Carl Sandburgs Use of Allusion in Grass Essays - 564 Words

Carl Sandburgs Use of Allusion in Grass Carl Sandburgs short poem Grass represents a metaphor for the disguise of history. The persona tells how histories that have taken place are sooner or later disregarded. The persona tells that the histories should not be disregarded, but be left the way it is as cited in the poem I am the grass .Let me work. People should notice the events that took place and learn from their mistakes and be better people. The places that are mentioned in the poem are allusions. The allusions are indirect references that Carl Sandburg utilizes to exhibit the seriousness of the past events. Every place that is mentioned in the poem is a well-known bloody fight in wars that claimed many lives. The†¦show more content†¦At Austerlitz, even though Napoleon tasted his first victory he lost many men in the process. Eventually his defeat at Waterloo obviously meant that he lost more men than in his victory. This is where one of Carls arguments of the poem comes into play. It is meaningless if one wins or looses the reason being that the grass will get rid of all the signs of battles such as the dead people and would have no effect whatsoever on people in the future. The opening two lines of the following stanza is similar to the first line of the first stanza being that the grass commands for more history left behind for it to wipe out at Gettysburg, Ypres, and Verdun. All the grass wants to do is to accomplish its objective of wiping out physical signs of history. However, these events are recent and so there may still be some visibility of the battles. Some societies think that what happened hundreds of years ago happened yesterday. Carl then uses the image of the passengers who pass the places mentioned in the poem now covered with the grass. They ask the conductor What is this place? Where are we now? The passengers do not have a clue as to how much blood had been dropped there in the stated places. They then carry on with their voyage just as the grass keeps on growing. While the grass covers all signs of history, it may also be pointed out that the allusions where battles of war took place will be embraced by societies that see it asShow MoreRelatedThe Resilience Of Nature By Sara Teasdale And Carl Sandberg Essay1550 Words   |  7 Pagesnon-human life forms that exist in nature are unaware and undeterred from their purpose and routine within the environment. Even if humans destroy themselves to the point of non-existence nature will continue to flourish. Although Sara Teasdale and Carl Sandberg have each chosen the topic of war within their poems and both have used nature to convey their opinions about humanity; the mechanics used to write each poem are different. Each poet chooses the theme of nature’s generative abilities to portrayRead MoreAnalysis Of The Death Of The Hired Man By Amy Lowell1249 Words   |  5 Pagesare not possible, so why worry about them or look back. 4. â€Å"Grass† is a poem composed almost entirely of personification and allusion. How do these two devices work to deliver the message of the poem? In the poem â€Å"Grass† by Carl Sandburg he uses the grass as a cover to what has happened in the places he has named. Each of the places Sandburg names in this poem are sites where a war has occurred. Sandburg makes it as though the grass covers up what has happened in this tragic places, so that noRead MoreLangston Hughes Research Paper25309 Words   |  102 Pagessegregation that kept him and other blacks from using public restrooms or drinking from public fountains, entering certain stores, associating with whites in restaurants, theaters, and trains. If blacks were permitted to enter a facility, they had to use a separate entrance and sit in a separate section. Langston became an avid reader. His favorite magazine was Crisis, published by W.E.B. Du Bois, whose essays urged African Americans to preserve their heritage and to reject integration into the white

Values Free Essays

Another thing I value is happiness this is a personal value for me, I believe in being happy as much as you can and to keep a positive mind set, happiness is also a key factor in helping me get through the tough times that I face through-out my life. Motivation is something else I value and this is also a personal value. I always try my hardest to stay motivated and be positive, I value this is because it helps me to keep going and to give all I have in order to receive the best results in whatever I do. We will write a custom essay sample on Values or any similar topic only for you Order Now Three core values that influence practice are respect, confidentiality, non- judgmental attitude and protection. Maintaining a non-judgmental attitude around the clients is very important. The belief of social care work does not include assigning guilt or innocence. When using a non-judgmental attitude you have to allow the listener to hear and understand exactly what is being said and enable the person to talk freely and comfortably about problems without feeling that he or she is being judged. The attitudes involved in being non-judgmental are acceptance, genuineness and empathy. Acceptance is all about representing the person’s feelings experiences and values, even if they are different from yours it is important that you do not criticism them because of your own attitudes or beliefs. Genuineness is about showing the person that you accept them and their values by what you say or do. Try to reach a position where your body language reflects what you say. Empathy is the ability to place yourself in another person’s shoes and to demonstrate to the person that you truly hear and understand what they are saying and feeling. This is not the same as sympathy which is about feeling sorry for the person. Another value that influences practice is confidentiality you must strive to establish and maintain the trust and confidence of service users and career. A duty of confidence arises when one person discloses information to another in circumstances where it is reasonable to expect that the information will be held in confidence. Confidentiality is a fundamental part of professional practice that protects human rights. It is not acceptable to discuss matters related to the people in their care outside the clinical setting, Discuss a case with colleagues in public where hey may be overheard or leave records unattended where they may be read by unauthorized persons. Miller describes confidentiality as â€Å"The idea of protecting information from misuse† (2005:46) she then suggests information should only be passed on when necessary and the individual must be made aware that information can and will be passed on if necessary. Miller (2005) refers to the organization and not the employee as an individual. She also discusses the strict guidelines of confidential information. Confidential information gathered for one purpose should not be used for another. The consent of the individual should be given at all times other than in exceptional circumstances this must be made clear to the service user. Another value that influences practice is protection. As a social service worker, you must protect the rights and promote the interests of service users and careers. You must treat each person as an individual, you must respect their dignity, must not discriminate in any way against those in your care, you must treat people kindly and you must act as an advocate for those in your care, helping them to access relevant health and social care information and support. How to cite Values, Papers

Sir Gawain and the Green Knight Test of One Knigh Essay Example For Students

Sir Gawain and the Green Knight: Test of One Knigh Essay ts Chivalric Attributes Sir Gawain and the Green Knight: Test of One Knigh Essayts Chivalric Attributes Loyalty, courage, honor, purity, and courtesy are all attributes of a knight that displays chivalry. Sir Gawain and the Green Knight is truly a story of the test of these attributes. In order to have a true test of these attributes, there must first be a knight worthy of being tested, meaning that the knight must possess chivalric attributes to begin with. Sir Gawain is self admittedly not the best knight around. He says I am the weakest, well I know, and of wit feeblest; / and the loss of my life will be least of any (Sir Gawain, l. 354-355). To continue on testing a knight that does not seem worthy certainly will not result in much of a story, or in establishing a theme. Through the use of symbols, the author of Sir Gawain is able to show that Gawain possesses the necessary attributes to make him worthy of being tested. He also uses symbols throughout the tests of each individual attribute, and in revealing where Gawains fault lies. The effective use of these symbols enables the author to integrate the test of each individual attribute into a central theme, or rather one overall test, the test of chivalry. To establish the knight as worthy, the author first shows Gawains loyalty to his king. The Green Knight challenges anyone in the hall to the beheading game and no one takes him up on it. Arthur, angered by the Green Knights taunting, is about to accept the challenge himself when Gawain steps in saying would you grant me this grace (Sir Gawain, l. 343), and takes the ax from Arthur. This is a very convenient way for the author to introduce Gawain and also to show Gawains loyalty to Arthur, but it seems almost too convenient. There is an entire hall full of knights, why does Gawain alone step up? Why is it that a superior knight such as Lancelot does not step up? The Green Knight is big and of course he is green, which might explain some of the delay in acceptance of the challenge, but these knights are warriors. The color green is not a frightening enough color, even combined with the Green Knights size, to scare a true warrior. The possible reason for the hesitation by the knights could lie in the description of the Green Knights eyes. The author points them out in line 304, ;and roisterously his red eyes he rolls all about; (Sir Gawain). The critic Robert B. White Jr. says that ;one need not look far to discover the general symbolic significance of red when it appears in early literature; it is generally associated with blood, cruelty, and violence; (224). The Green Knights eyes display just how sinister he is and provide the reason that the other knights are hesitant to accept the challenge. Gawains willingness to accept definitely sets him apart from the other knights. The author uses this symbol to reveal that Gawain is not only loyal, but also courageous, and worthy to have his attributes put to the test. The author goes on to reveal yet another very important attribute of the loyal knight, his moral goodness. This is done in the description of the shield that Gawain arms himself with to undertake his journey to the Green Chapel. The shield is adorned ;with a pentangle portrayed in purest gold; (Sir Gawain, l. 620). This pentangle symbolizes Gawains faith in the five wounds of Christ and the five joys of the Virgin Mary, and his possession of the five knightly virtues. . . (Howard 47). This display of Gawains moral perfection, or purity, reinforces his worthiness to undergo the test of his chivalric attributes. Honor is another very important attribute that a knight must possess. Renaissance man and Renaissance women Essay Gawain has given his word while accepting the beheading challenge that he will meet the Green Knight at the Green Chapel in one years time. This journey is not an easy task by any means. The author tells us many a cliff must he climb in country wild; / far off from all his friends, forlorn must he ride (Sir Gawain, l. 713-714). This journey is also taking place in winter and near slain by the sleet Gawain sleeps in his irons / more nights than enough, among the naked rocks (Sir Gawain, l. 729-730). The authors vivid description of what Gawain must go through to .

Mythology - Sisyphus Essays - Sisyphus, , Term Papers

Mythology - Sisyphus Sisyphus was given a punishment by the gods, to push a rock up a hill, only to have it fall down on him again. Mersault is a person accused of murder who has spent over a year in jail. What both these characters have come to realize is that they are forced to live in these situations created by the gods, therefore they might as well enjoy or get used to them. Mersault is forced to live in a cell, without his cigarettes, and with limited visitation rights. When this happens, Mersault recalls what his mother told him. She said, ?One gets used to everything.? When Mersault realizes he is not going to get out of jail, he becomes indifferent, just like he always does, and accepts his situation, searching for any positive aspects to his incarceration. He defies punishment by accepting his situation and enjoying himself in jail. Therefore, the whole point of Mersault going to jail is obliterated. When Mersault is condemned to death, he does not act surprised, although he wishes he did not have to die. After a while he also accepts that. It does not matter to him that he is dying, so long as he is dying for a purpose. Sisyphus is damned for eternity to roll a rock up a hill. If he were to view his fate decreed upon him as punishment, for the rest of forever, then he would only sicken an already terminally ill situation (speaking metaphorically of course). Sisyphus starts to find meaning in his work, starts to enjoy his work, almost to take pride in his work, like a true laborer. Mersault is like Sysiphus, in many ways. The only real notable difference is that Sisyphus has been punished by the gods, whereas Mersault does not believe in god. Mersault is indifferent to his situation, as is Sisyphus, as apparent from Camus' description. Mersault and Sisyphus both expressed a love for life (Mersault's heart jumped at the idea of being pardoned, Sisyphus is being ?punished? due to his desire to stay in the real world). And most importantly, Mersault and Sisyphus both defy their detractors. They overcome their rulers. Mersault does not do it to prove anything to anybody. He just does it because it would be pointless to act any other way. With Sisyphus he can hold his head higher than the gods now, his work has ceased to be punishment, the gods have lost, he has won. For Mersault and Sisyphus to overcome their struggles, they had to be placed in one. Their background for reaching their struggle is what makes them unique. Recalling such people with different philosophies, like the Denver Nuggets most explosive player Mahmoud-Abdul Rauf, who believes in not standing up for something he does not believe in, he has shown that by standing up for a different philosophy than most people believe in can lead to rejection and tragedy. What was special about Mersault was where his priorities lay, which made him think different from everybody else, therefore enabling the world to brand him. Mersault is the anti-Christ because he smoked and drank coffee at his mother's funeral. Sisyphus was not regarded by a society as a vile person, but he was not accepted, he did not have interaction with them. These odd situations placed them both in struggles for their un-redeemable acts. Mersault converses with the warden to discover that ?prison deprives one of freedom." He understands that incarceration is punishment, just as Sisyphus did. They both move on to view their positions from a different perspective. Sisyphus moves from his position of sadness, to a position of happiness, mainly, in my view, to defy the gods, therefore it is not true happiness just defiance. He ?...obeys fate without knowing it,? as Oedipus did. Similarly Mersault accepts his imprisonment with the same kind of indifference that he takes everything else. Mersault, in fact, makes his own freedom by hanging on to his memories, he overcomes imprisonment, because he really is not imprisoned anymore. Mersault can be considered a real world interpretation of Sisyphus, only a lot different and emotionless. Mersault has never really expressed a desire for anything, whereas Sisyphus'

Roosevelt v. Hoover essays

Roosevelt v. Hoover essays During the 1930s, the economy was struggling and the main issue was whether or not the government should help out. Hoover tried as much as possible to stay away from government control over the economy and industries. Roosevelt did not want the government to stay out of the economy but to intervene and regulate only to a certain extent. President Franklin D. Roosevelt is commonly thought of as a liberal and President Herbert C. Hoover as a conservative; a statement that is true. In the early 1930s, President Hoover was frantically trying to find an answer to the depression; only he did not want the government to intervene with industries and the economy. Hoover stated in many of his speeches that he was strongly against this issue. In his candidate speech in October 1929 he said It is a false liberalism that interprets itself into the government operation of commercial business. Hoover was a very conservative President and did not like taking risks. President Roosevelt, on the other hand, was a very liberal president. He invested much of the governments money into programs to improve unemployment, and control the economy to help get America back on its feet. During his many years as president, government expenditures and total debt almost doubled. The opinion of the public during the presidencies of Hoover and Roosevelt also thought of Hoover as conservative and Roosevelt as liberal. In one 1931 cartoon, Hoover is shown reaching for a boat containing a struggling economy. Hoover is clinging to a rock trying to save the boat but he is only willing to reach so far. During the Great Depression and its recovery, the United States needed a liberal president to step in and take control of the economy and regulate things until the US got back on its feet. Hoover was not the right man for the job, but Roosevelt did a very good job saving the economy. It is a valid statement that Hoover is conservati...

All Quiet on the Western Front by Erich Maria Remarche

In the writer Erich Maria Remarque's novel All Silence of the Western Battlefield, the writer expresses his view through Paul of the hero. Paul is also a narrator to explain all the physical and emotional experiences of the struggle against the First World War. When Paul and some of his classmates took part in the war they were very enthusiastic as they believed that they were going to be purely for honor. But throughout the novel, Paul and his friends began to realize that this is indeed fear and sorrow. All the quiet Erich Maria Remarque of the Western Front was written and written in Germany during the First World War. At the moment, the attitude of war is that it is the glory, the picture of the most heroic death that anyone can have. However, quiet on the Western Front is an anti-war novel that shows the truth and reality of war. This book is banned by the German government and seems to be read and trusted by young people. During the Cold War, John F. Kennedy said: Before the en d of the war, mankind must end the war. The destruction caused by World War I (Remarque 1982) After that, Erich M. Remarque was in his pioneering work. Total silence of the Western Front is trying to spread this pacifist message and anti-war sentiment. This new type of war has been left behind as the greatest and most technically advanced deadly war at that time. The literary progress of all quiet Erich Maria Remarque in front of the west and All Quiet in the west front explains the two stories. It meticulously paid attention to the soldiers' ideas in World War I and detailed the fear of all wars; each story is not only a soldier's independent experience, but also a new appearance of the fight But there are. This war was seen through the eyes of Paul Bowmer, and his way of thinking was better developed than his comrade. His true silence about the symbol of the West, images, and fables - in this book we heard the word young man of iron which was used to represent Paul's generation. I ron youth is the ideal of a strong patriotic group of the motherland, they fight to fight to proud Germany and its history. The writer and character in the book tore this ideal compared to the reality of war, I feel the sky that it is useless. These young soldiers are not iron

Radiotherapy in cancer care Essay Example | Topics and Well Written Essays - 2000 words

Radiotherapy in cancer care - Essay Example Nevertheless, besides radiotherapy destroying the cancers cells, it also affects the normal tissues of the person receiving the treatment. This unintentional damage of normal tissues is often termed as toxicity. This toxicity often comes in hand with many sides effects. These include fatigue, radiation enteritis, nausea and vomiting, loss of appetite, hair loss, sore skin and joint or muscle stiffness. In cancer treatment, fatigue is a common side effect of radiation treatment. Fatigue is the most distressing symptom. It is much beyond the burden caused by nausea and pain. Research has proved that more than 75% of the patients who undergo radiotherapy in their cancer treatment complain of fatigue during and after the process (Cancer Net, n.d). This has induced a negative effect on the management of cancer. This is because it sometimes becomes severe affecting the life of the patients (Barsevick, Dudley & Beck, 2006). According to Dr, Vogelzang report, about a third of the patients considered fatigue as the most significant symptom of radiotherapy while almost 70% described it as the worst side effect. Studies have found that fatigue and skin problems were the most frequently reported side effects of patients undergoing radiation for lung cancer, although levels of fatigue were higher at the start of treatment compared to women treated with radiotherapy for breast cancer (Corner, & Bailey, 2009). Fatigue is recognized as a common symptom of radiotherapy, which not only occurs during treatment but also continues after the Radiotherapy has ended. The incidence of moderate to severe fatigue following radiotherapy has been reported as between 32% and 59% of those undergoing treatment trajectories (Dauz, Duccy, Scars, et al, 2001). Research has shown that management of fatigue is often limited during radiotherapy, with an undue focus on anaemia-related problems rather than providing wider support

Marketing Principles and Practice Essay Example | Topics and Well Written Essays - 4000 words

Marketing Principles and Practice - Essay Example The company satisfies customers and gives back to the community and the environment. Also, Starbucks persists to be profitable and it is expected to do well at least in the near future. They live by a strict, slow growth policy completely dominating a market before setting its sights further abroad. This strategy has gained them the advantage of being one of the fastest growing companies in the country amidst rivals trying to compete in the market. The strategy for Starbucks is formulated based on the visions of Shultz which aims to reinforce the caring, philanthropic image of the corporation show concern for its employees and society. These values today make Starbucks a leading organization in the country. Starbucks’ core identity is the business that it does i.e. Selling Coffee. It is basically known for its fine blended premium coffee and coffee related products. This image is actually discouraging for non-coffee drinkers since they would not go to Starbucks. However by developing new and exciting products, it aims to diversify its product range to juices and other edibles to widen its customer base. The company was started by three Seattle entrepreneurs in 1971 selling of whole bean coffee in one Seattle store. A marketer, Howard Schultz, was hired to be the manager of retail and marketing who brought new ideas to the owners, but was turned down. Schultz in turn opened his own coffee bar in 1986 based on Italian coffee cafes, selling brewed Starbucks coffee. By 1987, Schultz had expanded to three coffee bars and bought Starbucks from the original owners for $4 million. His intention for the company was to grow slowly with a very solid foundation. He wanted to create a top-quality management team which he did by buying off top executives from other well-known corporations. The company suffered losses for the first two years, but Schultz stood his ground and did not surrender his long term integrity and

Every Man Dies but Not Every Man Really Lives Essay Example for Free

Every Man Dies but Not Every Man Really Lives Essay â€Å"Every man dies but not every man really lives† was among the few words written by Sir William Ross Wallace, an American poet during the 1860s. Well, as for me I want to live my life to the fullest before I leave to my eternal home up there. Having a bucket list simply keeps me on track to full fill every minor and major thing I want to do before I kick the bucket. The very first item on my list is to tell my mother that I love her. I believe in love at first sight because since the very first day I opened my eyes until to this very second, I still love my mom. My mom is my best friend and my hero because she has been with me through my laughs, heart breaks, tears and everything that came in between. Since babies are precious angels gifted from heaven, I would not want to miss the next thing on my list which is to make a baby laugh. That moment of being so satisfied upon witnessing the joy on their faces is a feeling of no value. Next, I want to make a difference in a beggar’s life by taking some incredibly small steps which will mean so much to them some day. Back to the olden days blockbuster ‘Dr No’, right up to ‘Casino Royale’ that hit the box office in year 2006 will be one of the thing I want to do which is to watch all of James Bond’s movies. Just like how Alex Thompson wrote a poem entitled ‘My First Time’ to share his experience milking a cow, I want to roam freely and spend one week of my life to learn how to milk a cow. Besides that, I want to go on a holiday with no luggage to add a little more spice to the memories I will take back. The ‘Steel Dragon’ roller coaster in Spaland located in Nagashima, Japan will be one thrilling ride I would not want to miss. To add more excitement, I will pay the risk to swim with a shark and to swing myself in the sky on a trapeze. Besides that, one thing I will definitely do is to push a policeman down the street and run away. To appreciate mother-nature and the greens that provided me sufficient oxygen to respire, I will plant a tree with my name carved on it. Among the crazy things that I do not want to miss to do is to pretend to be invisible just like drawing a picture using a white crayon on a white paper. From laughing at a public phone to confessing my love to a traffic light, I wish to do all kind of things that will make people think I just lost my mind for one simple reason that I wish to relate to the sayings of Mahatma Gandhi, ‘Live every moment of your life as if there is no tomorrow and as if there is no one watching’. Among the few last things I will do is to fall in love. Somewhere between laughing for no reason, stupid arguments, and making fun of each other, I will fall for the ‘him’ who is willing to catch me when I fall. Elvis Presley put it best in his classic love songs and I want to fall in love with no regrets. I want to be in love with a love that is nothing because nothing last forever and therefore my love will last forever. With commitments, trust and care I want to fell so alive to be in love with the right man. Finally, I will prepare letters and leave it to cope up with my loved one once I am gone just like how Gerard Butler did to Hilary Swank in the movie, ‘P.S. I Love You’. ‘As a well-spent day brings happy sleep, so a life well used brings happy death’ said by Leonardo da Vinci is the one thing that keeps me going and to stand up to live every day of my live doing things I want to do by simply being just the way I am.

Essay on Teens - Popular Musics Impact on Youth -- Exploratory Essays

Popular Music's Impact on Youth Popular music and its artists have an enormous impact on our culture's youth from generation to generation. In almost any generation within the past fifty years, the behavior and beliefs of the majority of pre-teens and teens can be closely correlated with those of the popular music artist's of that time. Which music was "the popular music" changed drastically several times between the 1950s and the present, along with the attitudes of that generation's young adults. With each change in popular music came also a lasting change in the behavior of generations to follow. In some cases, the change was evident --the band or artist was creating or surrounded by controversy-- in other cases, the change was not evident until afterwards, a learning experience perhaps. In the 1950s, Bill Haley and the Comets first used the word "rock" to describe a musical form. They also released two movies, Blackboard Jungle, and Rock Around the Clock, which featured their music and were aimed specifically at young audiences. Blackboard Jungle told a story of teenage alienation and also made a star of Haley because of the overwhelming number of negative criticisms it received. Also, since adults of that time thought the music was just plain bad, the teens were even more drawn to its sound (Brown, 50, 53). Elvis Aaron Presley is known as the "King" today, but in the mid-fifties, he was known as "Elvis the Pelvis" because of his pelvic thrusts and somewhat exaggerated hip movements (67). These sexual mannerisms caught the attention of young women who viewed him as a sex icon, but also caught the attention of the media. In the fifties, these actions were too obscene to be shown on televi... ... What is to be learned from our generation? There does not appear to be a clearly defined movement being promoted like the antiwar movement of the sixties and seventies. Our generation will leave a legacy, or a lesson to be learned. Through the generations we have learned much; drug awareness, responsibility, and safe sex were all changes faced by generations following the previous generation's lifestyles. Our children will face different lifestyles that we are facing now, and the popular music of their time will surely shape their behavior and attitude to fit their generation. Works Cited Brown, Charles T. The Art of Rock and Roll. Englewood Cliffs: Prentice-Hall Inc. 1987. Christgau, Robert. Any Old Way You Choose It: Rock and Other Pop Music, 1967- 1973. Baltimore: Penguin Books Inc. 1973. http://www.factmonster.com/ce6/ent/A0860766.html

Ptlls Assessment 1

Describe what your role, responsibilities and boundaries as a teacher would be in terms of teaching/training cycle. What is the teaching/training cycle? How is it relevant to what teachers do? What are teachers’ responsibilities to their learners? I. e. keeping up to date in subject area, awareness of codes of conduct, preparing sessions, keep records etc. An awareness of how not doing this might affect your learners What is a teacher role? What are teachers’ contractual obligations? Understanding of IFL’s code of practice What are boundaries of what teachers can do and can’t do? I. e. ersonal boundaries with leaners, management demands, professionalism, deadlines etc.? The teaching/training cycle is a process, which identifies needs, planning, delivery, assessments and evaluation in each the responsibilities, role, and boundaries; all have an element of the training cycle, each works hand in hand, I am going to give a definition of each, and how each has an element of the training cycle. The responsibilities of a teacher to be a member of the institute of learning (ifl), have had carried out a CRB check, an understanding of organisational policies and procedures. Understanding issues of equality, diversity and inclusion. It’s a teacher duty to be a source of information regarding accessing grants and funding opportunities, and in full support and promotion of the programme they are teaching. Always making sure that the student/learner is on the right learning path, to be able to advise and give guidance, and referring to other organisations or agencies if the need arises. Or talk, to other professionals, on the behalf of their leaners. Keeping accurate records of everything that is agreed between them and the student. And being able to maintain confidentiality at all times. The role of a teacher is to always think of their learners as ‘all different but all equal’. (Kenny Fredrick’s George Green Annual Report 1997) To create a simulating environment for the leaner, offering an advancement of progress. To assess leaners either by oral or written testing, one to one or within a group learning, this also enables the teacher to plan the lessons, and preparing any teaching materials, and any differentiation that needs to be added to any scheme of work, to the level of their learners. The teacher has a duty of care to their learners and have the responsibility to follow the organisations polices and ethics, and to introduce to their learner to this information, a teacher should be in full support of the organisation, by attending meetings, complying to all administrative tasks such as schemes of marking, attendance records and maintaining records of learners progress, (of interviews, tutorials, assessments, exams etc. ) To act appropriately at all times. A teacher is to always evaluate themselves and their delivery of the subject. You will have professional boundaries within which to work and it’s important not to overstep these. ’ (Gravells, 2010: 11) As a teacher there are boundaries of course, because of working with people, people begin to think as you a friend and not just a teacher, boundaries should not be crossed, always make sure the student knows where he stands with you, ground rules are a must, always giving clear objectives and achievabl e aims. A teacher is to act professionally at all times, and maintain absolute confidentiality at all times. References Kenny Fredrick’s – George Green’s – Annual Report 1997 Gravells, 2010: 11

Study Plan for Masters in Surgery

ZSTU International Students Application Form | |? |(please print) | | |Name |Family Name | |Photo | | |? |(please print) | | | |Given Name | | | | | | | | |Nationality | |Gender | | | | | | | | |Passport No. | |Valid until | | | |? ? ? | | | |Date of Birth |Year Month Day |Marital Status | | | | |Place of Birth | | | | | | | |Religious Belief | |Physical Status | | | | | | |Highest Academic | |Major | | |Degree Obtained | | | | | | | |Current Employer or College Affiliated | | | Occupation | | | | | |Permanent Address | | | | Tel. /Mobile | Fax No. | E-mail | |My Contact Information | | | | | | | | | | Name | Tel. /Mobile | E-mail | |Contact on Emergencies | | | | | | | | | | Education & Work Experience | | | | | | | | | | | /Time for Chinese Learning: hours | |Proficiency of Chinese Language |HSK Band of HSK Achieved: | | | | |Preferences of College of Study | | | | | |Subject or Field of Study I Apply for | | | ? /From: ? /Year ? /Month ? /Day | |Duration |? /To: ? /Year ? /Month ? /Day | | /Categories of International Students I Apply to be in | |? /Bachelor’s Degree Candidate ? /Chinese Language Student | |? /Master’s Degree Candidate ? /General Scholar | |? /Doctor’s Degree Candidate ? /Senior Scholar | | |? /Scholarship ? /Self-supporting ? /Other | |Financial Support | | | | |Name, Tel & Address of the Guarantor Charging Your Case in China: | | | | | | /Guarantor’s Signature: Date: | | ( â€Å"? â₠¬ ? â€Å"? †) | |Do you have any of the following diseases(Each item must be answered â€Å"Yes† or â€Å"No†) | |? Yes ? No Cholera ? Yes ? No Venereal disease | |? Yes ? No Yellow fever ? Yes ? No Lung tuberculosis | |? Yes ? No Heart disease ? Yes ? No AIDS | |? Yes ? No Leprosy ? Yes ? No Mental illness | | /I hereby confirm that: | | , | |All information and materials given in this form are true and correct to the best of my knowledge and belief. I will take full | |responsibility for the authenticity of the above information. | | , ; | |I shall abide by the Chinese laws & the regulations during the study at Zhejiang Sci-Tech University and will not participate in any| |activities in China which are deemed to be adverse to the social order of China and are inappropriate to the capacity as a student. | | , |If I’m judged by the Chinese laws and decrees and the rules and regulations of ZSTU as having violated any of the above, I will not | |lodge any appeal against the decision of ZSTU on suspending my study at ZSTU or other penalties. | | /Applicant’s Signature: /Date: | | | |Advice of ZSTU Relevant Offices | | | | | | ): | |Director’s Signature(Seal) /Date: | | | |Remarks | | |

Osmosis Diffusion Lab Report Essays

Osmosis Diffusion Lab Report Essays Osmosis Diffusion Lab Report Paper Osmosis Diffusion Lab Report Paper Kinetic energy, a root of energy stored in cells, causes molecules to hit into each other and move in new directions. Diffusion is the result of this contact. Diffusion is the random movement of molecules to an area of lower concentration from an area of higher concentration. Osmosis is a type of diffusion. This is the diffusion of water through a selectively permeable membrane from a region of higher water potential to a region of lower water likely. Water potential is the measure of free energy of water in a solution. A living system also contains an active transport to make movement of particles like ions that move against their concentration gradient. The energy source ATOP is used during this process to move the particles across the cell membrane. This experiment takes place to measure the diffusion of small molecules through dialysis tubing. This tubing acts as a selectively permeable membrane, allowing larger molecules to pass through, but slowly. Dialysis is the movement of a solute through a selectively permeable membrane. When the two solutions on either sides of the membrane re equal and no net movement is detected, the solutions are isotonic. This means that the solutions have the same concentration of solutes. If two solutions differ in the concentration of solutes that each has, the one with more solute is hypersonic. The solution that has less solute is hypotonic Apparatus: Experiment 1: Diffusion 1. Elodea plant 2. Zipper plant 3. Hypotonic solution 4. Hypersonic solution 5. Light microscope Experiment 2: Osmosis 1. 4 slides 2. Potato Experiment 3: Ferrous 1. Ferrous Sulfate 2. Potassium Africanized 3. Slides 4. A Ruler Procedure-Data * We, as a group, needed two potato slices, water, and a salt. Was dropped into the tap water and the other slice into the salt. Potato slices to stand in the bowl for a minimum of 30 minutes. Nothing happened to both potato slices. * A potato slice * Allow the * At O minute * After 10 minutes, the potato in water (hypotonic) became puff up and firm. * The potato in Nasal got smaller and wet. * After 20 minutes, the results of both potato slices were the same as 10 minutes results. At 30 minutes the potato in hypotonic became rigid.

Kitkat-nestle Research Paper Example | Topics and Well Written Essays - 2000 words

Kitkat-nestle - Research Paper Example Each of the fingers can be separately snapped from the bar. Bars have 2 or 4 fingers typically. Introduction Of Nestle in UAE Nestle’s first official presence in Middle East was in 1934 in Lebanon. It has grown then in the entire region and operating companies has been opened in every country of Middle East except Iraq and Yemen. In these two countries, selling and distribution of products is done through agents. The regional head office of Nestle was established in Middle East in Dubai in the year 1997. Currently, the activities are focussed on 13 countries of Middle East. Business Nestle is into food industry. They products in every food sector from infant food for children to chocolates, beverages, frozen food, seasoning, water, tea, coffee, ice creams etc for adults to pet care food for pets. Their product Kit Kat has its separate marketing and it is into the chocolate business with a range of different Kit Kat flavours. Organizations that market the brand Business activit ies of market In terms of retail and distribution, the market of Middle East can be characterised compared to others. There are three trade clusters in Middle East. The first includes countries like UAE, Qatar, Oman, Bahrain where top retailers account for more than 50% of sales. In this environment, the business is much more skewed towards hypermarkets, supermarkets and key accounts. In the second cluster, the top retailers make up less than 30% of business which includes countries like Saudi Arabia, Jordan and Lebanon. In the third cluster, the top retailers account for less than 5% of business. It includes countries like Yemen, Iraq, Iran, Palestine and Syria. The United Arab Emirates forms a large part of developed trade environment where the key accounts, supermarkets, hypermarkets, typically Lulu, the Coop, Carrefour and Spinneys represent the majority of sales. SWOT analysis of Kit Kat Strength The chosen company is such that it is very difficult to consider its weakness in p romoting their chocolate. The way in which Kit Kat Company is promoting its product is very strong. They make a discount when consumer buys large pieces. It also has many factories which increases and improves the sales of company. Maximizing the distribution of the product is very strong to achieve the goals for any company to have many consumers and gaining profits like the Kit Kat Company does. The way that retailers promote the Kit Kat chocolate is different. Good retailers should help the customers to observe the chocolate in the supermarket in a good way to sell more. For example, when we went to the see how supermarkets promote our product that we chose, we saw big differences in the amount of the Kit Kat chocolate in each store like in Al-Hadaf Supermarket, there are many sections provide different types of Kit Kat. Kit Kat chocolate is a familiar over the world because it has been produce for a long time. The company shows many advertisements and puts many billboards on gro ceries and big markets. Their slogan of Kit Kat â€Å"

The Outcome of Employee Involvement and Participation Essay

The Outcome of Employee Involvement and Participation - Essay Example The utilization of this management philosophy is proved to positively impact a business organization. First, it has been demonstrated that giving employees the chance to participate in the decision making of business organizations directly and significantly contributes to their job satisfaction. As human beings, employees have this innate desire to enhance their self-worth. Without their participation and involvement, employees are left with the feeling that they are no more than the equipment that the company uses. With these sentiments, employees began to feel dissatisfied with their job, leading to human resource problems like absenteeism and low labor productivity. Thus, employee involvement and participation is a motivational factor that enhances the satisfaction of employees. Employee satisfaction has a positive implication for a firm. For one, employee satisfaction brought about by employee involvement is instrumental in achieving the goals of the company. John Purcell has emphasized that the firm’s human resource should be taken as strategic partners. Employee involvement can be used in order to tap the creativity and skill of the workforce and strategically align according to the goals of the business organization. If the employees are satisfied with their jobs, then doing this will be less tedious. The end result will be higher organizational performance leading to higher profitability. Employee involvement in the decision making of the company gives them the feeling of belongingness to the organization. This also makes them able to identify themselves with the company. They feel that their efforts can strongly contribute to the attainment of organizational success.  

Social Work Group Skills Essay Example | Topics and Well Written Essays - 750 words

Social Work Group Skills - Essay Example As work groups develop, the members come to play different parts in the socials structure. The emergence of different roles is a natural process. One of the most critical roles assumed by group members is that of leading the group. The essay is therefore written with the objective of presenting the results of a group video, specifically addressing the following, to wit: (1) method of intervention used in the group and the rationale for effectiveness; (2) identification of strengths and areas for development in leading groups; and (3) ways and means for group members to learn from each other. The method of intervention used by the group in the video is the cognitive behavior therapy. According to the National Association of Cognitive-Behavioral Therapists (NACBT) (2009, par. 1), the cognitive behavior therapy (CBT) is â€Å"a form of psychotherapy that emphasizes the important role of thinking in how we feel and what we do†. Cognitive behavior interventions are designed to educate and modify or change the clients’ attitudes and behaviors using nonpharmacological means (Delaune & Ladner, 2006, 1108). This approach is effective in terms of applying the garbage in – garbage out thinking where faulty thinking and information goes out to be replaced by new data which educates the client into effective recovery. It assists the client into developing skills to modify one’s behavior, identification of distraught thinking, assists in relating to others, minimize being indifferent and develop determination to change for the better. Negative thoughts are assessed and flushed out of the client’s mind, enabling new and improved mental processes to sink in and transform the client’s behavior and self concept. The exercise developed the following skills and strengths in leading the group: (1) cohesiveness where members are attracted to each other and engage in frequent social interaction. Feelings of belonging, acceptance and

Business in focus Essay Example | Topics and Well Written Essays - 3000 words

Business in focus - Essay Example However, this key environmental trend is causing many regional and international companies to rethink their existing business strategies in order to satisfy consumer demand for eco-friendly products through marketing and in areas of facilities management. This report identifies differing viewpoints on environmental consciousness along with an assessment of how this both positively and negatively impacts retail business operations and finance. Piell (2009) offers that certain regulatory entities, in international retail selling environments, are adding considerable pressure to companies to comply with energy usage reductions, which is especially noticeable in the consumer sales environment. The United States Environmental Protection Agency created its Energy Star labeling system which was a regulatory effort for appliance manufacturers to clearly list the energy-efficiency rating of their products, such as dishwashers, refrigerators and microwaves (Piell). Additionally, Verizon, one of the largest international mobile communications technology companies, proudly promotes the Energy Star labeling system in over 30 of its international retail stores that are at least 5,000 square feet in order to comply with these regulations and also show interested consumers that the business takes energy consumption at its stores quite seriously (Piell). This regulatory pressure forces many appliance retailers (and other energy-consuming product manufacturers) to change the internal energy mechanisms of their products in an effort to reduce a product’s carbon footprint, the volume of carbon dioxide (CO2) emitted by the devices. From a manufacturing perspective, this key trend in regulatory activities related to the environment can be a costly business operation as it often involves devoting more financial resources to research and development in order to meet new standards of energy consumption. Energy

Gender Differences In Aspects Of English Language Use

Gender Differences In Aspects Of English Language Use Language is largely influenced by socialization, shaped by conditioning and constant reinforcement. When parents speak to children they address boys and girls in different ways. In general, girls are treated more gently and spoken to more softly. Boys are encouraged to play roughly, to make a noise and to be expressive, but not to cry. Girls are encouraged to be less rowdy and may cry but not shout. They are discouraged from expressing anger. For boys, behavioural expectations are reinforced with expressions like You throw like a girl, and Big boys dont cry. As children develop, these differences begin to show more clearly in language. They become part of the communication style that is there for life. According to Mayor, B (1996, page 64), as they mature girls and boys increasingly differentiate their language use to reflect their gender roles. Girls use more indirect language than boys, and are more likely to modify their speech styles in varying contexts. Studies of childrens play behaviour demonstrate that boys are competitive and confrontational, and concentrate on the physical world, whereas girls are indirect, collaborative and are interested in motives and feelings. (Maybin, 1996 page 19). Generally speaking, boys and men are assertive, independent and objective. Girls and women are submissive, dependent and subjective. Of course, there is a wide range of communication styles and practices within each gender group, with most men and women using various conversation styles depending on the purpose and context, and also whether they are in single sex groups. In mixed company women usually talk less than men, and are more polite. They are less competitive and try to bring others into the conversation. This could be because women are brought up to be deferential to men. They are more hesitant and indirect, use more tag questions (isnt it? dont you think?), more polite forms (could you possibly?) and generally weaker vocabulary (words like lovely and Oh dear). (Maybin, 1996 page 19). Men on the other hand, interrupt more and give less feedback and support. In situations that require formal conversation, such as at conferences, business meetings, or other mixed-gender gatherings, men tend to initiate more of the interaction. Those who talk most are perceived to be leaders. (Coates, 1998, p.469). Amongst themselves, women tend to talk more. They show more concern for the relational aspects of conversation. In exclusively male groups, men tend to focus more on activities than on conversation (Coates, 1998, p.216). Of course, these are generalised descriptions of behaviour, and both sexes are able to modify their styles depending on the context. Maybin (1996, page 19) quotes a study of courtroom language in which high-status, expert female witnesses used masculine speaking styles, whilst lower status male witnesses used female style features. Dr. John Gray (author of Men are from Mars, Women are from Venus) says that women communicate for different reasons than men do. When men talk about problems, they are looking for solutions, whereas when women discuss problems they are sharing their feelings, because they find this therapeutic. In this context what women would like from men is empathy, and not solutions. The table on the following page shows clear differences in communication styles between men and women. Men Women They try to solve problems and troubles They try to match troubles by relating similar negative experiences They have a more analytical approach to problems They have a more emotional approach to problems They are less likely to ask for help. They try to figure things out on their own They are more likely to ask for help and accept it They are more task-oriented (i.e., What is everyone going to do?) They are more maintenance-oriented (i.e., Is everyone all right?) They appear less intuitive and less aware of details They appear more intuitive and more aware of details They have more difficulty in expressing intimate feelings They have less difficulty in expressing intimate feelings They are more apt to yell, shout and swear to release anger They are more apt to cry to release anger They talk more about what they did, where they went and less about relationships with others They talk more about how they feel and more about relationships with others They tend to take verbal rejection less personally They tend to take verbal rejection more personally (Glass, L. (1995) page 49). English has a natural gender, unlike many other languages. (Of course, it was not always so; before 1154, Old English nouns still used the Anglo-Saxon derived genders. (Bryson, B, 1990, page 49)). This means that words like woman, cow, ewe, are feminine because of their biological sex. In the same way, bull, boy and tomcat are masculine. This natural gender refers only to animals and not to objects. Historically, certain professions acquired genders: doctors, lawyers, politicians, engineers, architects and ministers were invariably male. Nurses, nannies and typists tended to be female. Nowadays, all of these professions are correctly gender-free. There are also words with male endings such as chairman, postman and fireman, which now have alternatives: chairperson, postal worker and fire-fighter. Regarding creative writing, women authors have tended to be under represented in most selections of literary texts. Writers such as the Brontà « sisters and Mary Anne Evans had to adopt male noms de plume (respectively Currer, Ellis and Acton Bell, and George Elliot) even to get published. Apart from this gender based discrimination, there is also a strong feeling amongst many writers that the written, literary language itself was for so long a male preserve, that woman writers need their own idiom. In Thomas Hardys Far from the Madding Crowd, the heroine Bathsheba explains that It is difficult for a woman to define her feelings in language which is chiefly made by men to express theirs (Quoted in Menham, R. 1995, page 136). Menham also quotes from Virginia Wolf, who appeals for a new kind of writing that will take the natural shape of a womans thought without crushing or distorting it. In A room of Ones Own she says that the resources of the English language would be much put to t he stretch, and whole flights of words would need to wing their way illegitimately into existence in order for female sensibility to be adequately explored. She also associates maleness with a sterile rationalism and the aims of control and regulation, and femaleness with a fertile indiscipline, spontaneity, plenitude, a creative irrationalism. (Menham, R (1995) page 137). Referring to the work of French theorist Hà ©là ¨ne Cixous, Menham feels that her celebration of womans writing effects a great historical reversal of the traditional strengths and weaknesses of male and female language-use. It gives a positive value to precisely those qualities that men have always derogated in women: hysteria, lack of force, sensitivity. (Menham, R (1995) page 138.) In conclusion, there is no doubt that there are differences in English language use, both in speech and writing, based on gender. Most of these seem to be as a result of socialisation from an early age. The different, traditional gender roles and expectations coloured the way children were raised and educated, and in many respects these influences are still in place. Hopefully, as modern societies eliminate the largely artificial stereotypes of gender based roles and behaviours, we will all be able to experience, and articulate, the full panoply of human emotional and intellectual experience, regardless of gender.

Free YGB Essay - Innocence vs Reality in Hawthornes Young Goodman Brown :: Young Goodman Brown YGB

The story Young Goodman Brown presents two themes; loss of innocence and coping with reality. Loss of Innocence is a major theme of the story and is easily seen. A loss of innocence is when those that do not know something horrible or do not believe in its existence come to an understanding of that horrible thing that forever changes them. The innocents in the story are Goodman Brown and his wife, Faith. Faith, we see is capable of attaining heaven(577), a good place where evil is unknown. Brown is also an innocent as shown by when the devil reveals to him a series of horribles as the two walk through the woods-namely that his grandfather, his mentor, and the preacher have all communed with the devil before (578-580). In the passage, the devil puts it upon himself to rectify this lack of understanding by informing those who had hoped for good, that their very nature is evil. The truth is what Goodman Brown had said before "There is no good on earth; and sin is but a name. Come, devil ! for to thee is this world given(581)."   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Coping with reality becomes a major issue after the loss of innocence. Both of our innocents must devise a way of dealing with the new found horribles. The devil, in our passage, suggests : "Evil must be your only happiness." When Brown denies the devil's truth(584), he chooses the alternative. Brown lives out his life an uphappy and distrustful man (584). His wife, once a happy person, due to evidence of the contrary, did not change and lived a happy life. So we can see there were two paths to follow once innocence has been lost-accepantance of the horrible truth which leads to happiness or the constant denial of it and consequent gloom (585).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   These two themes point out two very separate beliefs of the sociohistorical period during which Hawthorne wrote. Puritanism had held sway over American thought for many generations prior to Hawthorne. It presented the idea that all men are born sinful due to Original Sin. That understanding was the basis for the loss of innocence theme described earlier. At Hawthorne's time puritanical beliefs were transforming. The new theology emphasized a connection of man to nature. Any truths to be found in nature were right and true. This presented the second theme or question of coping with reality.

The Influence of Humanity on Education and Women

The age of Enlightenment put forth the importance of humanism and reason, concepts that creates a balance between humanity's innate tendency to experience emotions while at the same time, cultivating a rational view of experiencing sensations and interactions around him/her. Indeed, discourses that were created and published in the 18th century reflected the use of reason in order to elucidate the nature of human beings. Enlightenment discourses,' in effect, provide an important insight into the humanism and reason that dwells inside the human mind. These important concepts of the Enlightenment were shown in the works of Mary Wollstonecraft and Jean Jacques Rousseau. Both being proponents and believers of the principles reflective of the Enlightenment, they expressed their views of how humanism and reason influenced their position about the role of women and feminism, and their relationship with education. In Wollstonecraft's â€Å"Vindication of the rights of women,† the author utilized reason as a tool to argue her point about the history of women's suppression when it comes to achieving quality education and fair regard with men in the society. Rousseau, meanwhile, in his work entitled â€Å"Emile† (or â€Å"On Education†), asserted that neither women nor men were suppressed or antagonized against each other, whether the comparison is on their rights, social status, and even privileges such as attaining education. He provided the ‘opposite face' of Wollstonecraft's argument of women suppression in society through their lack of education. Given these descriptions of the works of Wollstonecraft and Rousseau, this paper posits that the works of the authors share a similarity and difference that pertains to the issue of women's equality in attaining education and education in general. This paper argues that using both humanism and reason as foundations for their arguments, Wollstonecraft and Rousseau similarly believed that education must be achieved by all, although education in itself must not be confined to formal education, but to formative education done by the society as well. However, both differed in expressing their opinion concerning women's roles and feminism. Wollstonecraft believed that women had been suppressed and not given the privilege to acquire good formal and formative educations, while Rousseau believed that women were not hindered by society to receive education, and they can do so if they only willed themselves to achieve it. Presentation, analysis, and discussion of these arguments are supported with texts from Wollstonecraft's â€Å"Vindication of the rights of women† and Rousseau's â€Å"Emile. Wollstonecraft and Rousseau presented similar arguments when they discussed the issue of how society should develop and implement education for children and the youth. Both acknowledged the fact that formal education is important, although its state (in the 18th century) leaves more to be desired; in fact, they cited the deficiencies that formal education can have to people's learning and intellectual and moral development. They believed that formal education must include formative education, which means people must not only learn through accumulation of facts and information in schools and educational institutions, but also learn through constant interaction with other people. The youth must learn not only from within the walls of the classroom, but in the real world as well. Rousseau expressed his strong belief in formative education in â€Å"Emile. † In fact, the creation of the discourse itself was meant to critique and analyze the state of formal education as Rousseau observed it during his time. One of his critiques against formal education is that it tended to provide knowledge that is ‘quite limited,' even â€Å"censored† for the students. In expressing his disagreement against â€Å"censored† material used in teaching students, he stated, â€Å"[t]he literature and science of our century tend to destroy rather than to build up. When we censor others we take on the tone of a pedagogue†¦ In spite of all those books whose only aim†¦ is public utility†¦ the art of training men-is still neglected. Books and instructional materials are only useful as aids towards learning, but if these educational materials are â€Å"censored† and created in order to suit the institutions' needs rather than the students', then the â€Å"training of men† is forfeited. What results is a society where children and the youth depend on education to provide its learning knowledge, taking for granted ‘lessons' learned in real life, such as knowledge that comes out from daily interaction with other people and learning lessons from their everyday experiences in the outside world. Apart from the censorship in the educational material taught to students, Rousseau also cited the seemingly lack of imagination in the educational system. By ‘imagination,' he meant that people have become heavily dependent on information and knowledge already extant in the society in all kinds of discipline. Gone is the drive to discover new things in the natural and social environment, which makes human knowledge and most importantly, intellectual development, stagnant. Learning and knowledge accumulation must be a process in which students must think â€Å"out of the box,† an idea that should have been supported because this is what led to the age of Enlightenment. Without humanity's imagination and drive to learn more about the world they live in, perhaps the age of Enlightenment and Scientific Revolution Rousseau's society was benefiting from would not happen. He explicated in better terms his idea of thinking â€Å"out of the box† in the following passage from â€Å"Emile†: By freely expressing my own sentiment I have so little idea of claiming authority that I always give my reasons. This way people may weigh and judge them for themselves. But while I do not wish to be stubborn in defending my ideas, I think it my duty to put them forward†¦ Propose what is feasible, they repeatedly tell me. It is as if I were being told to propose what people are doing already, or at least to propose some good which mixes well with the existing wrongs†¦ Wollstonecraft had similarly expressed Rousseau's sentiments concerning formal education. In expressing her views about education (in general), she focused on the effect that intellectual development from schools have over the moral development of the students. Rousseau, on one hand, had not expressed explicitly his desire for an moral, alongside intellectual, development for humanity's youth. Wollstonecraft, on the other hand, had been more than explicit in expressing her desire for moral development as an individual goes through intellectual development. In â€Å"Vindication,† she expressed concern that the public and private education systems are focusing too much on the intellectual development of the individual, and might, over time, experience greater knowledge and learning without a strong and firm moral character. By emphasizing on moral and intellectual developments, Wollstonecraft strove to put a balance between the humanism and reason, the pillars of the Enlightenment that helped promote intellectual and social progress in human societies. Her fears of escalating moral degeneration for the future of 18th century society was expressed in her discourse, where she declared, †¦ children would be entirely separated from their parents, and I question whether they would become better citizens by sacrificing the preparatory affections, by destroying the force of relationships that render the marriage state as necessary as respectable. But, if a private education produces self-importance, or insulates a man in his family, the evil is only shifted, not remedied. By claiming that â€Å"evil is only shifted, not remedied,† Wollstonecraft meant that formal education does not prepare people for the knowledge that would become more important and useful in real life. This knowledge is not the wide expanse of information that one knows, nor the deep understanding of a discipline or study, but rather, the knowledge that one has in having the best judgment and manner of interacting with other people. Moral development, in effect, was considered more important than intellectual development because it is through a healthy psyche that humanity is able to move forward and leave the ways of the ‘primitive human. ‘ This primitive being is one who is not able to control his emotions and desires, seeking and pursuing these at the detriment of other people's lives and welfare. With social progress in mind, Wollstonecraft proposes that education or intellectual development is not the sole key to it, but morality reigning in human societies as well. Wollstonecraft and Rousseau expressed their similarities in the belief that moral development is just as important in attaining intellectual development. However, when it comes to discussing role of women in the society and feminism, the authors have different perspective toward these issues. Wollstonecraft's view of women and feminism is more radical and attempts to break the status quo (i. e. , the perceived dominance of males over females). Rousseau, meanwhile, sought to establish the fact that in general, men and women are equal in that they complement each other's differences. Thus, for him, their differences are nature's way of creating a balanced whole and harmony in the society. Wollstonecraft's views were apparent in her discussion of education, where, after criticizing education in general, she applied the issue of the achievement of formal education in the context of the women's sector and feminism. In her discussion of moral development as an essential factor in developing intellectual growth, she argued that women's lack of opportunity to achieve formal education also resulted to their lack of moral growth. This means that because they were not exposed to ideas that would encourage the development of a moral character, women were left to act and behave attitudes and character that they deemed as ‘right' and ‘pleasing' to the society. She expressed dismay over women's lack of privilege in education, both moral and intellectual, relegated her to the low and weak status in the society: No, it is indolence and vanity-the love of pleasure and the love of sway, that will rain paramount in an empty mind. I say empty emphatically, because the education which women now receive scarcely deserves the name. For the little knowledge that they are led to acquire, during the important years of youth, is merely relative to accomplishments; and accomplishments without a bottom, for unless the understanding be cultivated, superficial and monotonous is every grace. This passage reflected the fact that the perpetuation of a patriarchal society in the 18th century was due to many factors, which included the tolerance of women's lack of privilege to develop themselves intellectually and morally. If women will not understand the repercussions that education can have in their lives, they will remain as â€Å"indolent† individuals possessing an â€Å"empty mind†-individuals who remain unchallenged and unknowing because they lack the knowledge to survive in a world where survival not only depended on physically, but intellectually and morally as well. Rousseau offered an opposing opinion to Wollstonecraft's feminist ideals. In â€Å"Emile† (Book Five), he made it clear that â€Å"[t]o cultivate the masculine virtues in women and to neglect their own is obviously to do them an injury. Women are too clear-sighted to be thus deceived. When they try to usurp our privileges they do not abandon them. But the result is that being unable to manage the two, because they are incompatible, they fall below their own potential without reaching our's and loose half their worth. † This assertion reflected how women, in their desire to be equal in skills and knowledge as men, weaken themselves in the process, for they were not able to cultivate their own skills and knowledge. Attaining equality with men by aspiring for their characteristics is abandoning one's self and acquiring the identity of the other, thereby creating confusion and guilt. The woman is then left feeling weak because she had abandoned her true, strong self. It is through this point that Rousseau was able to explicate how males and females are equal in that they complement each other: one draws strength from the other, and become weak when they try to be not their true, strong selves.

Group dynamics in The Breakfast Club Essay

Whether groups are formed for social or task oriented purposes, the ability to produce and maintain a sense of affiliation, peer support and collaboration is important for overall group functioning. The cohesion of a social group is produced through the establishment of a set of group norms, which are later defined as a guide for conduct accepted within a group of individuals. However, in order for a group to perform and produce results, the team leader should guide his/her team through the proper stages of group development, which includes the following steps: forming, storming, norming, performing and adjourning. Although teams should follow all these stages of group development, the forming and the norming stages are the most important, since these develop and foster the development of the group norm which prevents segregation within a group. In addition, an autocratic leadership style, which is a very authoritative method is useful in cohering a poorly organized group, especially a group of young high school students as in the movie, The Breakfast Club. The first stage of group development is the forming stage. Forming is when members get to know each other and find common ground, while the group leader provides structure, direction and ground rules. For example, in the movie, The Breakfast Club, the forming stage was the point at which students were forced into a group during detention, which provided structure and rules and allowed individuals to become familiar with one another. The second stage in group development is the storming phase, which usually involves arguments, power struggles, debates and general conflict of interest, often resulting in individuals perceiving such gathering as a waste of time. An example of this stage also seen in the The Breakfast Club is where differing opinions and ideas due to variations in social norms created conflict and arguments within the group. However, if a team leader is able to get past this stage by reminding members of the general goal, group members will begin to work as a team and will move onto the norming stage. At this stage, the group begins to realize the more positive points of individuals within the group, which promotes the development of trust and respect which begins to build group cohesion. The next stage is the performing stage, which is typical of high-performing teams that are able to function as a group and figure out various options to get the job done smoothly and effectively without supervision. The final stage is the adjourning phase, which is the final step in completing tasks  and breaking up the team. The groups that are formed as adolescents often determine group associations as adults and define an individual within their social group that will either set them with or against other groups. This is described in an article on social groupings by Colin Allen, which mentions that our social asso ciations as adolescents are strong indicators to future patterns of social norms as adults. Therefore, the group of students in the movie, The Breakfast Club, can also be extrapolated to adult group dynamics. However, the varying social norms between groups can present conflicts when adults are required to function within a very diverse group of individuals. In The Breakfast Club, the Jock, Geek, Prom Queen, Delinquent, and the Freak groups are brought together initially through an autocratic or directive leadership role, used to bring the group together in order to proceed to the next phase of group development. This stage is particularly important within a group of varying personalities, such as a group of high school students, since it is most often the only way such a diverse group can become familiar with each other. Then through the forming stage, the group members move away from differing group norms, interact and eventually find common ground within the group and establish a unified group norm. The importance of developing a group norm is also illustrated in an experimental study done on group norms and self-aggressive behaviors, which indicated that the establishment of a group norm played a crucial role in the expression of self-inflicted aggression. This tendency to conform to a group norm was shown to influence individual behavior, such as the enhancement of self-image associated with group identification. Therefore, the formation stage in a group process is important, since it develops group norms by requiring the individual to gather data and impressions on similarities and differences within the group and rely on a strong authoritative leader for guidance. The second important stage in group development is the norming stage, which emphasizes interpersonal relations and group cohesion. This is the stage at which the members are actively acknowledging each other through learning about one another and developing group cohesion. Through this stage, individuals begin to share leadership roles and dissolve former cliques and contribute to the overall success of group functioning. This will also increase the sense of group belonging, and individual invested interest in solving any issues within the group. This stage is characterized  by sharing, soliciting information, accepting and finally, providing feedback, and increased creativity. In the film, The Breakfast Club, this stage occurs later when the group has already gone through the forming stage, where the individuals are able to function as a group towards the same goals. In general, if this stage is achieved, members of the group will become more open with each other and information sharing will occur, which will benefit the effectiveness of the group. At this stage a more relaxed leadership style can also be implemented, such as the democratic or laissaize-fair methods. In conclusion, the development of a group who vary in social norms is very dependant on the forming and norming stages, since these steps allow the group to develop a unified group norm. Depending on the characteristics of the group, normally an authoritative style should initially be implemented in order to bring some cohesion to the group. As an example, a group of first year nursing students would benefit from the forming stage, under the direction of an autocratic leadership, since this would offer a solid foundation on which to build a unified group norm. After the group is formed and rules have been learned and accepted by the students, a less authoritative leadership style can be implemented in the norming stage. This will allow students the freedom to learn and explore the field of nursing and develop their individual self-confidence within the field.