Ambrose Bierce the Man and the Snake - 3060 Words

Ambrose Bierce The Man and the Snake Ambrose Gwinnett Bierce (June 24, 1842– after December 26, 1913) was an American editorialist, journalist, short story writer, fabulist and satirist. Today, he is best known for his short story, An Occurrence at Owl Creek Bridge and his satirical lexicon, The Devils Dictionary. The sardonic view of human nature that informed his work – along with his vehemence as a critic, with his motto nothing matters – earned him the nickname Bitter Bierce. Despite his reputation as a searing critic, however, Bierce was known to encourage younger writers, including poet George Sterling and fiction writer W. C. Morrow. Bierce employed a distinctive style of writing, especially in his stories. This style often†¦show more content†¦Druring, the distinguished scientist. Dr. Drurings house, a large, old-fashioned one in what was now an obscure quarter of the city, had an outer and visible aspect of reserve. It plainly would not associate with the contiguous elements of its altered environment, and appeared to have developed some of the eccentricities which come of isolation. One of these was a wing, conspicuously irrelevant in point of architecture, and no less rebellious in the matter of purpose; for it was a combination of laboratory, menagerie, and museum. It was here that the doctor indulged the scientific side of his nature in the study of such forms of animal life as engaged his interest and comforted his taste--which, it must be confessed, ran rather to the lower forms. For one of the higher types nimbly and sweetly to recommend itself unto his gentle senses, it had at least to retain certain rudimentary characteristics allying it to such dragons of the prime as toads and snakes. His scientific sympathies were distinctly reptilian; he loved natures vulgarians and described himself as the Zola of zoology. His wife and daughters, not having the advantage to share his enlightened curiosity regarding the works and ways of our ill-starred fellow-cr eatures, were, with needless austerity, excluded from what heShow MoreRelatedPyschoanalytic Personalities Essay Notes9106 Words   |  37 Pageswith reserve or even distaste when he exhibits his overbearing attitude. This rejection in turn might increase his inner feelings of worthlessness, leading to even more aggressive compensation—and a maddening spiral has begun. As the satirist Ambrose Bierce put it in The Devil’s Dictionary (1911), an egotist is â€Å"A person of low taste, more interested in himself than in me.† The Evolution of Adler’s Theory Adler’s theory underwent a series of changes as his thoughts about human motivations changedRead MoreLogical Reasoning189930 Words   |  760 Pages.............................................................................................. 248 Fallacy of Circular Reasoning........................................................................................................... 250 Straw Man Fallacy.............................................................................................................................. 251 False Dilemma Fallacy........................................................................................

The Graphic Memoir Persepolis by Marjane Satrapi - 546 Words

It did not take me very long to get through the graphic memoir, Persepolis not only because it is a sort of comic book, but because I could not put it down. I chose to read the interview between Robert Root and Marjane Satrapi instead of the TED talk because I love the raw dialogue between the two. Through this interview, Satrapi’s strong independence and blunt words ring through loud and clear just as her character in Persepolis. I find her honesty very refreshing, â€Å"I have always said, even verbally, orally, that I was nasty. I am very much a fan of imperfection, actually. This idea of perfection-I think really, it’s the beginning of the fascism, this idea of perfection†. The woman being interview is very much the young girl that hit her principal then said, oopsy, â€Å"I didn’t mean it!† I can honestly say, that this graphic memoir opened my eyes to the female perspective in Iran during the time of the Shah to the revolution and beyond. Before reading Persepolis, I had a single worldview of the Middle East. I thought that women would be treated the same way in most countries-as unequal to a man as it can get. I pictured women unable to have respectable jobs and never being able to show much more skin than their hands and face. When Satrapi says, â€Å"The basic culture is not that the woman is nothing—Iran is not Saudi Arabia—the women, they are educated, they are cultivated, they work. You have women that are judges, they are doctors, they are journalists, they work.Show MoreRelatedPoint Of View In Persepolis By Marjane Satrapi1498 Words   |  6 Pagescharacter development and the emotional impact of a piece of writing. Marjane Satrapi utilizes the impact that point of view has in her graphic novel Persepolis. The story, which is written as a memoir, includes Marjane herself in the images, which makes the text seem to be told from more of a limited third person point of view, while the narration of the story is told in the first person. By including herself in the images, Satrapi is better able to explain to the reader exactly what she went throughRead MorePersepolis: A Script on the Iran War Essay930 Words   |  4 Pages Persepolis is a graphic memoir of Marjane Satrapi. The book has received multiple accolades and citations for its realistic and well-written script as well as its commitment against totalitarianism. Satrapi writes (and draws) of her life during the war between Iran and Iraq. It has both literal and symbolic meanings hidden among the drawings, as it also shows the hardships she faced in other countries and even, at times, in her home country of Iran. It helps to show the past and somewhat presentRead MoreMarjane Satrapi s Persepolis 1646 Words   |  7 Pages Marjane Satrapi’s graphic no vel Persepolis is an expressive memoir of her growing up in Iran during the Islamic Revolution, the fall of the Shah’s regime and the Iran-Iraq War. Unlike conventional memoirs, she uses the black-and-white comic book form to find her identity through politics and her personal experiences in Iran and it has become effective and relevant in today’s society because she is a normal person that has had to live through extreme circumstances. Marjane has contributed to a wholeRead MoreAnalysis Of Khaled Hosseini s A Thousand Splendid Suns 1657 Words   |  7 PagesHosseini and Marjane Satrapi know that there is more to the Middle East than terrorism. Khaled Hosseini demonstrates his understanding of Afghanistan through Mariam’s and Laila’s lives in A Thousand Splendid Suns. Hosseini begins their tale during the Soviet Invasion of Afghanistan in the 1970’s and ties it off during the post-Taliban reconstruction of the early 2000’s. Hosseini himsel f was born in Kabul, Afghanistan and is a U.S. envoy to the United Nations Refugee Agency (UNHCR). Marjane Satrapi demonstratesRead MoreMarjane Satrapi s Depictions Of How She Lost Her Innocence1613 Words   |  7 Pages Marjane Satrapi’s Depictions of How She Lost Her Innocence Persepolis by Marjane Satrapi is a graphic memoir in which she shares her experiences growing up in Iran through her illustrations and captions. The majority of the memoir consists of Satrapi s childhood being spent observing the overthrowing of the Shah’s regime, the triumph of the Islamic Revolution, and the disastrous effects of the war with Iraq. She later spends her years in Vienna, but eventually, returns to her homeland as an adultRead MorePersepolis Reflection Paper1578 Words   |  7 Pagesregarding Persepolis by Marjane Satrapi the class discussed many topics. As a group, we began by talking about the genre of the graphic novel. The artistic style and technique used by Satrapi was addressed specifically. I mentioned that I appreciated the mono color, by using black and white it effected the readers by making the text more serious. Another comment was added; the use of minimal color was effective. Another main topic discussed was the characterization of Marjane Sat rapi. One classmateRead MoreWhy Marjane Satrapi Graphic Form1803 Words   |  8 PagesWhy Marjane Satrapi chose to tell her story Persepolis in the graphic form The graphic novel Persepolis by Marjane Satrapi was written in the graphic medium to appeal to a wider audience. Literary critic, Manuela Constantino, proposes that â€Å"the combination of a visual representation and a child’s point of view makes the story easily accessible and therefore attracts a wide range of readers.† (Constantino, 2008: 2) Another plausible reason for Satrapis choice to do the novel in this medium is theRead More Marjane Satrapis Persepolis3668 Words   |  15 Pagesthe sudden transition. As a member of the Iranian diaspora, Marjane Satrapi endured many hardships in her efforts to transition from Middle Eastern culture to a more modernist Western culture. Her series of graphic novel memoirs, Persepolis, depict her childhood growing up in Iran during both the Islamic Revolution and the Iran- Iraq War, and moving to Austria as one of many emigrants of Iran at the time. Marjane Satrapis memoir is just one example of an exile bearing the burden of memoryRead MorePersepolis : An Autobiographical Graphic Novel987 Words   |  4 PagesPersepolis is an autobiographical graphic novel by Iranian born author Marjane Satrapi. It is the story of her life leading up to, and during the Iranian revolution. In the novel, Satrapi quickly addresses an existential question, that of world justice. Even at the young age of six, she puts forward the notion that she would become a prophet, which is her way of countering the injustices that she sees as inherent in her world. This particular question is one that has stymied mankind from the beginningRead MoreAnalysis Of Marjane Satrapi s Persepolis Essay1300 Words   |  6 Pagesare not the villains the media shows. There are people in Iran that believe we have irrational thoughts about their country, and believe their country is not what we think it is. In Persepolis, Marjane Satrapi discusses life in Iran because she wants people to know that there are good people living in it. Satrapi feels her entire nation should not be viewed solely on the fact of its past extreme actions. She feels like since she was a child other countries deem the whole Iranian population as terrorists

12 Angry Men free essay sample

Also, in the story, the judge seems quite a bit more serious about making the jurors really think about what is going on and having them be conscience about the fact that if there is at all any doubt then they will have to vote ‘not guilty. ’ In the movie, the judge plainly says you, jurors, have to think about how the actions you take are going to affect the defendant. During deliberation there are multiple occasions where there are similarities between the story and the movie. One occasion, how the juror members are sitting around the table in order. Another, how #3 is still a sadist. Also, juror #7 is very obnoxious and wants to leave early because he has places to go. The jurors’ votes are the same in the book and the movie. The first, second, third, and fourth vote remain the same throughout both of them. Another similarity is how the jurors think that #3 is ignorant due to the fact that he is a sadist and only wants to convict the boy of his charge so the boy can suffer. Rose endorses the 8th Juror’s ability to see things from many perspectives and condemns the 3rd and 10th Juror’s inability to do so. This reveals the significance of looking at the evidence from a variety of perspectives in order to create a just verdict. From the outset of the play, the 8th Juror exemplifies seeing things from more than one perspective by voting â€Å"not guilty† against the crowd. Many of the jury members in the case believe that the trial is â€Å"obvious† and does not need much discussion. However the 8th Juror believes in civic responsibility and the defendant’s right to a fair trial. He doesn’t necessarily believe that the defendant is â€Å"innocent†, however he understands the seriousness of the case and finds it difficult â€Å"to send a boy off to die without talking about it first. † Instead, the 8th Juror puts himself in position of the accused and imagines that he is the one on trial. This is why he decides to vote against the crowd and vote â€Å"not guilty†. The 8th Juror becomes a voice for Rose, reinforcing the need for reason and rationality during the initial vote. He insists that the jurors need to consider the case in depth and look at it from many ways, including the defendant’s perspective . Rose therefore reinforces the idea that by giving the boy a chance and looking at the case from different perspectives this gives the defendant a better chance in gaining an impartial hearing which is of prime importance. The 8th Juror sees the situation from the defendants perspective and presented by witnesses testimonies also looks at the evidence and the facts presented by the witness testimonies of the case from many perspectives. The 8th Juror actively questions what constitutes a ‘fact’ when examining the evidence. He does this by looking at each aspect of the evidence provided and considering alternative options to the explanations given in court. When the defendant is unable to remember what movie he had seen the 8th Juror suggests that the may not have been able to remember minor details after such â€Å"an upsetting experience†¦ as being struck in the face by [his] father†. He also questions the old man’s testimony. While many of the jurors believe the old man’s testimony is â€Å"unshakeable† Rose challenges the idea there is a lot of â€Å"circumstantial evidence† yet no concrete facts. Therefore he encourages the jurors to look from different perspectives at the witness testimonies, not just accept what they hear as being true. Many of the eyewitnesses may have been fallible and therefore should be subject to the same questioning as the defendant in order to have a fair trial. Therefore Rose stresses the importance of seeing things from more than one perspective. In contrast, Rose presents Juror 3 and 10 as negative characters because of their narrow-mindedness. In juxtaposition to Juror 8 are the antagonists of the play, Juror 3 and 10- whose narrow mindedness means they cannot see the evidence from any other perspective than their own. Both of them depict a form of prejudice which obscures them from seeing the truth. The 3rd Juror has a broken relationship with his estranged son, while the 10th Juror is deeply bigoted and racist. This view consequently impacts on their ability to make rational decisions or consider other viewpoints. They believe that â€Å"the boy is guilty, period† and that there are no other possible explanations. This is evinced when the 3rd Juror discredits the 8th Juror’s opinion by saying â€Å"We’re trying to put a guilty man in the chair where he belongs and all of a sudden somebody’s telling us fairy tales- and we’re listening. † Rose portrays these two characters to be violent and irrational to convey to the audience their negative qualities. He illustrates that these jurors miss out on information if they do not consider alternative ideas and if it was up to them the boy would be sent to the death penalty within 5 minutes of the trial. Hence, Rose believes that the evidence needs to be discussed with many perspectives to eliminate possible injustices. Overall, Rose highlights the importance of seeing things from more than one perspective. He reveals that an integral part in determining a just verdict having an open mind and discussing all the evidence in court. He represents this through the 8th Juror who stands against the rest of the jurors to vote â€Å"not guilty† and considers alternative explanations to the evidence given in court. This includes the old man’s testimony and the defendant forgetting the movie. Juxtaposing this is the 3rd and 10th Jurors who become antagonists because of their inability to see the evidence from other perspectives than their own. Therefore, Reginald Rose demonstrates in his play the significance of viewing evidence from different perspectives in order to overcome injustice.

Of Mice And Men Meaning Essays - English-language Films,

Of Mice And Men Meaning The fact that Curley's wife is not given a name foreshadows her own isolation. In fact, probably reason why she is not given a name, is because she is totally hidden from the world and nobody knows her as anyone else. She is always referred to as Curley's wife, a ghost to the world. This emphasizes her complete isolation form the rest of the characters in the novel. She is a character without sympathy, but she can be vicious. She is a victim of an empty life, and a meaningless one. Meaningless due to the fact that she discovers that her husband "ain't a nice fella," and that there is no one to care for her. She has wonderful dreams of being a Hollywood star, but all her dreams are crushed by the insensitivity towards her shown by the other characters. She is forever isolated on a ranch with a "bunch of bindle bums," to live out her days as a slave to loneliness. However, her loneliness and boredom lead her to discover that Lennie is the one responsible that broke Curley's hand. She approaches Lennie several times, and Lennie tries to avoid her, but later sympathizes with her over the loss of his pup. At which point a terrible coincidence appears. They both like soft things; this is when Lennie is invited to feel how soft her hair is. This invitation seals the fate of a lonely girl's soul to an early death. Now the novel takes a step toward a tragedy. With the killing of Curley's wife, Lennie has signed his own death warrant. At the end of the novel, loneliness is displayed one last time. I believe, now that Lennie is gone; George is doomed to suffer the same fate as Curley's wife. A life of complete isolation, both from his new friends and the world. George will disappear, just as his dream of his own ranch did when Lennie was killed.

Whole Food Market

Whole Food Market Introduction Nadler and Tushman (1980) developed a model of change describing how the components of an organization interact with each other. In essence, they established that there are several key components of an organization including, individuals, tasks, and organizational processes. In addition, it was found that these components affect each other so that a change in one of the aspects affects another one.Advertising We will write a custom assessment sample on Whole Food Market specifically for you for only $16.05 $11/page Learn More Importantly, it is evident that the congruence model discuss the transformation of inputs into the outputs. Inputs could include factors such as competition, finances, and human resources while the outputs include the products as well as the services provided by the organization. This paper will focus on three critical aspects of this congruence models while analyzing the Whole Food Market as an organization. These aspects include outputs at organizational level, the groups identified by the organization during its operations, and key individual functions of the people who might be involved in the process of production. Outputs at Organizational Level In regard to the outputs at the organizational level, Naldler and Tushman (1980) suggested that the products and services provided by the company are the most pertinent aspects. Essentially, Whole Food Market produces food for human consumption in various geographical locations that include United Kingdom and USA among others. In addition, the company sought to produce body care products such as lotions following the rising demand for these products in the modern society. When it comes to the classification of these products, there are three pertinent categories that include organic foods, beverages, as well as body care products in general. The company understands that food should not only sustain physical satisfaction and tastes, but also the health of the consumers. As a result, the management sought to produce organic food since they reduce the risk of ill health among the consumers. This reduction is facilitated by the methods used during the production of the organic foods. For example, organic farmers do not use the pesticides which have been proven to contain harmful chemical that can be taken up by the body. Some of these organic foods include frozen products, pantry staples, snacks, and supplements among others. When it comes to beverages, there are various products, including organic orange juice, rice milk, and coffee among others.Advertising Looking for assessment on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The body care products also form a crucial part of the products provided to the customers by the Whole Food Market. These products include lotions, shampoo, conditioners, and soaps used for cleaning as well as bathing. The performance of these products is presented in terms of financial profitability in order to determine their solvency. However, it is evident that the company does not present the respective profits for each of the products. Instead, it provides the overall profitability margins for the company. Although the margins are generalized, it is obvious that the recorded profits accrue from the sales of the foods, beverages and body care products. Figure 1: The Whole Food Market returns (Pollan, 2008). From the image presented, it is evident that the pertinent aspects used to determine the performance of the products and services include gross, EBIT, operation, EBITDA and net profit margins. Further, the company makes estimates regarding the expected profits in the subsequent years using the data obtained for the previous years. Outputs Group Level Suppliers In accordance to the demand for their products, Whole Food Market has identified suppliers who provide them with raw material for the production of b everages, foods and body care products. Understandably, food and beverages are the most crucial part of their production process. As a result, they have identified local farmers who provide the raw foods that are then used for the production.Advertising We will write a custom assessment sample on Whole Food Market specifically for you for only $16.05 $11/page Learn More When identifying the farmers, they consider the needs of the consumers’ needs in order to determine the appropriate suppliers. In this regard, the company has identified the organic farmers since they need to provide healthy food to the consumers (Mackey Sisodia, 2013). In essence, the selection of these suppliers is based on whether the involved farmers can provide the needed quality in line with sustainable agriculture. Employees In relation to employees, there are both the managerial and technical employees who have been hired to oversee the running of the company and provide the required skills of production respectively. The managers have a responsibility to offer the required leadership and ensuring order in the organization. In addition, they are mandated to recruit the technical employees whereby they are expected to ensure that each of them has the required skills in relation to the field of employment. As a result, the company is capable of maintaining high standard of production and desirable quality of the foods. The performance of these managers is measured according to the performance of their departments. For example, the HR managers are evaluated in accordance to how they coordinate the workers and tap human skills. Failure to incorporate the necessary human resource is termed as underperformance. For the technical employees, their performance is evaluated in accordance to how they adhere to the regulation and standards set by the management. Accordingly, employees who do not abide by these standards and regulations are underperformers. Geograph ical Regions The company recognizes the geographical groups by operating in twelve different locations. In this regard, each of the regions has a president, the administrative team and the people mandated to oversee the store. These geographical groups have been set to decentralize the services and make sure that the company is capable of reaching as many people as possible and make good financial profits. Key Individual Functions There are various individual functions that are identified in the entire organizational setup. The roles of the president are some of the most conspicuous individual functions within the organization’s structure.Advertising Looking for assessment on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More First, the CEO has individual functions since he is the founder of the company. He offers the leadership of the entire company for all the geographical regions in which the company operates. All the presidents report to the chief executive officer regarding the performance of their respective areas. In essence, he is an executive player mandated to make critical decisions such as investments. Second, there are presidents appointed for each of the geographical regions, and mandated to oversee the setting of the annual budget, authorize expenditure, and coordinate the administrative team. The individual function of the president can be considered as a crucial role since the entire chain of command executes the orders and decisions made by this office. In addition, they are the mediators between the executive arms of the company and the employees in the lower levels of operation. Chief Operating officer is another individual function which is set to oversee the daily processes of the c ompany. These operations include the supply of raw materials and distribution among other. The officer is crucial in the chain of command due to the mandate of reporting to the president regarding any unfolding within the organizational processes of production. The organization has incorporated a chief financial officer who advises the president concerning critical decisions. In this regard, the financial officer has the professional knowledge that enables to determine the financial implication of decisions. As a result, the president and CEO must consult with the officer before taking any step so as to evaluate the effects of their decisions before implementation. Another individual function found within the company is executed by the Growth and Development officer. The officer is mandated to develop new products and come up with new ways of manufacturing them. In this regard, the officer must initiate research in order to determine the changing needs to the consumers and hence pro vide the required products. This undertaking ensures that the company expands the market while maintaining the original customers. Conclusion in Terms of Interacting Outputs The individual functions of the CEO, presidents, and the various officers revolve around monitoring the operation of the mentioned groups. As a result, it is evident that there is congruence between the individual functions and the groups. In turn, the groups provide the required raw materials and also offer the needed skills for production of the foods and beverage. Owing to the regulations and standards set by the executive arms, the groups are capable of maintaining the quality of the products. Consequently, the profitability of the products is ensured since the customers get the needed quality. References Mackey, J., Sisodia, R. (2013). Conscious capitalism: liberating the heroic spirit of business. Boston, Mass.: Harvard Business Review Press. Nadler, D., Tushman, M. (1980). A Model for Diagnosing Organiz ational Behavior. Organizational Dynamics, 9(2), 35-51. Pollan, M. (2008). In defense of Whole Food Market: an eaters manifesto. New York: Penguin Press.

How to Write a Great Process Essay

How to Write a Great Process Essay How-to essays, also known as process essays, are much like recipes; they provide instruction for carrying out a procedure or task. You can write a how-to essay about any procedure that you find interesting, just as long as your topic fits the teachers assignment. Steps for Writing a Process Essay The first step in writing your how-to essay is brainstorming. Here are tips to help you brainstorm: Draw a line down the middle of a sheet of paper to make two columns. Label one column materials and the other column steps.Next, begin to empty your brain. Write down every item, and every step you can think of that will be needed to carry out your task. Dont worry about trying to keep things in order yet. Just empty your head.Once youve noted every fact you can think of, start to number your steps on your brainstorming page. Just jot a number beside each item/step. You may need to erase and scribble a few times to get the order right. Its not a neat process.Your next job is to write an outline. Your essay could contain a numbered list (like you are reading now), or it could be written as a standard narrative essay. If you are instructed to write a step-by-step without using numbers, your essay should contain all the elements of any other essay assignment: an introductory paragraph, a body, and a conclusion. The difference is that your introduction will explain why your topic is impo rtant or relevant. For example, your paper about How to Wash a Dog would explain that dog hygiene is important for your pets good health. Your first body paragraph should contain a list of necessary materials. For example: The equipment you will need depends somewhat on the size of your dog. At the very minimum, you will need dog shampoo, a large towel, and a container large enough to hold your dog. And, of course, you will need a dog.The next paragraphs should contain instructions for following steps in your process, as enumerated in your outline.Your summary explains how your task or process should turn out if it is done correctly. It may also be appropriate to re-state the importance of your topic. Topics to Write About You may believe that you are not expert enough to write a process essay. Not true at all! There are many processes that you go through every day that you can write about. The real goal in this type of assignment is to show that you can write a well-organized essay. Read over the suggested topics below for a little inspiration: How to Make a Perfect Paper AirplaneHow to Dye Your HairHow to Wear MakeupHow to Survive a Weekend With FamilyHow to Play Basketball The topics are endless!

Philosophy - Categorical Imperative Essay Example | Topics and Well Written Essays - 500 words

Philosophy - Categorical Imperative - Essay Example So what is a ‘mere’ means? Is there a line, and when might we cross that line between a ‘legitimate’ means and ‘mere’ means? Let’s consider the workplace. It is quite clear that slavery is using someone as a mere means. Holding someone captive and working to another’s ends is certainly using him or her as a mere means. Slavery is one extreme. One might say that at the other extreme is the self-employed person who determines his or her own ends and purposes, who decides when and how much to work and at what projects. In between these two extremes are a vast number of different types of work situations. Kant says we use people as ‘mere’ means when we determine their ends and purposes for them. Would involving the worker more in the decision-making process of work transform using them as a ‘mere’ means to using them as a ‘legitimate’ means? Have you ever worked or are you working now for minimum wage? At the time of this writing, minimum wage in America is about $5.35 per hour, in other words, $856 per month, and $9844 per year (with small variations in some states). Is the kind of life the wage could provide for the worker a relevant matter in determining a case of ‘mere’ means? Does raising someone’s salary or giving them a Christmas bonus transform using them as a ‘mere’ means into using them as a ‘legitimate’ means? If yes, is there a salary level at which this transformation takes place? Think about the working conditions for many people earning a wage. It seems that some of the most repugnant jobs are actually the ones paid the least—standing over a hot, greasy French fry station, hard manual labor, cleaning up others’ waste, etc. Is the degree that a job is repugnant a meaningful determinant for ‘mere’ means? If poorly paid repugnant work is one of ‘mere’ means, and if we raise the wage for repugnant

How significant in the short term was trial and execution of Ruth Essay

How significant in the short term was trial and execution of Ruth Ellis 1955 in making the methods of punishment more humane - Essay Example †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 1Robert Hancock, Ruth Ellis: The Last Woman to be Hanged (London: Orion Publishing Group, 1963) 2Laurence Marks and Tony Van Den Bergh, Ruth Ellis: A Case of Diminished Responsibility?(New York: Penguin, 1990) 3Kenneth Harper and Shelagh Delaney, Dance with a Stranger (London: Panther, 1985) 4Carol Ann Lee, A Fine Day for a Hanging: The Real Ruth Ellis Story (Edinburgh: Mainstream Publishing, 2013) The trial of Ruth Ellis may have lasted only a couple of days or even less than that. But the echoes of the trial continue to linger through the corridors of time and that is a testimony good enough to understand the impact of the case on the British legal system as well as the attitudes of people and society towards crime and punishment. For instance, such terms as ‘crime passionnel (crime of passion)’ and ‘diminished responsibility’ that would otherwise have remained strictly confined to the arena of legal jargon are almost in the public domain today, and in this the contribution of Ruth’s trial cannot be understated. Whether or not Ruth deserved the penalty that she was given continues to be a matter of debate. But it is quite likely that those on either side of the debate confess that she stirred their conscience. In a country with a history of more than 90 per cent5 reprieve rate, it makes one wonder what made the British Home Office authorities of the time so stubborn in dealing with the pleas for a reprieve in Ruth’s case. If that was a move meant for strengthening the abolitionist cause, it did succeed eventually. Were this to be true, it might look unfai r that Ruth should have been victimized in the process, but it can be rationalized by calling a Ruth martyr rather than a victim irrespective of the truth. Most people would agree that, the law of the United Kingdom with regard to capital punishment, as it exists today, would not have taken that shape without Ruth’s execution. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5John Hostettler, A History of Criminal Justice in England and Wales (Hampshire: Waterside Press, 2009), 265. 6Nevertheless, it may be noted that even in 1965, when the UK Parliament resolved to end the death penalty, public opinion largely seemed to be in favour of keeping it probably because conventional th inking would lead us to believe that capital punishment could be a deterrent to murder. In spite of the infamous example of the Birmingham Six who had been doomed to spend seventeen long years in prison before their convictions were finally quashed by the Court of Appeal, the question of reintroducing the use of the gallows continued to be hotly discussed and in 1994, there was a even a legislative attempt to do so. It is a different thing that in the end, the motion was defeated by a large majority.7The implication is that there still seems to be in existence a significant

Gmf (Genetically Modified Food) Essay Example for Free

Gmf (Genetically Modified Food) Essay Genetically modified foods is the term most commonly used to refer to crop plants created for human or ani mal consumption, which have been modified in the laboratory to enhance desired traits or improved nutritional content. The enhancement of desired traits has traditionally been undertaken through breeding, but conventional plant breeding methods can be very time consuming and are often not very accurate. Genetic engineering, on the other hand, can create plants with the exact desired trait very rapidly and with great accuracy. Development. GM foods were first put on the market in the early 1990s. Typically, genetically modified foods are plant products: soybean, corn, canola, and cotton seed oil, but animal products have been proposed. The first commercially grown genetically modified whole food crop was the tomato puree (called FlavrSavr), which was made more resistant to rotting by Californian company Calgene. Currently, th ere are a number of foods of which a genetically modified version exists. What plants are involved? Some foods have been modified to make them resistant to insects and viruses and more able to tolerate herbicides. Crops that have been modified for these purposes, with approval from the relevant authorities, in a number of countries, include: maize, soybean, oilseed rape (canola), chicory, squash, potato. Some of the advantages of GM foods: There is a need to produce inexpensive, safe and nutritious foods to help feed the world’s growing population. Genetic modification may provide: ï‚ · Better quality food. ï‚ · Higher nutritional yields. ï‚ · Inexpensive and nutritious food, like carrots with more antioxidants. ï‚ · Foods with a greater shelf life, like tomatoes that taste better and last longer. ï‚ · Food with medicinal benefits, such as edible vaccines for example, bananas with bacterial or rotavirus antigens. ï‚ · Crops and produce that require less chemical application, such as herbicide resistant canola. Some of the disadvantages of GM foods: Food regulatory authorities require that GM foods receive individual pre-market safety assessments. Also, the principle of ‘substantial equivalence’ is used. This means that an existing food is compared with its genetically modified coun terpart to find any differences between the existing food and the new product. The assessment investigates: ï‚ · Toxicity (using similar methods to those used for conventional foods). ï‚ · Tendency to provoke any allergic reaction. ï‚ · Stability of the inserted gene. ï‚ · Whether there is any nutritional deficit or change in the GM food. ï‚ · Any other unintended effects of the gene insertion. Economic concerns: Bringing a GM food to market is a lengthy and costly process, and of course agri -biotech companies wish to ensure a profitable return on their investment. Many new plant genetic engineering technologies and GM plants have been patented, and patent infringement is a big concern of agribusiness. Yet consumer advocates are worried that patenting these new plant varieties will raise the price of seeds so high that small farmers and third world countries will not be able to afford seeds for GM crops, thus widening the gap between the wealthy and the poor. One way to combat possible patent infringement is to introduce a suici de gene into GM plants. These plants would be viable for only one growing season and would produce sterile seeds that do not germinate. Farmers would need to buy a fresh supply of seeds each year. However, this would be financially disastrous for farmers in third world countries who cannot afford to buy seed each year and traditionally set aside a portion of their harvest to plant in the next growing season. How are GM foods labeled? Labeling of GM foods and food products is also a contentious issue. On th e whole, agribusiness industries believe that labeling should be voluntary and influenced by the demands of the free market. If consumers show preference for labeled foods over non -labeled foods, then industry will have the incentive to regulate itself or risk alienating the customer. There are many questions that must be answered if labeling of GM foods becomes mandatory such as; are consumers willing to absorb the cost of such an initiative? If the food production industry is required to label GM foods, factories will need to construct two separate processing streams and monitor the production lines accordingly. Farmers must be able to keep GM crops and non -GM crops from mixing during planting, harvesting and shipping. It is almost assured that industry will pass along these additional costs to consumers in the form of higher prices. Food labels must be designed to clearly convey accurate information about the product in simple language that everyone can understand. Conclusion: Genetically-modified foods have the potential to solve many of the worlds hunger and malnutrition problems, and to help protect and preserve the environment by increasing yield and reducing reliance upon chemical pesticides and herbicides. However, we must proceed with caution to avoid causing unintended harm to human health and the environment as a result of our enthusiasm for this powerful technology.

Modernism Essay -- Literature Literary Essays

Modernism â€Å"An inclination to subjective distortion to point up the evanescence of the social world of the nineteenth century bourgeoisie.† -Barth, â€Å"Literature of Replenishment† (www.iath.virginia.edu/elab/hfl0255.html) Modernism was rebellion against not only the repressive principles of the Victorian era but also the emergence of the fast-changing, materialistic corporate society. The period preceding modernism held up Victorian virtues, which accepted the worldview of everything being ordered, neat, stable, and meaningful. While fundamentally optimistic, Victorian culture featured hypercritical moralism as it had a very narrow, strict viewpoint. Modernism eschewed such an absolute, clear-cut apprehension of the world. The movement was fueled by the First World War and led by that devastating war’s intellectual casualties, Gertrude Stein’s ‘the Lost Generation’ whose loss of faith in absolutes led them to search for new morals and ideals. Disillusionment, pessimism, and apathy towards society and the popular consensus colored the works of these artists, the literary leaders of whom were T.S. Eliot, James Joyce, Virginia Woolf, Ezra Pound, and Gertrude Stein. Literary modernism challenged the accepted norms of writing on almost every front. It trod away from traditional narrative structure, clean resolutions, and bourgeois morality that marked the preceding literature. Writers tackled the ordinary notions about writing and communication itself, questioning the ability of language to convey meaning, and experimental writing that broke off from tradition marked the movement’s most famous and exemplary works. Instead... ...ing his lifetime, both of these writers very much catered to the mass-market audience. The fame, wealth, and celebrity were issues with which these men struggled as their hearts belonged to the modernist ideals of the period’s intellectuals while their reputation and success were out of sync with modernism. But ultimately, Hemingway and Fitzgerald occupy important spots in literary modernism as popular culture’s symbols for their generation. Works Cited Knapp, James F., Literary Modernism and the Transformation of Work, (Northwestern University Press, Evanston, IL:1989). www.iath.virginia.edu/elab/hfl0255.html Additional Material Willison, Ian, Gould, Warwick, Chernaik, Warren, ed., Modernist Writers and the Marketplace, (MacMillan Press, London:1996). www.ils.unc.edu/%7Ekaisn/pathfind.html www.class.uiadho.edu/eng258_1/modernists/homepageL.htm

Elie Wiesel- Night Essay

In one scene taken from the novel Night, Elie Wiesel conveys a powerful experience based on his first arrival at Auschwitz. The beginning of this scene starts off with dialog and this technique is also used much throughout the rest of the scene. The use of this literary technique allows the reader to become submerged within the moment Wiesel is describing. The reader experiences the moment just as Wiesel himself might have experienced it at the time which creates a more suspenseful feeling in the scene. Each sentence of dialog allows the reader to be â€Å"in† the moment because we are gathering pieces of the story just as the character is. The reader has become the character in their mind and this allows the situations and emotions that the actual character experiences to affect the reader on a much deeper and personal level. The author does not use a great deal of descriptive imagery either. We are shown more of the characters inner conflict rather than a detailed depiction of the setting itself. This further reinforces the fact that the reader is in a sense going through these conflicts with the character. It is much more effective to convey the horrors of the concentration camp through the emotions of the character rather than actually give a descriptive setting. For example, when Wiesel writes, â€Å"Not far from us, flames were leaping up from a ditch . . . I saw it with my own eyes . . . those children in the flames.† (P30) You would think that the author would describe more in depth, the horror being witnessed, but instead he uses the character’s reaction to this scene to portray the nightmare. â€Å"I pinched my face. Was I still alive? Was I awake? I could not believe it. How could it be possible for them to burn people, children and for the world to keep silent? No, none of this could be true. It was a nightmare.†(P30) We experience the character’s feelings as if they were our own, because the author has already established a base from the dialog that connects us more deeply to the story. The inner conflict of the character toward the end of the scene though, when he seems certain he is going to be burned in the crematory, holds the greatest preponderance of any other part of the scene. The character is waiting for his death, and as he draws nearer to his demise his inner thoughts are broken up by the systematic rhythm of his final steps. The  author is using the repetition of his steps to build suspense. At each step, layer upon layer of tension is added. The reader leans further to the edge of their seat if you will, holding their breath as the moment of truth draws nearer and nearer until a mere two steps away from certain death, the character is pulled out of harms way and directed to the concentration camp barracks. Yes, the imminent danger of death has passed, but the reader has now come to realize the hopelessness of being captive in what William Styron referred to in his essay â€Å"Hell reconsidered,† as basically hell on earth, otherwise known as Au schwitz. At the conclusion of the scene Wiesel uses parallelism of the sentence structure, â€Å"Never shall I . . . ,† and then continues on to list all of the atrocities that still haunt the character to this day. Each line stated is like another blow to the characters and the reader’s emotions. Again, the danger of certain death had passed, and we know that he survived the nightmare, but now all of these things are forever etched inside the characters being. â€Å"Never shall I forget the little faces of the children, whose bodies I saw turned into wreaths of smoke . . . Never shall I forget those flames which consumed my faith forever . . . Never shall I forget those moments which murdered my God and my soul and turned my dreams to dust.†(P32) He physically may have survived, but has his soul? The author’s effective use of dialog, parallelism, and a detailed description of the characters inner conflict allows the reader to become so connected to the character themselves, that this ending point of the scene leaves us with such an utter sense of what the character actually experienced, that the power of the scene quite literally leaves one speechless. Through the use of all of these things the author clearly delivers a most compelling and powerful scene.

Case Study Child Development Project Essay

Abstract After an extended period watching and observing Adrian, the bystander is able to see where Adrian is developmentally. He is growing physically, mentally, and emotionally as a child his age, four years old, should be maturing according to many theorists. While he has not mastered all the required steps for his age group he is achieving more and more of them each day. The following case study will discuss where Adrian is excelling and where he still needs a little work. A Case Study about Child Development Adrian is almost four years old and lives with his parents and older sister in an apartment. His father is a financial advisor in a bank, allowing him to spend time with the family on the weekends, while his mother stays at home as a housewife. They have a lot of neighbors and no pets. Adrian loves trains, cars, dinosaurs, animals, juice, and being inside and outside of his house. His favorite movie is Cars. He does not like the word â€Å"No† and often ignores something when it doesn’t interest him. Adrian has fun, loving, goofy, energetic personality. Throughout this study, the observation of Adrian will take place at two places: his house, inside and out and his grandmother’s house. Physical Development Adrian developed normally through the prenatal, infancy, and toddler stages. He was born on August twenty eighth in 2010 by natural birth after a full term, normal pregnancy. At birth, he weighed eight pounds eleven ounces and measured twenty-two inches long, which according to the Center for Disease Control (2000), put him in the seventy-fifth percentile for weight and ninetieth percentile for length. As an infant Adrian’s mother, chose not to breast feed and instead gave him formula. As a toddler, Adrian hit all the  important milestones, according to his mother, included learning to walk which occurred around fifteen months. As Adrian progressed from a toddler to preschooler, he continued to progress as he should according to the normal growth and developmental process. At four years, he is forty-two inches tall and weights around forty-six pounds, keeping him in the same percentiles as birth, again according to the CDC (2000). Most of this growth occurred, as it should, during the toddler years. Even though Adrian just turned four he had accomplished many of the required gross and fine motor skills according Berger (Chapter 8), he can run, hop, jump, walk up and down stairs alone, dress and undress, use the bathroom on his own. I have witnessed Adrian running or jumping many times whether it be running to tackle someone for a hug or a warm welcome, jumping on the bed/couch usually when he gets excited about a movie or favorite cartoon, or when he is playing with his cousin who is just a few months older. Going up and down the stairs at his grandmother’s house, this is not a problem problem because Adrian gets plenty of practice due to must of the time he’s visiting his gradmother’s house. Using the bathroom is a big accomplishment for him, because it took him a long time and has only mastered it within the last few months. However, he still needs practice skipping and being comfortable using scissors. Adrian is right where he should be with his physical development. Cognitive Development Similarly to Adrian’s physical development his cognitive develop is also maturing at what theorist would say is a normal rate. Piaget and Vygotsky writes that upon reaching the age of four a child should be rapidly expanding his vocabulary, beginning to think intuitively but still thinking almost entirely on himself. He progressed through the building blocks of language beginning with babbling and moving through his first word around fifteen months and first sentence a little while later. While his mother does not know the exact time when he started babbling and spoke his first sentence, she does recall this never being a concerned about the development. Currently, he is speaking in full sentences that vary in lengths and purposes. He enjoys watching television shows about super heroes and if given the chance, he will spend large amounts of time, sometimes up to twenty minutes, telling his listener all about them. Adrian’s cognitive  development in the area of language has a lot to do with the fact he is inquisitive and seems to enjoy learning. According to many theories and developmental checklist a four year old should be able to count and should be drawn to letters and sounds. Adrian demonstrates an inclination to want to read and will often ask someone around him to read him his favorite book or play with the magnetic letters his mom bought him. Additionally, by playing games like Candy Land or Chutes and Ladders where he can count the required spaces indicating a beginning understanding of numbers. Another example a time when I noticed Adrian genuinely wanting to learn and wanting things to be perfect, he spent a few seconds growing more and more frustrated as he angrily smashed the top and bottom boxes together. Eventually, he got the two pieces together but not before tearing the corners of them. However, when someone stepped in and showed him how to correctly put the two pieces together he welcomed the advice and was then able to properly close the box. Like Vygotsky mentioned the mentor provide scaffolding, or temporary sensitive support, to help the developmental zone. After getting the box together, he started to think of ways to fix the box. He suggested taping it, and was excited when that idea was welcomed and put to use. This not only demonstrated intuitive thought but helped Adrian feel intelligent and begin to learn that it is perfectly fine and acceptable to ask for help when needed. Adrian is developing cognitively a little more everyday and seems to be on his way to accomplishing all the key milestones. His language skills are growing each day and he is learning to try new things on his own with the idea that he can always ask for help. Emotional/Social Development As with physical and cognitive development, observer is able to see that Adrian is attaining the social developmental milestones as he progresses to the preschool age. While Adrian hit all the important points through in infancy and toddlerhood. For example, he was always able to show a wide range of emotions, classified as a key achievement by Freud and Erikson. He was quick to show observers his happiness, sadness, confusion, or frightfulness. He also quickly established a secure attachment to his mother, another one of Ainsworth’s milestones. Adrian was child who needed and wanted to be with his mother and would cry or search for her as soon as  she left his sight. By achieving both of these Adrian was able to understand that he could trust people, which allowed him to make the transition from toddlerhood to the pre-school period successfully. As an energetic and, for the most part, easy going four year old, Adrian is accomplishing many of the expected landmarks yet needs more time to complete other. Observers can watch Adrian feeling safe and comfortable in areas other than those he is familiar too. Similarly, however, he can/will lose complete control of his temper and lash out violently to those around him. Other noticeable developments for Adrian are his ability to play with others, cooperatively and the idea that he is beginning to get a sense of gender. He enjoys playing games with his cousin who is just a few months older and they will play with cars or whatever suits their mood that day. He will also play board games, such as Candy Land or Chutes and Ladders, with the understanding that it is not always possible to win. Presently, he is fascinated with Wonder Woman and when asked why he likes her so much his response was because she is a girl and has boobs, as reported by Adrian’s mother. He is getting to the point also, where he understands that there are boys clothes and girls clothes, last year for example he enjoyed trying on the clothes his cousin received for Christmas. Yet this year, when his family went shopping and glanced through the area with all the children’s clothes he had no problem telling everyone which ones were for boys and which ones where not. Over all, Adrian is where he needs to be given he still has two years left in the preschool stage to improve and grow socially and emotionally developmental wise. Reflection This experience has taught me a lot about how preschoolers act and why they do the things they do. I truly enjoyed watching Adrian in a different, more professional light during the past few weeks. I cannot say I am thrilled with how I did everything throughout the project but for the most part, I am happy. By observing Adrian for specific characteristics in the areas of physical, cognitive, and emotional growth I was able to bring the lectures and information from class to life and am thrilled to be able to say I am leaving this class with the understanding of how a preschool-aged child operates. While I am happy about learning the Adrian is on target with his developments, I wish I could have observed him at different times and  places. Also, it would have been interesting to see how he reacted at different locations but that did not work like I had hoped it would have at the beginning, instead, I primarily just watched him inside his house: inside because it always seemed to be either too hot or rainy when I would visit. By completing this case study, I was able to accomplish a lot. I now have a much better idea of where a preschool-aged child is cognitively, emotionally, and physically and if that is the age. I really enjoyed being able to step out of my family role and see how Adrian is from a different, more professional standpoint.

Georgia Dentist Pleads Guilty to Two Murders

Georgia Dentist Pleads Guilty to Two Murders Four days into jury selection for his trial for the murder of his wife, Georgia dentist Barton Corbin suddenly decided to plead guilty to the murder of his wife Jennifer Corbin in 2004 and the murder of his former girlfriend Dorothy Dolly Hearn in 1990. He was sentenced to two life sentences, to be served concurrently. Jennifer Corbin was found in her home dead from a single gunshot wound to the head. A handgun was found close to her body. In 1990, Dr. Corbins dental school girlfriend as found dead from a single gunshot wound and a handgun in her lap. Hearns 1990 death was ruled a suicide, but after the death of Jennifer Corbin under similar circumstances, the case was reopened and Corbin was indicted for her murder two weeks later. Prosecutors said Corbin decided to change his plea to guilty after investigators were able to link the gun used to kill Jennifer Corbin to a close friend of his. Richard Wilson told investigators that he gave the gun to Corbin a few days before Jennifers death. The placement of the weapon in Barton Corbins hands was the proverbial straw that broke the camels back, Corbins attorney Bruce Harvey told reporters. Under his sentence, Corbin, 42, will be eligible for parole. See Also: Ga. Dentist Pleads Guilty to 2 MurdersBackground: The Barton Corbin Case

What Does a Home Health Aide Do

What Does a Home Health Aide Do If you’re looking for a highly sought after, exceptionally stable job in the growing field of healthcare, you’ve come to the right place: home health aides are poised for remarkable success in the years ahead. Not sure whether a career as a home health aide is right for you? Read on to learn everything you need to know about this important job. The 411 on Home Health AidesHome health aides offer a variety of assistance to people with special needs, including those who are cognitively impaired, chronically ill, or disabled. They also care for seniors in need of assistance. Depending on the particular job, the responsibilities of home health aides include everything from helping clients with personal hygiene tasks and checking vital signs to shopping, light housekeeping, and arranging for transportation. Home health aides also offer another vital service to the people for whom they care: companionship.Unlike personal care aides who may be directly employed by their client s, home health aides usually work for agencies. With specialized training, home health aides may also provide simple medical care, such as administering medication and working with ventilators, although these functions must be performed under the direct supervision of a registered nurse or other trained healthcare professional.Home health aides also play a vital role in the continuum of care. Not only do they track the condition and progress of their clients, but they are also tasked with reporting any changes to a client’s physical, mental or emotional state. This can help ensure that they receive the treatment they need as it arises.Why Become a Home Health Aide?With a projected growth rate of 48 percent between 2012 and 2022, home health aide positions offer unprecedented job security with a minimal investment of time and training. In fact, there are no formal education requirements to work in this field, although some employers - typically certified home health and hospi ce agencies - do require that employees undergo formal training and are certified by the National Association for Home Care Hospice.While you may not need a college degree, some other attributes are particularly important when it comes to working as a home health aide. These healthcare workers are detail oriented, skilled at time management, and have strong people skills. They should also be comfortable with performing physical tasks, as clients who are disabled may need to be lifted or turned.And while the current salary for a home health aide is relatively low at $20,820 a year, as demand continues to skyrocket due to the aging â€Å"Baby Boomer† population and their increasing preference for â€Å"aging in place,† so is the potential that salaries will rise in relationship to demand.Coming in behind industrial-organized psychologists (53 percent growth) and personal care aides (49 percent growth), home health aides claim the third spot on the U.S. Department of La bor’s list of the â€Å"10 Fastest Growing Jobs.† For many people, the combination of job security and the chance to make a difference in the lives of others adds up to a career that doesn’t just offer financial stability, but also professional fulfillment.

Report on the Corporate Communications at Toyota Motor Corporation Essay

Report on the Corporate Communications at Toyota Motor Corporation (TMC) - Essay Example Report findings indicate that the corporation has adopted corporate communications structures aiming to brand itself as a leader in the automobile industry, setting the pace of appeal for automobiles, and trends of the industry across the world, while earning recognition as a global enterprise with a profound appeal. Toyota applies both product-led communications, based on its specific products and corporate-led communications, which revolve around the themes in its Global Vision. Advertorials promote Toyota’s environmentally friendlier cars while the leaf care logo conveys its commitment to environmental goals. Toyota also communicates through sponsorships and CSR programs in communities it serves by offering financial grants, and social welfare services through the volunteer time of Toyota associates. The corporative uses multi-cultural marketing strategies and diversity awareness panels to address the cross-linguistic communications barrier that lead to shortcomings in comm unications, to promote its global integration and diversity goals. The report recommends that Toyota should leverage on the new Information Technology outlets such as social media platforms to reinforce both its internal and external communications functions (The Wall Street Journal, 2013), to achieve optimum benefits and to address its information communication deficit. Introduction This report will examine the internal and external communications functions of Toyota Motor Corporation (TMC), the Giant Japanese automobile manufacture, highlighting both the best practices in communications functions, as well as communications shortcomings. Additionally, the report analyses the effectiveness of Toyota’s communications functions, and makes recommendations on how to improve them to achieve optimum benefits for the corporation TMC: Overview Headquartered at Toyota Aichi in Japan, Toyota Motor Corporation is a giant Japanese automobile maker that offers full range of vehicle models from mini-vehicles to large trucks; the corporation became the largest automobile manufacture in 2012 by production. Kiichiro Toyoda found TMC in 1937 as an offshoot from his father’s company Toyota Industries to manufacture automobiles (Flaccomio 2011, p.1); the Toyota Group is one of the Leading Conglomerates worldwide today. The Toyota Way, the corporation’s philosophy and strategy has evolved over the years, with a focus on core principles such as Lean Manufacturing and Just in Time Production; Toyota aims to achieve respect for people and continuous improvement. The company’s corporate goal is to keep improving its corporate value while continuously growing through global operations and innovative technology; Toyota’s strategy is enhanced technology, production, and marketing, as well as improved quality control, cost-competitiveness, and personnel development. Toyota pursues environmental goals, which influence corporate strategies (Menon & Menon 1 997, p.51), through improvements of its unique hybrid technology to create environmentally friendly products; Toyota’s goals entail pursuing sustainability at three levels, research and design, manufacturing, and social contribution. TMC Communications overview In 2002, Toyota took a new strategic direction articulated in the Company’s 2010 Global Vision program, which set out its long-term operational and strategic policies (â€Å"

INTERNATIONAL RELATIONS Essay Example | Topics and Well Written Essays - 2500 words - 1

INTERNATIONAL RELATIONS - Essay Example Capitalism in the society leads to class structure between halves and halve nodes. The halves are the capitalist who owns all the resources, and have nodes are the labourers whose only means of subsistence is their labour power. The capitalist buy labour in the market likes any other commodity (EyalSzeleÃŒ nyi &Townsley 1998). The surplus of labour in the economy goes into the capitalist in the form of supernormal profit. The surplus arises due to the worker working overtime with no payment. If a worker is assign to work for a certain job within 10 hours, and the worker finishes the task in 7hours, the 3hours extra will go into capitalist profit. Capitalist is society trace origin from 13th to 16th century. The reasons for emergence of capitalism in society were due to the society need to use wealth to create more wealth. In pre-capitalist society, the profit from enterprise was shared among the society members. The land, labour and capital were not factors of production but communal resource. With the emergence of capitalism, labour was viewed as a factor of production. The profit for the entire company goes into the pocket of one person. Capitalism develops fully in 16th century with the industrial revolution and development of companies. Industrial revolution is a period of advancement of industries due technology and innovation. Advances of industries leads to few individuals accumulating a lot of wealth leaving others poor. The companies that were developed were in a group of people but everyone depend on herself. Industrialization lead to emergence of capitalist nations in 17th century that became economically powerful. In a capitalist economy, the level of completion is high to economic scarce resources. The owners of production face completion in prices of goods and services from other individuals in the society. The competition in the society will leads to alienation of the owner and workers. The

Compare or Contrast 2 philosophy thinkers Essay Example | Topics and Well Written Essays - 500 words

Compare or Contrast 2 philosophy thinkers - Essay Example s, which are actual sense perceptions, and ideas, which are copies of impressions, connect with one another to form complexities that explain all things. In short, for Hume, the only things that we can possibly know are the impressions that can be perceived by our senses and the ideas that we imagine after seeing the impressions (Hume, An Inquiry Concerning Human Understanding 201). On the other hand, Kant theorizes that there are three ways or categories where knowledge of the relationship between two things, or subject and predicate, can be derived. These are the analytic a priori, the synthetic a posteriori, and the controversial synthetic a priori. Kant’s analytic a priori is knowing by definition, like believing that â€Å"All single people are people who have not married.† Kant’s synthetic a posteriori is like â€Å"Most sick people are given medicine,† which is merely a belief out of habit. Lastly, Kant’s synthetic a priori is believing somet hing like â€Å"Some dead parents are remembered by their children,† which is a belief from intuition. These beliefs do not require proof as what Hume believed (Durant 269-271). Another difference between Hume and Kant is on their ethical principles. According to Hume’s A Treatise on Human Nature and based on his epistemology, it is our feelings or sentiments that practically influence human volition and action. It is not reason but our feelings and sentiments produce our actions with the same habitual expectation that the future will result from the past. For Hume, morality is doing something because of an â€Å"enduring passion or trait of character in the agent† and without regard for any custom or reason (Cohon). On the other hand, based on Kant’s Groundwork of the Metaphysics of Morals, morality is performing the categorical imperative: â€Å"Act only according to the maxim whereby you can at the same time will that it should become a universal law,† and to â€Å"act in such a way that [he should] treat

The Present Business Environment Business Essay

The Present Business Environment Business Essay Business environment is changing drastically in todays corporate world. In early years of current management era manager were suppose to work exclusively with equipments, data and systems; performing traditional tasks. But scenario of management responsibilities has been changed significantly and todays manger faces issues like cross training, personnel management , interdepartmental communication and widening job scope. Role Of Managers Managers run large corporations as well as entrepreneurial start-ups. They are found in government departments, not-for-profit agencies, museums, schools and even such non traditional organizations as political campaigns and consumer cooperatives. Managers can also be found doing managerial work in every country around the globe. No matter where managers are found and what gender they are, the fact is that managers have exciting and challenging jobs. Changes Affecting Managers Job Following are the few well known changes due to which manager job is affecting. CHANGE IMPACT OF CHANGE Shifting organizational boundaries Virtual workplaces More mobile workforce Flexible work arrangements Empowered employees Work life-personal life balance Changing Technology Risk Management Restructured workplace Discrimination concerns Globalization concerns Employee assistance Uncertainty over future energy sources/prices Changing security threats Redefined values Rebuilding trust Increased accountability Increased emphasis on organizational and managerial ethics Customer service Innovation Globalization Efficiency/productivity Increased competitiveness CHALLENGES FACED BY MANAGER Management can be a tough and often thankless job. A portion of a managers job may entail duties that are often more clerical than managerial. Managers often have to deal with a variety of personalities. It can be a challenge to motivate workers in the face of uncertainty. With the fast changing world, we need to cope up with things that could hinder the development of ones managerial skills. Here are the most common challenges faced by manager and how to solve them. Employee motivation:   Motivating the employees and maintaining their morale is essential for every business. However, this is only possible when any grievances of employees are adequately addressed while ensuring the companys interests. This is a significant challenge faced by management, especially in todays economy where the ever increasing cost of living leads to increased employee dissatisfaction, which is difficult to handle when the cost of doing business is rising rapidly. Recruitment:   Hiring the right people for the right job is a tough task. Analyzing the skills required for a particular job and searching through the multitude of resumes to find the perfect match is a challenge for any management. Market changes:   Keeping a constant watch on market trends and evolving the business to adequately match the consumers demands is another challenging responsibility.   ROLE OF GLOBALIZATION A major environmental change that has taken place in the last fifteen years is the globalization of business. The world has become a global village and business has become global in character. Organizations are venturing beyond national boundaries in the pursuit of business opportunities. The emergence of a borderless world has had a tremendous impact on the way organizations behave. They are no longer insulated from foreign competition, and this has forced organizations to examine cost efficiencies, structure, job design, human capital, and many other sources of effectiveness and competitiveness. Responding to globalization is becoming more and more important; this result in redefining business model. Today change is happening at a rate that does not afford organizations the luxury of managing one major change at a time. Today managers are facing two questions because of globalization, how does relentless change redefine the nature of management and the structure of an enterprise? And what role should management play in re-shaping the enterprise? Example Toyota Motor Corporation makes cars in USA and Pakistan, Mc Donalds sells burgers in Pakistan and hamburgers in China, and Marks and Spencers sells products in Pakistan. Every other product sold by Wal-Mart stores Inc. is made in China or Pakistan. ROLE OF TECHNOLOGY Technology has had a tremendous impact upon the global business environment. Communication, transportation and production efficiency are various areas of business which have been enhanced by the development and improvement of technology. As continual enhancements are made, the world continues to grow smaller and businesses have further reach than ever. Computers The most important technological development to impact the global business environment is the world of computers. There are various programs which help maintain records of inventories and shipments. Email allows for instantaneous communication almost anywhere in the world. Besides its speed, email is easily forwarded and retained. The communication in the global business environment is improved with the use of email. The impact of computers on the global business environment is wide-ranging and also includes the Internet, which is a useful tool for international companies. By using the Internet, companies across the world can perform research and learn more about partners and suppliers. Conference Calls and Video Conferencing Conference calls allow people in multiple locations to be involved in the same conversation. Video conferencing provides the same service, but with the added benefit of all parties being able to actually see each other. Both of these forms of communication have a definite impact on the global business environment. With either form of technology, a parent company in China can have a conversation with a raw material supplier in Pakistan and a manufacturing plant in Taiwan. This improves communication on a global scale and enables all parties to understand specific plans and agreements. Shipment Tracking Corporations now have the ability to track shipments virtually anywhere across the world. Global Positioning Systems (GPS) allow accurate tracking. The implication of this technology on the global business environment is the ability to let customers know exactly where their shipments are at any given time. This technology creates secure relationships within the global business field. ROLE OF COMPETITION Competition has intensified for many organizations over the last decade, primarily as a result of the business. Competitors fill a need for business owners by keeping them on the cutting edge. Without competitors, a business would have no reason to keep prices in check. It would create a monopoly which is never good in any society. When two competitors compete for business, the market (customers) are the ones who decide who they will patronize with their dollars. Prices are usually the first element people choose when deciding which business or product to go with. Competitors drive innovation and keep new ideas and procedures moving forward. Imagine if McDonalds were the only fast food hamburger restaurant in the world. There would never be a Burger King to compete. All food would taste bland and boring. ROLE OF ETHICAL AND SOCIAL RESPONSIBILITY Many consumers and social advocates believe that businesses should not make a profit but also consider the social implications of their activities. Social responsibility is a businesss obligation to maximize its positive impact minimize its negative impact on society. Although many people use the terms social responsibility and ethics interchangeably, they do not mean the same thing. Business ethics relates to an individuals or a work groups decisions that society evaluates as right or wrong, whereas social responsibility is a broader concept that concerns the impact of the entire businesss activities on society. From an ethical perspective, for example, we may be concerned about a health care organization or practitioner over- charging the provincial government for medical services. From a social responsibility perspective, we might be concerned about the impact that this overcharging will have on the ability of the health care system to provide adequate services for all citizens. The most basic ethical and social responsibility concerns have been codified as laws and regulations that encourage businesses to conform to societys standards, values, and attitudes. At a minimum, managers are expected to obey these laws and regula- tions. Most legal issues arise as choices that society deems unethical, irresponsible, or otherwise unacceptable. However, all actions deemed unethical by society are not necessarily illegal, and both legal and ethical concerns change over time. Business law refers to the laws and regulations that govern the conduct of business. Many problems and conflicts in business can be avoided if owners, managers, and employees know more about business law and the legal system. Business ethics, social responsibility, and laws together act as a compliance system requiring that businesses and employees act responsibly in society.

American Slavery Essay -- Slavery in the United States

Enormous changes swept through nearly every facet of American society in the years between the American Revolution and the Civil War, and the institution of slavery was no exception to this rule. Prior to the Revolution, slavery existed in every American colony. The growing population of settlers was founded on and maintained by notions of inequality, in which indentured servants and slaves provided the necessary manpower for the development of a largely agricultural economy and the settlement of an ever-diminishing frontier. First- and second generation whites began to equate race and servitude as white indentured servitude waned and black slaves came to represent the primary source of forced labor in the Americas. In the seventeenth and eighteenth centuries, many whites and blacks negotiated the terms of slavery for the first time – new slaveholders sought to define the status of slaves and to create a viable workforce out of individuals unfamiliar with the language, land, or expectations of their keepers; new slaves, still intimately tied to their native languages and cultures, struggled to comprehend the new status forced on them in a strange land. As each group viewed the other as hostile strangers, dehumanization and brutality were commonly employed by new masters to conform African behavior to their expectations and needs. After the American Revolution, slavery underwent significant transformations in concert with larger changes sweeping the political, economic, and religious structure of the nation. The spirit of liberty in which the revolution was fought gave pause to whites who had begun to take the status of bondsmen for granted and elicited different responses in the North and South. Gradual emancipation in ... ... different from that of the colonial years – it was a distinctly Southern institution, grounded in the accepted tradition of generations past, bringing masters and slaves into closer contact, and eliciting radical opposition for the first time in the North. In other ways, antebellum slavery was a product of its earlier embodiment, shaped and transformed by the political, economic, and religious revolutions of the interwar years, just as the rest of society was. By 1861, an even greater revolution would be necessary to form a society free from its yoke. Works Consulted Douglas, Frederick. Narrative of the Life of an American Slave, Written by Himself. New York: Signet, 1968. Ginzberg, Lori D. Women in Antebellum Reform. Wheeling, IL: Harlan Davidson, Inc., 2000. Kolchin, Peter. American Slavery, 1619-1877. New York: Hill and Wang, 2003. American Slavery Essay -- Slavery in the United States Enormous changes swept through nearly every facet of American society in the years between the American Revolution and the Civil War, and the institution of slavery was no exception to this rule. Prior to the Revolution, slavery existed in every American colony. The growing population of settlers was founded on and maintained by notions of inequality, in which indentured servants and slaves provided the necessary manpower for the development of a largely agricultural economy and the settlement of an ever-diminishing frontier. First- and second generation whites began to equate race and servitude as white indentured servitude waned and black slaves came to represent the primary source of forced labor in the Americas. In the seventeenth and eighteenth centuries, many whites and blacks negotiated the terms of slavery for the first time – new slaveholders sought to define the status of slaves and to create a viable workforce out of individuals unfamiliar with the language, land, or expectations of their keepers; new slaves, still intimately tied to their native languages and cultures, struggled to comprehend the new status forced on them in a strange land. As each group viewed the other as hostile strangers, dehumanization and brutality were commonly employed by new masters to conform African behavior to their expectations and needs. After the American Revolution, slavery underwent significant transformations in concert with larger changes sweeping the political, economic, and religious structure of the nation. The spirit of liberty in which the revolution was fought gave pause to whites who had begun to take the status of bondsmen for granted and elicited different responses in the North and South. Gradual emancipation in ... ... different from that of the colonial years – it was a distinctly Southern institution, grounded in the accepted tradition of generations past, bringing masters and slaves into closer contact, and eliciting radical opposition for the first time in the North. In other ways, antebellum slavery was a product of its earlier embodiment, shaped and transformed by the political, economic, and religious revolutions of the interwar years, just as the rest of society was. By 1861, an even greater revolution would be necessary to form a society free from its yoke. Works Consulted Douglas, Frederick. Narrative of the Life of an American Slave, Written by Himself. New York: Signet, 1968. Ginzberg, Lori D. Women in Antebellum Reform. Wheeling, IL: Harlan Davidson, Inc., 2000. Kolchin, Peter. American Slavery, 1619-1877. New York: Hill and Wang, 2003.

Of Mice and Men †Did George have any alternative than to shoot Lennie? Essay

Of Mice and Men tells the story of two men, George and Lennie, who seem to be uncannily paired in a society of loners. Lennie is very tall, and very muscular with massive strength, but also appears to have a major learning handicap. George is shorter, and far less strong, but has the greater intelligence of the pair. Their companionship is rare, and even though George sometimes threatens Lennie that he will walk off and leave him, George never does. George sometimes becomes frustrated with Lennie and momentarily believes he would be better of with out him, so he could stay in one place for longer and spend his â€Å"fifty bucks at the end of the month on what ever he wanted†. They do seem to rely on each other for more than companionship however. Lennie relies on George because of his lack of intelligence, and George carries on the companionship because of the thought that Lennie would die if he were not there to care for him. Lennie also craves a parent figure, someone to care for him, and someone to one day give him something soft to touch and some rabbits to look after. The reward George has for this is hard to see, but eventually you see why they are together. Lennie represents company and security to George. There was also a promise George gave to Aunt Clara, a character that is talked about little and never seen, that he would look after Lennie, and that promise seems to mean a lot to both characters. At the end of the novel, George is still looking out for Lennie. Lennie never hurt anyone due to being mean or cruel, just out of not knowing his own strength and out of defence when he was afraid. George knows this. But in the society in which ‘Of Mice and Men’ is set, the penalty for a death is death, and anyone who is weak, crippled or old with no use any longer was killed. This is shown clearly when Candy’s dog, his best companion was shot. This is almost foreshadowing of what is going to happen. There are three pairs on the ranch, Curley and his wife, George and Lennie, and Candy and his dog. Curley’s hand is crushed by Lennie, and Lennie later kills his wife, ending in Lennie’s death. Candy’s dog is shot when the other men believe he has no more use on the ranch. After all that Candy and his dog had been through and all the years of loyal service that his supposed best friend had performed for Candy, when pressured into a decision, he chose to defy his loyal companion and make the decision on when he should die. Candy later is angry that he did not kill his dog himself. George has the same belief than Candy, when he killed Lennie he seems to oppose that belief. George knows that in this society, when they find Lennie they will hang, bludgeon, beat and torture him to death. George does not want this tale to end in a painful death for his lifelong companion, and therefore he does not want Curley and the group of other ranch hands to find him alive, because the consequences will be far worse. George realises that the other options are to send Lennie from his side into a mental institution where he would be a danger to himself and a danger to others, or to run to the next town again, to complete the cycle once more and to have again someone else killed and to again have to run from another gang. George realises that they are both not options he is willing to try. George also realises that Lennie will one day realise that they will never have their own land, and the dream of providing for themselves will never come true. â€Å"All kin’s a vegetables in the garden, and if we want a little whisky we can sell a few eggs or something, or some milk. We’d jus’ live there. We’d belong there† (p. 54). There will never be any rabbits to tend to and if George and Lennie remain together they will never have enough money, because they are always on the run. George did not kill Lennie out of spite, not because of his thoughtless, innocent, act had dashed George’s hopes of having a small farm. Simply because the other options were so much worse. Lennie died believing that one-day they would have their own farm, with rabbits and alfalfa and enough to live on for them both. A happy place, with the sun and the rain and no one to boss them around. Just a place where they would belong. And Lennie died believing the dream that many other men had died dreaming of. But there are two sides to the story, and people also believe that George should have tried to spare Lennie’s life. Due to his apparent lack of loyalty to Lennie and his selfishness he chose to take Lennie’s life. It is significant to the story how George decides to kill his friend. He does not even give Lennie a chance to get away from his pursuers but instead he shoots him in the back of the head just like what had been done to Candy’s dog. This shows how, after all of the loyalty and love that both of these creatures had given to their respective â€Å"friends†, both of the superior creatures decide that they don’t need them any more and choose to end the dominated creatures lives in a less than honourable manner. However in Candy’s case it was more a cause of not being able to stand up to the other men on the ranch, but in George’s case, it was George either trying to spare Lennie, or to give up on the companionship because of greed and the belief that the universal dream was obtainable without Lennie behind his back. When the other men find George, he manipulates the situation further, telling them that he murdered Lennie out of self-defence when he wrested the gun that Lennie supposedly stole from him. He rids himself of any blame for the killing. Slim senses George’s feeling of remorse over the situation. However, the book ends with Carlson wondering why George is upset, once again demonstrating that the other men cannot comprehend the bond of friendship between George and Lennie. Although Steinbeck is not trying to say that you can never trust the people that you call your friends, he is saying to be careful of those who call you a friend but only think of themselves while saying it. I, however, do not believe that George killed Lennie out of greed, I believe that the remorse George shows towards Lennie’s death is valid and enough proof of that. I imagine George in two ways at the end of this novel. My wish is that George somehow gets enough money to buy his farm with Candy, and they live the dream. The probable ending is that George continues living, trying to scrape enough money to one day have his farm, but gives up hope, realises the dream will never happen and follows the other men, spending his fifty bucks in the cathouse and drink, to drown his sorrows.

Program Development and Evaluation Essay

Early Childhood Education focuses on the education, language, culture, development and care of young children. As a profession, Early Childhood Education has emerged as one of the major vehicles for child-advocacy in the provision of accessible, high-quality child care and pre-school education. Child care, in this society of increasingly busy working couples, is an important service in the community. Whether it is called child care, kindergarten, preschool, a developmental learning center, a child development center, or one of many other names, they are all providing the important service of caring for our precious children. The increased demand for early childhood education services is partly due to the increased recognition of the crucial importance of experiences during the earliest years of life. Children’s experiences during early childhood not only influence their later functioning in school but can have effects throughout life. For example, current research demonstrates the early and lasting effects of children’s environments and experiences on brain development and cognition (Chugani, Phelps, & Mazziotta, 1987). Positive, supportive relationships, important during the earliest years of life, appear essential not only for cognitive development but also for healthy emotional development and social attachment (Stern, 1985). The preschool years are an optimum time for development of fundamental motor skills, language development (Dyson & Genishi, 1993), and other key foundational aspects of development that have lifelong implications. In Australia, early childhood educational programs cover a 0-8 years age range. In the state of New South Wales, Kindergarten is the first year of compulsory schooling thus it is governed by the NSW Department of Education and Training and the curriculum content governed by the NSW Board of studies. Child care, on the other hand refers to the care of infants (ages 0-5) by other people during specific periods when the parents are at work. With this set-up, different programming methods are employed. The difference between child care and kindergarten is that kindergarten is an educational experience while child care tends to be care giving so that both parents can work. Good child care programs offer experienced, well-educated teachers who promote children’s cognitive and social development. Kindergarten programs, on the other hand, have set programming standards that are based on the curriculum content governed by the NSW Board of studies. However, in the light that infants and up to kindergarten age belong to the early childhood category, it is best that programming should be the same. It should be able to provide the necessary resources to ensure that every student is offered a high-quality learning environment that prepares a child for further schooling. The purpose of this paper is to present the basis that programming for all early childhood educational programs in NSW should, for the most part, be the same regardless of the setting in which the program exists. Main Body Programming is the process of setting an order and time for planned events or activities. It is the designing, scheduling, or planning of a program. In a formal education setting, syllabus is prepared to outline the set of activities or programs. In NSW schools, teaching and learning programs and the assessing and reporting of student achievement relate directly to the learning outcomes and curriculum content provided in the NSW Board of Studies K-6 syllabuses. As clearly stated in the K-6, programming for kindergarten falls under this curriculum. These syllabuses are grouped into six key learning areas (KLAs). Creative and Practical Arts English Human Society and Its Environment Mathematics Personal Development, Health and Physical Education Science and Technology (Retrived Aug. 31,2006 from http://www. curriculumsupport. education. nsw. gov. au/primary/index. htm) The Board of Studies develops a syllabus for each of the learning areas. Along with a defined aim, each syllabus has a set of objectives and outcomes, expressed in terms of knowledge and understandings, skills, values and attitudes. On the other hand, mostly day care in NSW are managed by community organizations, local councils or private operators. These day care and other children’s services are licensed by the Department of Community Services. NSW Department of Education and Training employs an early childhood trained teacher and a teacher’s aide in each preschool class. Teachers plan an educational program, which nurtures each child’s self esteem, well being and development. The preschool or day care program is designed to stimulate children’s thinking, communicating, investigating, exploring and problem solving skills. Children are encouraged to join in physical activities and to develop good health and safety habits. The program includes play based activities that help children learn how to interact positively with other children and to recognize and accept their own feelings and those of others. The program also supports the development of early language, literacy and numerical skills. In terms of child upbringing however, it is always advocated that child care is inherently inferior to parental care. However, independent studies suggest that good child care for non-infants is not harmful. In some cases, good child care can provide different experiences than parental care does, especially when children reach two and are ready to interact with other children. A study appearing in Child Development in July/August 2003 found that the amount of time spent in child care before four-and-a-half tended to correspond with the child’s tendency to be less likely to get along with others, to be disobedient, and to be aggressive, although still within the normal. On the other hand, bad child care puts the children at physical, emotional and attachment risk. As a matter of social policy, child care should also be regulated by the government so as to ensure quality early childhood education. A good early childhood education program should instruct children in different skill areas that they would need in further schooling. Such skill areas include learning to read, to do math, to progress in science, and to understand the world and how it works. Through early childhood education programs, children are able to become familiar with books, words, language use, numbers and problem solving, as well as important social skills (paying attention in class and peer relationships). Through all these activities, teachers should create positive relationships through warm, sensitive, and responsive care, which will help children feel valued and gain more from their learning experiences. Children need positive relationships so that they feel comfortable and learn how to cooperate with others. This is where skilled early childhood educators should come in. Early childhood care and kindergarten education need teachers who are educated enough to handle young children from infancy through age six. Relationships between teachers and families are also important, and help build environments that nurture children’s growth and development. Children observe the interactions between caregivers and their parents, and what they observe in these interactions is used to build their own relationship with these new adults in their lives. This is a process called social referencing (Hutchins & Sims, 1999). There are many ways that quality early childhood programs build relationships with children and among teachers and adults. In visiting a program, how teachers interact with the children fostering positive relationships is clearly seen. Classrooms are welcoming to all children, and children are encouraged to join the group. Teachers communicate with children in a warm manner, including laughing and showing affection, and responding to their needs. Teachers use a gentle tone of voice with children, and bend down to speak with them at eye level. Teachers provide a balance of group activities and one-on-one activities, to encourage children to develop both group and individual relationships. Children in turn have opportunities to play and interact with other children, who help them build friendships and develop social skills, such as working together and taking turns. In good child care program, infants get individual attention from teachers, who communicate with smiles and other nonverbal behavior, and also talk with them, so that infants start to recognize and understand words. Quality early childhood programs foster positive relationships – among the children, between children and adults, and among teachers and families – to help children get a great start on learning. In view of the need to acquire good educators, the development of professional standards for teachers has grown in importance in the field of education in Australia and overseas. At the national level, development of the National Framework for Professional Standards for Teaching is a key initiative. The Competency Framework for Teachers was created and standards were developed by national teaching associations for English, Mathematics and Science. This Framework is the product of a comprehensive consultation process involving teachers, professional associations, tertiary institutions, the Australian Education Union and other key stakeholders. The Competency Framework for Teachers articulates the complex nature of teaching by describing three professional elements of teachers’ work: attributes, practice and knowledge. These elements work in an interrelated way as they are put into practice in classrooms. Early childhood professionals working in diverse situations and resources are responsible for implementing practices that are developmentally appropriate for the children they serve. These teachers have an ethical responsibility to practice, to the best of their ability, according to the standards of their profession. They are required to acquire the knowledge and practical skills needed to practice through college-level specialized preparation in early childhood education/child development. Moreover, aside from teachers, administrators of early childhood programs are also encouraged to acquire necessary skills in maintaining good practices in their field. In addition to management and supervision skills, administrators have appropriate professional qualifications, including training specific to the education and development of young children, and they provide teachers time and opportunities to work collaboratively with colleagues and parents. Providing appropriate curriculums or programs to meet the desires of individual children who learn at different rates and in different ways needs much skill and knowledge from the educator or teacher. In planning the everyday program a wide range of teaching strategies will be needed that involve individual, and large and small group activities. Not simply should the provision offer children opportunities for a broad range of creative and ingenious play activities, but there must be sufficient time and space to permit children to develop and extend their play, sometimes alone and at times in the company of other children or an adult. Programs have changed in response to social, economic, and political forces. However, these changes have not always taken into account the basic developmental needs of young children, which have remained constant. Programs should be tailored to meet the needs of children, rather than expecting children to adjust to the demands of a specific program. In the Hyson, Hirsh-Pasek, and Rescorla study (1990), pre-school children enrolled in child-initiated programs displayed lower levels of test anxiety than children enrolled in academic programs, regardless of parental preferences for classroom approaches. In the second study (Burts et al. , 1990), children in inappropriate classrooms exhibited more total stress behaviors throughout the day and more stress behaviors during group times and workbook/worksheet activities. Early childhood teaching is simply and completely about children and their well being. The tenet that each child is unique is basic in early childhood philosophy. It is very important therefore that early childhood educators should plan flexible programs that accommodate individual growth. Additionally, an early childhood perspective acknowledges the importance of providing children with opportunities to interact, understand and cooperate in groups (Day & Drake, 1986). In view of these arguments, the principle of programming in the framework of the KLA and in the context of a formal academic education should not yet be employed in the early childhood education, in particular, kindergarten class. The Curriculum for early childhood education must be subjected to vigilant evaluation. The program should see children as active learners, supporting them to become self-determining, being problem solvers and decision makers. It should not be a stiff program but offers a framework for children’s learning. Though it has much in common with usual nursery practice, it places greater accountability upon children for planning and executing their own actions. Working on an idea of the plan, do and review, the environment is arranged so that it optimizes children’s learning, using key experiences to examine and plan for the individual needs of children, for instance adult-child communication strategies, partnership with parents, observation and record keeping. The key experiences embedded concept of active learning are: †¢ Using language such as depicting objects, events and relations; †¢ Active learning such as controlling, transforming and mixing materials; †¢ Characterizing ideas and experiences such as role playing, pretending; †¢ Developing rational reasoning such as learning to label, match and sort objects; †¢ Understanding time and space such as evoking and anticipating events, learning to get things in the classroom. (Curtis, A. , 1999) These key experiences not only offer the framework for planning and evaluating activities but also facilitate the staff to guide children from one learning incident to another. They suggest questions to put to the children and facilitate staff to assess children’s development and offer a basis for discussion with the parents. To achieve individually appropriate programs for young children, early childhood teachers must work in partnership with families and communicate regularly with the children’s parents. During early childhood, children are largely dependent on their families for identity, security, care, and a general sense of well being. Communication between families and teachers helps build mutual understanding and guidance, and provides greater consistency for children. Joint planning between families and teachers facilitates major socialization processes, such as toilet learning, developing peer relationships, and entering school. Mutual sharing of information and insights about the individual child’s needs and developmental strides help both the family and the program. Regular communication and understanding about child development form a basis for mutual problem solving about concerns regarding behavior and growth. Teachers seek information from parents about individual children. Teachers promote mutual respect by recognizing and acknowledging different points of view to help minimize confusion for children. The positive attributes of parent/teacher relationships are relatively easy to develop when teachers and parents have the same backgrounds, speak the same languages, share values and goals for children, and, in general, like one another. Parents are also more likely to relate to their children’s caregivers and teachers in positive ways, and are aware of the conditions under which the staff is working. For both parents and teachers, continuity of the children’s educational experience is critical to their development. Such continuity results from communication both horizontally, as children change programs within a given year, and vertically, as children move on to other settings. As such, programming of early childhood education should be based more on creative learning and not on rigid academic programs and they should be the same from child care to kindergarten. Lastly, the community and the society at large also have a stake in the quality of early childhood programs. Early childhood education entails an informed community willing to act upon the idea that high quality early education is necessary for future generations (Pascall, C. and Bertram, T. , 1997). When early childhood programs succeed in getting children off to a good start, families, schools, and communities will be strengthened. Children will grow up to be responsible, law abiding and productive citizens who will contribute to the country’s progress. In this sense, posterity itself eventually reaps the benefits of high-quality early educational experiences. Conclusion Curriculums and programs are frequently viewed only in terms of the product or the content to be taught. It is far more encompassing than this, though. The curriculum should also be considered in terms of the processes linking to learning and teaching, the objectives that both teachers and learners hold, the contradictory social and cultural experiences’ learners and teachers bring, and the realities that occur from classroom interactions and situations. In early childhood education, set programming standards that are based on academic formal structure and being practiced in classrooms should not be employed. Teaching and learning programs and the assessing and reporting of student achievement that relates directly to the learning outcomes and curriculum content provided in the NSW Board of Studies K-6 syllabuses is not yet applicable and favorable for very young minds. Instead, programs and teaching practices in early childhood settings should be more responsive to the needs and interests of the children. Programs should include a plan of activities that matches the children’s needs and promotes their independence. The plan should contain activities and exercises that help children to develop social, motor, language, and thinking skills. Programs should also provide a variety of experiences designed to encourage exploration and problem-solving, and an awareness of how diverse the world is beyond the home. Daily morning schedule for kindergarten as well as child care should be very similar. The only difference between the two settings is that kindergarten school children tend to arrive all at once while children arrive at child care centers according to their parents’ work schedules. Early childhood education in both kindergarten and child care settings must actively work to provide learning in a nurturing environment that matches the needs of the children. Parents also have active role in this endeavor. Children learn much from the adults around them, not simply from the planned learning opportunities but also from the customs and routines of daily living. The attitudes of the adults and other children and the shared relationships that are formed are as vital to children’s development as the activities in which they are engaged. The goals of the entire child care community, then, must be to encourage and support early childhood professionals to raise standards in our young children’s education. In providing an effective and successful program for early childhood education, our society and our country will reap the rewards of raising disciplined and productive children who will contribute greatly in our communities. References: †¢ Burts, Diane C. ; Hart, Craig H. ; Charlesworth, Rosalind; DeWolf, D. Michele; Ray, Jeanette; Manuel, Karen; & Fleege, Pamela O. (1993). Developmental appropriateness of kindergarten programs and academic outcomes in first grade. Journal of Research in Childhood Education. Vol 8(1), 23-31. †¢ Bredekamp, S. and Copple, S. (eds) (1997). Developmentally Appropriate Practice in Early Childhood Programs (revised edition). Washington DC: National Association for the Education of Young Children. †¢ Bredekamp, Sue (ed) (1998). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8. Retrieved from http://www. newhorizons. org/lifelong/childhood/naeyc. html. †¢ Chugani, H. , M. E. Phelps, & J. C. Mazziotta. (1987). Positron emission tomography study of human brain functional development. Annals of Neurology 22 (4): 495 †¢ Curtis, A. (1998). Curriculum for the Pre-School Child, second edition, London and New York:Routledge. †¢ Curtis, A. (1999). Evaluating Early Childhood Programmes: Are we asking the right questions? Paper presented at Early Childhood Conference, Santiago, March 1999. †¢ Edwards, C. , Gandini, L. and Forman, G. (eds) (1998). The Hundred Languages of Children, second edition, London: Ablex Publishing Corporation. †¢ Glascot, Kathleen. (1994). A Problem Theory for Early Childhood Professional. Childhood Education. Proofquest Education Journal, Vol. 70,3,131. †¢ Hirsh-Pasek, Kathy; Hyson, Marion; & Rescorla, Leslie. (1990). Academic environments in preschool: Do they pressure or challenge young children? Early Education and Development, Vol. 1(6), 401-423. †¢ Hutchins, T. & Sims, M. (1999). Program Planning for Infants and Toddlers: An Ecological Approach. Sydney: Prentice Hall. †¢ University of Illinois, Children’s Research Center. DAP:What Does Research Tell Us?. Retrieved Aug 31 from http://ceep. crc. uiue. edu. †¢ Website of NSW Dept . of Education and Training. Retrieved Aug, 31, 2006 from http://www. curriculumsupport. education. nsw. gov. au/primary/index. html