills I learned as part of my coursework, but in addition I learned a lot by going through the process. Reading relevant books and discussing these with my fellow classmates broaden my knowledge and interest in each topic. Looking at sample essays made me realise writing a report requires logical thinking and planning in order to organise oneà ¢Ã¢â€š ¬Ã¢â€ž ¢s ideas carefully and express them accurately. This was a valuable exercise as we write reports daily in our work area. I could use my new found knowledge and skills at work. The day after I learned about negotiating skills, a situation arose at work where the new information I learned assisted me in tackling the situation confidently. The course also helped me to improve my supervision skills in leading the junior members of the team. Many of the lesions stressed group work. This allowed me to work in a team setting confidently and expand my team building skills. I highly value the skills and lessons I have learned from attending this course and would recommend the program to anyone who wants to expand their knowledge and skills. Boud D, Keogh R, Walker D (eds.) (1985) Reflection , turning experience into learning. London. Cogan Page. Brounstein,2003;payne,2001 Nursing Management and Leadership. Ann Marriner Tomer Johns C (2000) Becoming a reflective practitioner. Oxford: Blackwell

Essay --

Input technology †¢ Keyboard †¢ Mouse †¢ Scanner †¢ Touch screen Output technologies †¢ Printer †¢ Speaker †¢ Monitor †¢ Liquid Crystal display (LCD) Communications and Networking technologies †¢ Intranet †¢ Internet Input technology 1. Keyboard ïÆ'Ëœ It is a text base input device that allows the user to input alphabets, numbers and other characters. It consists of a set of keys mounted on a board. ïÆ'Ëœ Allow user to key in data into computer. For example, sales managers key in the amount of food that retailer would like to purchase from our company ïÆ'Ëœ The price of a keyboard is around Rm 30. 2. Mouse ï  ¶ Mouse used to move the cursor on the screen to issue commands and make icon and menu selections. By moving the mouse on a desktop or pad, an icon will display on the screen. ïÆ'Ëœ Company use mouse to click in information or to control information. For example, HR manager can see the working hours of the staff by just clicking into it. ïÆ'Ëœ There are 2 types of mouse in the market, wireless mouse and non wireless mouse. Wireless mouse is using Bluetooth to connect with computer and its cost around Rm70 for a normal wireless mouse. Non wireless mouse connect to computer using wire. It is much cheaper than wireless mouse. With around Rm25, user can get a non wireless mouse. 3. Scanner ïÆ'Ëœ Scanner is an input device used for direct data entry from the source document into the computer system. It converts the document image into digital form so that it can be fed into the computer. Capturing information like this reduces the possibility of errors typically experienced during large data entry. ïÆ'Ëœ To help company’s staff keep document in the computer instead of hardcopy, to prevent lost. Paper w... ...unication and networking technologies 1. Intranet ïÆ'Ëœ A private network work within an organization . Intranet makes company information accessible to employees and facilitate in group. It lets people in the same company to share or provide information to employees. ïÆ'Ëœ Managers can now share business file to other managers. Besides, different department managers use intranet to discuss information. ïÆ'Ëœ To have Intranet, organization only needs to create a company webpage. It is free of change. 2. Internet ïÆ'Ëœ Can mail anywhere in the world in a moment with the fastest mailing service of the world called "email". And transfer files to anywhere in the world. It also helps organization to spread the message quickly. ïÆ'Ëœ HR can select best qualified person for position by searching database of application. . ïÆ'Ëœ There is no change for internet. Essay -- Input technology †¢ Keyboard †¢ Mouse †¢ Scanner †¢ Touch screen Output technologies †¢ Printer †¢ Speaker †¢ Monitor †¢ Liquid Crystal display (LCD) Communications and Networking technologies †¢ Intranet †¢ Internet Input technology 1. Keyboard ïÆ'Ëœ It is a text base input device that allows the user to input alphabets, numbers and other characters. It consists of a set of keys mounted on a board. ïÆ'Ëœ Allow user to key in data into computer. For example, sales managers key in the amount of food that retailer would like to purchase from our company ïÆ'Ëœ The price of a keyboard is around Rm 30. 2. Mouse ï  ¶ Mouse used to move the cursor on the screen to issue commands and make icon and menu selections. By moving the mouse on a desktop or pad, an icon will display on the screen. ïÆ'Ëœ Company use mouse to click in information or to control information. For example, HR manager can see the working hours of the staff by just clicking into it. ïÆ'Ëœ There are 2 types of mouse in the market, wireless mouse and non wireless mouse. Wireless mouse is using Bluetooth to connect with computer and its cost around Rm70 for a normal wireless mouse. Non wireless mouse connect to computer using wire. It is much cheaper than wireless mouse. With around Rm25, user can get a non wireless mouse. 3. Scanner ïÆ'Ëœ Scanner is an input device used for direct data entry from the source document into the computer system. It converts the document image into digital form so that it can be fed into the computer. Capturing information like this reduces the possibility of errors typically experienced during large data entry. ïÆ'Ëœ To help company’s staff keep document in the computer instead of hardcopy, to prevent lost. Paper w... ...unication and networking technologies 1. Intranet ïÆ'Ëœ A private network work within an organization . Intranet makes company information accessible to employees and facilitate in group. It lets people in the same company to share or provide information to employees. ïÆ'Ëœ Managers can now share business file to other managers. Besides, different department managers use intranet to discuss information. ïÆ'Ëœ To have Intranet, organization only needs to create a company webpage. It is free of change. 2. Internet ïÆ'Ëœ Can mail anywhere in the world in a moment with the fastest mailing service of the world called "email". And transfer files to anywhere in the world. It also helps organization to spread the message quickly. ïÆ'Ëœ HR can select best qualified person for position by searching database of application. . ïÆ'Ëœ There is no change for internet.

Tibetan Culture and Art :: essays research papers

Tibetan Culture and Art Tibetan culture and art possess a history of more than 5,000 years, and the Tibetan Buddhism has had the greatest influence on this culture. The development of Tibetan culture and art proceeded through four stages: prehistoric civilization before the 7th century; cultural stability during the Tubo Kingdom; high development during the Yuan Dynasty; and the height of cultural achievement attained during the Qing Dynasty. The prehistoric stage includes all development from the ancient civilization that appeared during the New Stone Age some 5,000 years ago to the founding of the Tubo Kingdom in the 7th century. A salient feature of this civilization is the founding and development of the Bon, an animist religion. Findings from the ruins of the Karub New Stone Age Site in Qamdo and rock paintings found in Ngari, which have been dated from all periods from the late Old Stone Age to the Tubo Kingdom in the 7th century, all display a concentrated expression of the achievements of prehistoric civilization and reveal the budding of prehistoric art. The Tubo Kingdom in the 7th century was an important period which witnessed the creation of Tibetan writing and the spread into Tibet of Buddhism from India and China's Tang Dynasty. Collusion and mutual assimilation of different cultures and arts constituted a major feature of this period. Cultural and artistic achievements made during this period of time include the Jokhang, Ramoche, Changzhug and Samye monasteries. These monasteries are a combination of architecture, paintings and sculptures, the styles of which were disseminated in accordance with the world model of Buddhism. The major architectural features of these monasteries were built using a style unique to Tibet, and also incorporating influences from India and the Central Plains of the Tang Dynasty. A unique culture was thus created and firmly planted in the soil of Tibet. During the Yuan Dynasty (1271-1368), the culture and art of Tibetan Buddhism developed rapidly. Tibet's first encyclopedia-like catalogue on Gangyur and Dangyur of Tibetan Tripitaka was compiled; Buddhist masters who played key roles in the development of Tibetan culture and art, including Sagya Pandit Gonggar Gyaincain, Purdain Rinqenzhub and Zongkapa, emerged. Works of historical significance created during this period of time include the History on Buddhism by Purdain, the Green Annals, the Red Annals, the New Red Annals and the Records on Five Sutras in Tibet. There was an exuberance of literary works, including mottos, philosophic poems, fables and stories.

Cipd Level 3 4dep Avtivity 1 Essay

Activity 1 The CIPD HR Profession Map (HRPM) is a tool to assist HR practioners to assess what level they are working at â€Å"from band 1 at the start of an HR career through to band 4 for the most senior leaders† and to explore ways to develop their competencies to transition to the next level. The HRPM is divided into two groups – 10 professional areas and 8 behaviours – see the diagram below. The professional areas and behaviours are summarised below: Professional Areas| Strategies, Insights and Solutions| the HR practioner needs to have a deep understanding and insight of strategies and business activities. â€Å"This understanding – and resulting insights – allows us to create prioritised and situational HR strategies that make the most difference and build a compelling case for change†.| | Leading HR| describes how an HR professional must be able to lead themselves, others and activities to contribute to the overall business activities| | Service and delivery information| ensures that the delivery of HR services is accurate, timely and within budget| | Employee engagement| analyses the employee’s experience and creates opportunities for employee engagement which will have a beneficial effect on productivity, absenteeism, retention etc| | Employee relations| manages all relations with employees according to the organisations policies and procedures which are underpinned by relevant employment law | | Learning and talent development| aims to ensure that the workforce has the necessary skills to meet the short, medium and long term goals of the organisation| | Organisation design| ensures that the organisation is appropriately designed to deliver organisation objectives in the short and long-term and that structural change is effectively managed| | Organisation development| develops an organisation can develop its values and behaviours to match its culture and philosophy| | Performance and reward| ensure that reward packages, such as pension, bonuses etc maximise performance and retention within the workforce | | Resourcing and talent planning| provide a framework to recruit key people within legal parameters, and identify and develops high performers within an organisation | Behaviours| Curious| has an enquiring mind and looks for learning opportunities, both internally and  externally and who often asks for feedback on their performance| | Decisive thinker| is able to use pre vious experiences combined with current data and information, to make well measured discussions without always having to refer to a colleague or manager for advice| | Skilled influencer| influences across the organisation and its stakeholders â€Å"by using logical persuasion, backed by evidence to support their opinion or proposal†| | Personally credible| offers reliable and accurate advice and can remain impartial in sensitive situations| | Collaborative| works effectively on cross departmental and organisational projects, and readily shares knowledge and experiences to benefit the organisation| | Driven to deliver| consistently deliver objectives, within deadlines eg time and financial restraints| | Courage to challenge| Has the confidence to have courageous conversations when needed to challenge attitudes, behaviours and decisions| | Role model| recognises the values and behaviours of the organisation and encourages others to act within these standards| The activities and knowledge specified in the HR Profession Map for employee relations at Band 1 include: * â€Å"Monitor team performance against plans, recommending areas for improvement * Co-ordinate policy with others in the wider HR team, sharing ideas and best practices * Maintain relevant ER documentation, ensuring all contractual/legal documents are kept up to date and in line with current legislation * Implement guidelines on ER issues, ensuring that staff and managers receive updated policies and procedures * Inform and advise managers and staff about employee relations policies and practices * Give accurate and appropriate advice, training and support to managers who are managing difference and fair access to opportunities * Provide information to support managers who are resolving employee relation issues * Support managers in investigating and resolving employee relation issues, keeping accurate and appropriate records * Provide ad hoc reporting and trend analysis on ER issues * Manage and facilitate conflict situations to achieve consensus legally and ethically * Lead key negotiations with trade unions, works councils, employee forums, and so on, on a range of labour issues * Keep accurate records on health and safety compliance requirements† In my current role, employee relations plays a vital part of my roles and responsibilities,  particularly maintaining ER documentation to ensure compliance with employment law. Recently an ex-employee decided to challenge a decision about pay by means of an employment tribunal, so having the relevant ER documentation was imperative to defending the claim. Another key area is providing ad hoc and trend analysis on ER issues such as Bradford Factor reports to help Line Managers meet objectives for absence management targets. 788 words Bibliography Chartered Institute for Personnel and Development MEINTJES, R-S. (2010) Develop the Powers of Persuasion People Management ——————————————– [ 1 ]. CIPD HR Profession Map

Social Class in to Kill a Mockingbird

There are many different social classes in â€Å"To Kill A Mockingbird. † The factors that separate people into these social classes are their skin color and their occupation. For example, Atticus, Scout, and Jem are part of the highest social class. They are part of this social class because Atticus is a lawyer, which makes him a highly respected person in the community. He is also white, which, at that time was a very important factor that chose who belonged in what social class. Scout and Jem are his children and therefore are also part of this social class. Another person in this same social class is Miss Maudie Atkinson.She grew up with the Finch’s and is an old friend of theirs. She is now Atticus’s neighbor and is loved by his children. Aunt Alexandra is also part if this because she is known as the â€Å"perfect example of what a southern lady should act like. † She is part of the Finch’s family and is highly respected by the community. One of the very important rules of belonging in this social class is to treat white people with lesser status kindly. It is an unwritten rule that white people with a higher social class than other white people must be hospitable and treat them with respect.An example of this is when Walter Cunningham is invited by Jem to come over for dinner. When Scout notices Walter using a lot of gravy during dinner she is rude to him and as a result is punished by Calpurnia. The reason for this is because Walter is of a lower class and was invited to eat with Atticus and his family. As a result, it is rude not to let him do and eat what he wants to. An example of a person who is in the next social class is Mrs. DuBose. She is a nasty women and one of the factors that hints that she is not part of the higher social class is the way she talks to her community members.She is supposed to be kind and respectful to the white people of Maycomb, like Jem. Even though she is nice to Atticus, she talks badly about him behind his back. That is not a quality that a person of a high status would have. Therefore, she isn’t part of that social class. The next social class is the poor, yet respectable white people. The Cunningham’s are in this class because even though they are poor, they manage to live their life by borrowing money and paying back the money borrowed with items from the farm instead of money. Under them are theEwell’s, who are poor and disgusting. They are completely rude and so are their children, but they are still in a higher social class than black people since they are white. The next social class is wealthy or middle-class black people. Calpurnia is a part of this class and only is for the reason that she is black. She has all the qualities of a good southern lady, and has perfect manners. She is respected and in good relations with the Finch family. Calpurnia would be in the same social class as Atticus Finch if she weren’t black. Another p erson who is in this class is Reverend Sykes.He met Jem and Scout in church and showed how much he respected them and their father for defending the Tom Robinson case. He welcomed them and was very friendly, therefore in the same class as Calpurnia. The last social class is the poor and black people. Lula is in this social class. She is disgraceful to the black people and her motto is that the black people should stick to own community and the white should stay with there’s. She was harsh and shallow to someone who is of her kind (Calpurnia) and she was harsh to two innocent kids just because they are white. There is a very interesting relationship between the white people and black.The majority of the black people is more mature and has much more class. They accept themselves and their status. They accept how they don’t get credit for all their work. They accept always having the worse of things, like the First Purchase church, which is a very beaten down church. They accept not getting an education with barely any complaints. No matter how much they tolerate, the white people cannot stand them at all and are so afraid of the truth because it means going against a white person’s word. The fact that white people don’t treat white people equally contributes greatly to the way the social classes are separated.