Hemingway And Theme Essay Research Paper Ernest free essay sample

Hemingway And Theme Essay, Research Paper Ernest Hemingway uses many subjects and elusive niceties, to convey his short narratives alive, with imaginativeness and escapade. These short narratives all revolve around certain things that are present in each of his narratives. In Another State, The Big Two Hearted River, and Indian Camp, all contain similarities, which are sometimes really apparent, and really elusive. The short narrative, In Another State, is a narrative of war and hurts. The storyteller get rehab for his articulatio genus, and he meets different people with other hurts throughout the narrative. The subjects of this narrative are between love and grief. The storyteller is confused about how he is looked at by the regular townsfolk. It is different for him to intermix in, because he is a soldier from another state, and certain things confuse him approximately why he is making what he is making. The 2nd narrative, Indian Camp, is about a male child and his journey to manhood. We will write a custom essay sample on Hemingway And Theme Essay Research Paper Ernest or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Nick, the male child, accompanies his male parent, a physician, to present a babe. It is a really traumatic experience in the Indian hut, but Nick handles it and helps his male parent. After the successful bringing, it is found out that the male parent of the kid has committed self-destruction on the bunk above. All this clip, Nick has witnessed a ghastly Cesarean delivery and a adult male who has killed himself. The river is use vitamin D to typify this journey into manhood. Nick takes is instead good, and feels that he should be like his male parent when he grows up. The 3rd narrative, The Big Two Hearted River, is besides about a adult male with a journey. The cardinal character, besides named Nick, is on a trip to travel fly-fishing. We are told he utilize to travel with a friend, Hopkins, and fish. We figure out that Hopkins was drafted, and is likely dead, by the manner Nick acts. This narrative is loaded with symbols, which I did non catch the first clip through. This trip is a manner of Nick to acquire over the loss of Hopkins, and to retrieve the old yearss. The symbol that is matched with this is the burnt wood. The wood is burned right now, but it will turn and travel on after clip. Nick likes being independent, but besides misses Hopkins presence. Hemingway puts experiences of his ain life in his narratives, and besides keeps the cardinal character much similar to the remainder in all the narratives. In all of his narratives, the subject of a soldier is present and the cardinal character is ever a male child, that is traveling through a alteration or some type of mental maturating procedure. Hemingway went through many tough times during his life, and I believe he used those times in his narratives, as a type of therapy. It does non truly count why he did it, it makes his narratives interesting to read no affair who you are.

60 Best Research Paper Topics Great Ideas for Writing a Winning Paper

60 Best Research Paper Topics Great Ideas for Writing a Winning Paper Think over a topic for writing your research paper on? Look through the list of 60 research paper topics to find the idea. If you are looking for a list of good research paper topics, youve come to the right place. We have written some of them for you, just pick the category you like or need to write your research paper on and  choose the topic for yourself. Psychology Post Traumatic Stress Disorder and Depression Borderline Personality Disorder in Females Borderline Personality Disorder in Adolescents Bipolar Disorder Anxiety Disorders Substance Use Disorder and Professional Athletes Meditation: What Role Does This Have in Psychology in the Year 2013? 8.Where in the World is Neuropsychology Headed? English and Humanities Religion and Conflict throughout American History The Life of Buddha Compared to the Life of Jesus How Would Shakespeare Be Different if He Were Born in the Year 2000? Mozart and Bach – Their Life and Times How to Write on a Controversial or Sensitive Topic Is That a Colon or Semi-Colon? The Development of Language Discuss Plato and His Theory of the Cave Science The Structure of Cells and Microbes Germs: What They Are and Why We Need Them What Is the Difference between a Medical Doctor and a Psychiatrist? What Is the Difference between a Medical Doctor and a Chiropractor? Is Acupuncture a Viable Alternative Medicine? Yoga and Modern Science What Would Life on a Colony on Mars be Like? Should the Rules of the National Football League Be Changed to Protect Players from Concussions? Is it True that You Can Make Statistics Say What You Want? Einstein Crazy Genius Newton and the Law of Gravity Discuss Why Modern Science is Evaluating Ancient Treatments for Improved Health World History: The French Revolution – What Was It about Marie Antoinette? The Cold War – US vs. Soviet Union Round One Why Did the Warsaw Pact Develop? The Magna Carte The Founding Fathers – Rebels or Freedom Fighters The Vision of the Founding Fathers The Middle East – The Conflicts and Parties 8.The Creation of Israel and How This Affected the Middle East The United Nations and the Security Council – Effective or Ineffective Who Was Galileo and Why Was He Important? Did Leonardo Da Vinci Invent the Airplane? Explain the Relationship between North Korea and South Korea Explain the Relationship between China and Japan What Is the Precipitant Event that Led to World War I? Explain the Rape of Nanking Law: How Does the First Amendment Affect Life in 2013? At Eight Years Old, Should a Child Be Charged with Murder? Drug Trafficking and Narco-States DEA v. FBI What Is the Most Important Recent Supreme Court Ruling? Has the Executive Branch Eclipsed the Judicial Branch? How Did Brown v.  Change The Board of Education in the United States? Texting while Driving – A Misdemeanor? How Mothers Against Drunk Drivers (MADD) Changed the Way We View DUI/DWI Should the Speed Limit Go Back to 55MPH? General: How Has the Cell Phone Changed Society? Have Computers Complemented the Office Environment and Led to a Reduced Work Week? How Has the Workplace Evolved since 1980? Performance Enhancing Drugs and Cheating Is the Rate Alcohol Is Absorbed into the Body the Same for a 100-pound Non-Drinker as It Is for a 175-pound Drinker? Why Is the Sand Disappearing on the Beaches of Miami? Great White Shark Attack Clusters – What Is Driving the Predators? Should you need assistance with your research paper writing, we are here to help. Just email your research paper instructions to our support staff and they will be ready to help. Even if you dont see any topic that you like, our writers are able to help you in your order form simply write that you need help with a research paper topic, and our writer will start coming up with different topics. Once you see the topic that you need, let us know and we will assign that specific writer to work on your project. We guarantee that you will enjoy the process. is the service you can trust!

John Lewis' Multi-Channel Marketing Communication Proposal (Summative) Essay

John Lewis' Multi-Channel Marketing Communication Proposal (Summative) - Essay Example The retail shop marketing team understands that only a few customer still prefer dealing with a single channel in purchasing their preferred goods. However, increasing numbers employ multiple channels in their respective buying processes particularly, the ones purchasing about 30% onwards. Moreover, the management understands that with the world increasingly becoming interconnected via the internet and mobile technology, multichannel communication have become inevitabilities in commerce rather than the exception (Blakeman 2014). Therefore, there is a need for John Lewis retail to effectively integrate its existing multichannel marketing communication as this increases the points of contact with the customers. The MMC techniques and strategies further help the retail shop reach marginal customer segments by permitting preferred customers access points. Therefore, for imperativeness of MMC, John Lewis retail shop must satisfactorily work to coordinate both message and data. Such channels as TV, direct mail and mail, radio, advertising print and internet must consistently offer consistent brand experience. Importantly, the John Lewis marketing team must understand the difficulty in developing consistent message when various agencies are contracted for each of the avenues marketing avenues mentioned (Ryan & Jones 2012). The consistent brand must be demonstrated with respect to the customers’ experience through call centers, retail environment, websites and direct sales. The underlying principle behind Jo hn Lewis increasing success is the firm’s integrative multichannel marketing where data and marketing messages that make the customers feel they are dealing with John Lewis and not a different Company at each point. Despite the success noted, John Lewis is still struggling with how to capture young customers through its AW collection. This paper will primarily focus on how the firm can apply the MMC to launch a new

Discuss the view that there were marked changes in the nature of Essay

Discuss the view that there were marked changes in the nature of British and American expansion in the late Nineteenth Century - Essay Example In the USA, interest in expansion came essentially from a number of practical and ideological changes. First, by virtue of its massive economic growth after the Civil War:- spurred by an abundance of natural resources and rapid industrialization - the United States had become a "great power". Numerous publicists started to suggest that as the United States was now a great power, it should start to act like one. Practical changes also led to America turning its eye towards other countries. The American "frontier" had essentially disappeared by the last decade of the Nineteenth century; many started to state that the country would need new land and opportunities to serve a growing population. Militarist minds suggested that the US would need to become a great naval nation in order to protect its borders, and Social Darwinists suggested that "manifest destiny" could be extended to other countries. Thus, stated simply, they stated that the world was a jungle and that only the strong in a raw, physical sense could survive. Added to these arguments were those of idealists and religious leaders who argued that Americans should "take up the white man's burden" and carry their supposedly self-evidently superior culture (cultural, economic, political, religious) to the native peoples of the world. Thus a whole series of factors ... In 1895 a violent revolution against Spanish rule in Cuba had occurred, set off by an economic depression that had resulted from a decline in American purchases of sugar form the island. Rebel violence was put down violently by the Spanish, and Cuban refugees in the USA started to spread exaggerated and eventually outright fabricated tales of Spanish atrocities. The power of the print press was partly responsible for the road to war that America now started on. William Randolph Hearst, the great American media baron, whose New York paper The American was in fierce competition with a rival, started to print these stories and to stoke up a jingoistic atmosphere of war. President Cleveland avoided the pressure for war, but his successor, President McKinley was essentially overtaken by events, namely the rather suspicious sinking of the USS Maine on February 15, 1898. The naval board of inquiry claimed that it had been sunk by a Spanish submarine mine, and the resultant loss of life led to war with Spain. Spain offered to make large concessions, but refused to admit what would essentially be defeat - complete withdrawal from Cuba, without a shot fired. In mid April Congress authorized the President to use force to expel the Spanish from Cuba. Thus started what Secretary of State John Hay expressed in a letter to Theodore Roosevelt was a "splendid little war" for America in which there would be little loss of life, but a massive transformation in international presence (Endicott, 2004). The American expeditionary force quickly routed the Spanish on Cuba and then turned against the last Spanish outpost in the Caribbean, Puerto Rico. In early May the Spanish fleet in Manila, the

Industrial Hemp Essay Example | Topics and Well Written Essays - 2250 words

Industrial Hemp - Essay Example Since 2007, the commercial value of hemp has grown tremendously. Today it is considered to be the fastest growing bio mass ever known to exist. It produces around 25 tons of dry matter per hectare per year. In modern agriculture a normal average yield is tipped to be 2.5-3.5 t/ac. As a crop, hemp is also very environmentally friendly and does not require many pesticides or herbicides. Contemporary research has not focused much on soil fertility and hence there is very little data available on that front. Results and analysis show that a high yield of hemp may lead to high yielding wheat crop. Hemp is hence one of the most ancient domesticated plants that ever existed. (Citizen) There are various varieties of Hemp out there. There is cannabis sativa, sativa vary. And sativa. These are grown for industrial use whilst on the other hand sativa indica is generally known to have poor fiber quality. Its primary purpose is for use for recreational purposes and for medicinal drugs. Talking ab out the differences in the plants at chemical level, their major difference rests in the amount of tetraydrocannabinol that is genetically produced in the plants. It is secreted by epidermal hairs called glandular trichomes and can be easily made out on genetical grounds. (Melody) There are some oil seed and fiber varieties of cannabis as well. They have been approved for industrial hemp production and can produce very little amount of psychoactive drug. They don’t produce any physical or psychological effects. On the global scale China is the leading producer of hemp. It is also produced in Europe, Chile and Korea. Benefits and Many Uses of Industrial Hemp: Hemp is used for reasons that are manifold. It is said to produce above 50,000 products in the United States itself. These include the manufacture of textiles, cordage, and nutritional products. Cordage can be produced in varying tensile strength. The bast fiber is normally blended with some other organic fibers for insta nce flax, cotton and silk. These are used in the production of apparel and furnishing and have cotton and hemp in the ratio of 55:45. However 100% pure industrial hemp can also be used. It is just that more commonly it is blended and mixed with cotton. The two fibers inside the hemp tend to be woodier. Because of their characteristic properties they are used commonly in non-woven items, mulch, litter and animal bedding. (Alberta) Hemp is also used in the production of oil-based pained, as a moisturizing agent in creams, for cooking and even in plastics. Basically, the oil present in the seeds gets oxidized when exposed to air. This helps in the extraction of oil and the use of Hemp in oil based products. Hemp seeds have been very fruitful in their use as bird seed mix and now they are also used to make fishing bait, Food: The chemical composition of Hemp seeds is very interesting. They contain essential amino acids and essential fatty acids which are important for a healthy balanced human life. These can seeds can be eaten raw, can be cooked with meal, and even made into hemp milk. This milk is used to prepare tea and in baking. The fresh leaves of hemp are also eaten in salads by many. Some of the most popular products made via hemp include cereals, waffles, nut butters and hemp tofu. There are some companies who try to gain more value out of industrial hemp. They try

Importance Of Teacher Motivation Education Essay

Importance Of Teacher Motivation Education Essay A study of teachers motivation consists of two main themes. The first one identifies the different factors affecting teachers motivation, while the second aspect analyses how the school heads can impact on teachers motivation through their leadership. This chapter explains the importance of teacher motivation. The motivational factors for teachers, applying literature findings are reviewed. 2.2: Importance of teacher motivation Schools exist, primarily to educate children. It is for this purpose that teachers are employed in schools (Fiddler Atton, 1997). Teachers are, thus, the most important professionals for any nations future. However, without adequate support and resources, teachers will not be motivated although they may be highly qualified. It is sad to note that teachers, the most valuable human resource, are often neglected (Abdo, 2001). One should bear in mind that a nations strength depends on the high quality of its education system and the strength of such a system, in turn, relies on qualified and motivated teachers. Inspired and motivated are essential in providing quality education. Schools would definitely not survive without motivated and dedicated teachers. 2.3: Factors affecting teachers motivation Research (Eimers, 1997) has shown that teachers are influenced by both intrinsic and extrinsic factors. Further studies on motivation for teaching distinguished between intrinsic, extrinsic and altruistic reasons for choosing the profession (Kyriacou Coulthard, 2000; Moran, Kilpatrick, Abbott, Dallat, McClune, 2001). Intrinsically motivated teachers are focused on teaching and the activity related to the job itself. The inherent satisfaction or the joy of teaching is viewed as the driving force. The extrinsically motivated teachers focus on the benefits of teaching, such as salary, vacations or other external rewards connected to the job. Finally, the altruistically motivated teacher views teaching as a socially worthwhile and important job, and has a desire to be part of young peoples growth and development. Barmby (2006, p. 253) extrapolated these findings and points out that teachers motivation is influenced less by externally initiated factors such as salary, educational policy and reform and conditions of service, than by those emanating from the intrinsic context within which they work. According to Hallinger and Heck (1998), school leaders can play a critical role in the success of educational institutions. To the extent that school leaders can control the outcomes of teachers efforts, they can influence the levels of motivation teachers experience (Silver, 1982). This can be through their influence on teachers morale and motivation. Studies have lent proof (Hallinger and Heck, 1998; Leithwood and Jantzi, 2005; Leithwood and Mascall, 2008) that School leadership affects the way teachers teach, and hence, impact directly on student performance. Since school leaders can, in one way or the other, affect the intrinsic factors listed, they, thus, play an extremely role in motivating teachers. Indeed, in an attempt to study teachers motivation, Pitre (2003) found significant relationship between school leadership and teacher motivation. A school head should not only be an effective leader, manager and counselor, but also an effective motivator. Motivated teachers are productive teachers (Osterloh, Bruno and Frost, 2001) as they have job satisfaction. School leaders should bear in mind that without these, educational programmes may be deeply weakened (Snowden and Gorton, 2002). This is supported by Browns study (2005), which found significant link between political, local and organisational factors and the use of incentives to motivate teachers in charter schools. Motivation was higher where more external incentives were provided. In fact, School leadership and Teacher Motivation are two things that are inextricably linked. 2.4 Importance of leadership in schools For much of the twentieth century, the role of the school head was that of manager, where he/she was expected to manage personnel and budget, while handling other operational issues (Usdan, McCloud, Podmostko, 2000). Studies on the topic suggest that in the past, principals were able to succeed, at least partially, by simply carrying out the directives of central administrators (Perez et al. 1999). Today, in a rapidly changing era of standards-based reform, as education moved into a new era of accountability, a different concept has emerged. According to Dussault and Barnett (1996), educational organisations are facing many challenges and this shift brings with it dramatic changes in what public education needs from principals. School principals must, therefore, enhance the quality of their services; they can no longer function simply as building managers, tasked with adhering to district rules, carrying out regulations and avoiding mistakes. Management by principals is no longer en ough to meet todays educational challenges (Mulford, 2003). Researchers (Dussault and Barnett, 1996) claim that the actual situations in schools call for improvement and educational leadership. As Cawelti (1984, p.3) stated: Continuing research on effective schools has verified the common sense observation that schools are rarely effective, in any sense of the word, unless the principal is a good leader . 2.4.1 School leadership and effective schools School leadership (Huber, 2004), indeed, has a pivotal role in contributing to effective schools. Gurr, Drysdale, and Mulford (2005) found in their case study research on Australian principals that the principal remains an important and significant figure in determining the success of a school (p. 548). Extensive empirical efforts have shown that leadership is a central factor for the quality and effectiveness of a school (Reynolds, 1976; Harris, 2005). The research results show that each and every successful school possesses a competent and sound school leadership. Research (Barber, 1995; Mortimore, Sammons, Stoll, Lewis and Ecob, 1988; Stoll and Fink, 1996) has shown that leadership, in fact, defines the success of a school. According to Leithwood, Day, Sammons, Hopkins and Harris (2006, p. 14-15), there is not a single documented case of a school successfully turning around its pupil achievement trajectory in the absence of talented leadership. In this line of thought, Leithwood, Louis, Anderson Wahlstrom (2004) claimed that while classroom instruction has the greatest impact on student achievement, leadership has the second greatest effect. The role of the school leader has to be seen in relationship to the context in which the school is operating. Schools are embedded in the education system and their local communities; leaders, therefore, have to react to, cope with and support the development of the community served by their respective schools. Huber (1997) firmly believes that school leaders matter, they are educationally-significant, school leaders do make a difference. Given the manifold tasks and responsibilities of school leadership, as well as the competencies required, school leaders may be regarded as superheroes. Their complex role can hardly be filled with traditional leadership concepts (Huber, 2004). Educational leaders are now confronted with an altogether new range of demands and challenges. They should bear in mind that their organisations have been set up to accomplish a specific social aim, shaping the society. The quality of education provided at school, therefore, determines the future society. Moreover, school leadership proved to be important for the learning environment for teachers in schools (James McCormick, 2009; Louis, Dretzke, Wahlstrom, 2010). 2.4.2 Successful and effective School leadership 2.4.2.1 Firm and purposeful leadership It has been proven that all aspects of the school rely on a proper School Leader (Stoll and Fink, 1996; Huber, 2004; Mortimore et al., 1988). However, both the School Leader and individual teachers are of utmost importance. Leithwood, in concert with others (Leithwood et al., 2004; Leithwood and Riehl, 2003; Leithwood et al., 2006), identified four broad categories of educational leadership, or core practices: setting directions; developing people; redesigning the organization; and managing the instructional program. At the same time, effective leaders know that the ability to lead and manage organisational change is critical for survival since the school environment is a dynamic one. School Leaders should incorporate the ability to deal with changes occurring in school system structure, especially when more responsibilities are being thrusted upon the shoulders of the School Leader by the educational system. According to Calabrese (2002) the prototype school leader in the 21st century is a change agent. They have a responsibility to lead change that results in more effective and efficient educational practices, in an environment that is increasingly political. Therefore, outstanding school heads should be proactive. They must make the change happen without alienating the teaching staffs. They should act as mediators between those resisting changes (Levine and Lezotte, 1990) and the change agents. Leaders, thus, got a key role in inducing others to adopt change in order to improve the organisational effectiveness. Hence, school leaders, are key to initiate and maintaining the school improvement process (Sammons et al., 1994c). Schools, expected to fulfill multi-dimensional functions, are affected by both internal and external environmental factors (Eres, 2011). School leaders can eliminate the negative effects of such factors. Thus, they need to be proactive, anticipating problems and should be prepared to counteract these efficiently and effectively. The role of the School Leader is not always clearly defined since leading and managing are two intermingling responsibilities. 2.4.3 School leadership and teachers motivation Leadership can be defined as the ability to enlist, mobilize and motivate others to apply their abilities and resources to a given cause (Eyal and Roth, 2010). This capacity is fundamental in the educational sphere. Very often, educators think in terms of motivating students to learn. Equally important, though, with respect to educational leadership is the motivation of teachers (Silver, 1982). According to Kocabas and Karakose (2002), teachers are responsible to their schools and the principals are in turn responsible for the proper administration of the school. Therefore, the main responsibility for motivating teachers falls to the school head. Along this line, Barker (2001) studied poor performers and effective principals and suggested that effective leaders indeed motivate the staff. He claimed that the latter should be there to enthuse and invigorate teachers rather than to shape them. Good leadership improves both teacher motivation and work settings. Further research by Kiziltepe (2006) found that the primary source of teachers de-motivation was the administration Though, the relationship between School leadership and Teacher Motivation have not directly been subject to much research, Brown and Hughes (2008) highlight the importance of exploring the different factors that motivate teachers, as society increasingly holds them accountable for student achievement. The relationship between school leadership and teacher motivation is related in the research literature to the attempt to better understand principals impact on school performance (Leithwood and Jantzi, 2005; Leithwood and Mascall, 2008; Supovitz, Sirinides and May, 2010). Thus teachers engagement and their motivation have been studied mostly as a mediating factor between school leadership and students learning (Hallinger and Heck, 1998). According to Sharpe, Klockow Martin (2002), the factors motivating teachers can vary from classroom to classroom, school to school, or district to district. If teachers are not motivated to teach, then the search for educational excellence will be ava il (Richardson, Short Prickett, 2003). 2.4.3.1: How can School leaders affect teachers motivation Several studies suggest that school leadership is second only to classroom teaching as an influence on student learning (Leithwood, Harris, Hopkins, 2008; Leithwood Jantzi, 2008) and that key to optimizing student learning is the influence exerted by school leaders on teacher motivation and commitment (Day, Stobart, Sammons, Kington, Gu, 2006; Leithwood Mascall, 2008). According to studies (Hallinger and Heck, 1996), school leadership affects students outcomes indirectly, by creating the conditions that support teachers ability to teach and students learning. Teachers motivation includes the expenditure of effort to achieve a goal (Martin, 2000). It is also about creating forces that power and drive their respective behaviours (Bursalioglu, 2002). Dull (1981) believes that school leaders could motivate teachers by improving a situation perceived to be difficult by an individual, thereby meeting needs. In addition, the school leader can also motivate teachers by providing adequate d riving forces to urge one into action (Genc, 1987). The human factor should not be ignored, the educational leader should strive in developing a physiological and psychological process which takes into account individual desires, goals, tendencies, behaviour, self-interest, preference, will-power and drive. He/she should be considerate, that is, consider both intrinsic and extrinsic forces that actuate, direct and maintain staff behaviours (Gursel, 1997). Motivating teachers also implies increasing the latters willingness to work and making them believe that they will satisfy their personal needs if they work efficiently in the school (Yuksel, 1998), by providing the appropriate conditions. Porter, Polikoff, Goldring, Murphy, Elliot and May (2010) claims that these conditions include high standards for student learning, rigorous curricula, quality instruction, a culture of learning and above all- professional behaviour. Indeed, scholarly writings have linked the above mentioned conditions with increased teacher motivation to exert extra effort in teaching (Geisel, Sleegers, Leithwood and Jantzi, 2003). They added that school leadership has a key role in ensuring these conditions at school. Geisel et al. (2003) also mentioned that schools are effective only when the whole school community work as a whole and not as fragmented units. Thus, the school leaders should not only occupy the authority position but should also be visible (Dinham, Cariney, Craigie and Wilson, 1995) in the institution, so as to be able to motivate their staffs. 2.4.3.1.1: Visible leadership Indeed, Dinham et al. (1995) found that secondary school principals responsibilities include being visible, maintaining contact with student groups, keeping open lines of communication with stakeholders, promoting a positive school climate, being aware and in control of all school issues, influencing the school tone, and fostering school pride. According to further studies (Huber, 1997), teachers recognize it is highly motivating when their school head is involved in the daily routine. The school leader, showing dedicated interest in what happens in the class itself, is much appreciated. Teachers have a high esteem for leaders knowing about the curriculum and who are actively involved in monitoring students progress. Robinson (2006) points out that school leaders who have subject specific knowledge will be more confident and successful in supporting improvement in teachers practice. No doubt, teachers find it highly motivating when the principal provides a variety of support, includi ng practical assistance and encouragement (Murphy, 1989). This involves frequent movement through the school, class visits as well as some informal exchange with the teaching staff (Teddlie et al., 1989). According to Scheerens (1992), this is one of the pillars of school leadership and such regular interactions could also help in assessing the ways teachers work. 2.4.1 Relationship between school leader and teachers Davis et al. (2002) argue that the relationship between school leaders and teachers is very important: the school leaders regard for others is, key, to motivating teachers. Being in charge of the school administration, school leaders have the greatest share in motivating teachers. According to Griffin (2010), relationships with administrators were rated as a highly motivating factor. This is supported by Asbill and Gonzalez (2000) who found a relationship between positive principal-teacher interactions and teacher job satisfaction. Egley (2003) found similar results and emphasized the importance of a supportive principal-teacher relationship. School leaders (Barnett and McCormick, 2003) must be able to create an environment conducive to the building of positivity, providing the platform for the staff to maintain good relations, so as to create a healthy environment, where all can grow adequately. Wallace (2010) further claimed that school leadership should also include some emotional dimension. She posited that school leaders who understand the emotional context in which they work will provide a more satisfying and effective work context for teachers. They highlighted that working in a classroom environment where there is administrative support enhances the element of respect. Indeed, interviews by Sederberg and Clark (1990) showed that teachers perceive respect as the most important incentive, followed by trust, optimism and intentionality. Further research (Geisel et al., 2003) has shown that certain methods adopted by the School leadership indeed impact on the level of teacher motivation, for instance, defining a clear vision and objectives. Shared vision and goals Scholars (Eyal and Roth, 2010; Barnett and McCormick, 2002) posited that vision potentially offers the greatest capacity to influence teachers motivation. Lashway (2000) added that school principals should ensure that this vision is relevant to the school context. The leaders vision must also be related to the existing needs and culture of the school (Keedy, 1991). In addition, it must be focused, consistent, at the same time, including short term as well as long term objectives (Geisel et al., 2003). These help define and promote high expectations; and they connect directly with teachers and the classroom. Barnett and McCormicks (2003) findings echoed the above researchers ideas and even extrapolated those- they concluded that teachers should, at all cost, share the schools vision. This is because vision provides personal goals for the teacher, a desire to see a change in the future. The staff should be able to connect to the vision when it is clearly defined, so that, their own personal objectives may sprout out from it. Their studies have shown that teachers are highly motivated when they build consensus on the aims and values of the school. In such cases, teachers can put these into practice through collaborative and consistent of working. Empirical evidence (Leithwood and Riehl, 2003; Ylimaki, 2006) proved that vision creates a sense of purpose that binds teachers together and propels them to fulfill their deepest aspirations and to reach ambitious goals. Indeed, Brewers rese arch (1993) showed that student achievement levels were higher in schools where the principal had hired like-minded teachers who shared the principals goals and who were able to implement effectively the principals vision. Other researchers (Lee and Smith, 1994) analyzed performance from 820 secondary schools and found that coherent, sustained, and focused reforms resulted in the best outcomes for students. Therefore, effective professional principals (Huber, 1997, 2004) should relentlessly work to improve achievement by focusing on defining SMART goals. However, scholars (Gagne and Deci, 2005; Sheldon, Turban, Brown, Barrick and Judge, 2003) claimed that presenting followers with a value-laden vision is not enough. Leading professional No doubt, implementing a vision is not instantaneous; it requires repeated cycles of reflection, evaluation, and response, and only the principal can sustain it (Lashway, 1997). Sheldon et al. (2003) posited that the leadership role played by the school principal is critical in ensuring the vision and mission is attained. Thus, principals need to wear many different hats during the school day. But, the most effective school principals are not only managers and disciplinarians but also instructional leaders for the school (Leithwood and Mascall, 2008). Their studies showed that an effective school leader is not merely a good administrator or manager, but also a leading professional- a transformational leader. According to Burns (1978) transformational leadership is the process in which leaders and their followers bring each other to a higher level of ethic and motivation. Todays schools, therefore, want not only visionary and professional leaders (Lashway, 2000), but transformational ones. Transformational Leadership and motivation Leithwood (1992) claimed that transformational leadership is, actually, the restructuring of the system in order for the mission and vision of people to be redefined. It also ensures that the staff identifies themselves with the goals of the organisation, together with enlisting the participation of the staffs by taking into consideration their opinion greatly provide the scope for motivation. Bass (1990) suggested that motivation is, in fact, a sub-dimension of transformational leadership. Other scholars (Simola, Barling and Turner, 2010; Park and Rainey, 2008) also concluded that motivation has been shown to be an inspiring component of such kind of leadership and these have shown a positive relationship between transformational leadership and motivation. Indeed, Bass and Avolio (1997) have argued that transformational leadership can produce extraordinary outcomes in terms of increased commitment to achieving group or organisational goals. Coupled with the above, Shamir, House and Arthur (1993), maintained that transformational leaders also foster intrinsic motivations related to self concept. Their theory of leadership asserted that charismatic leaders promote followers intrinsic motivation to act beyond their self-esteem, self value and social identification. Research has shown a positive relationship between transformational leadership and motivation. It has been proved that in an organisation with transformational leaders, there is higher productivity and that the employees are happier and there are fewer negative incidents (Robbins, 1996). Indeed, transformational Leadership plays an important role in developing self-motivation. Leaders increase their workers motivation through their behaviour (Bass, 1990, Greenberg and Baron, 2000). As the human relations and communicative skills of a transformational leader are developed, they are effective in persuading and directing their followers (Glad and Blanton, 1997). They also motivate followers to transcend their own immediate self-interest for the sake of the mission and vision of the organisation. The leader motivates followers to work for transcendental goals instead of immediate self-interest, for achievement and self-actualisation rather than safety and security (Murray Feitler, 1989, p. 3), and creates within followers a capacity to develop higher levels of commitment to organisational goals (Leithwood Jantzi, 2000). Followers confidence levels are raised and their needs broadened by the leader to support development to higher potential. Such total engagement (emotional, intellectual and moral) encourages followers to develop and perform beyond expectations (Bass, 1985; Burns, 1978). 2.3.5.1 Transformational and Transactional School leadership Basss model (1998) of transformational and transactional leadership has a number of important implications for the current reform movement in education. According to Bass and Avolio (1997), the transformational/transactional approach builds trust, respect, and a wish on the part of followers to work collectively toward the same desired future goals. This not only allows the transformational leader to operate effectively within the available context, but to change it, to make it more receptive to her or his own leadership orientation. Indeed, a positive relationship has been found (Howell and Hall- Merenda, 1999) between transformational leadership and a good rapport between the leader and follower. Applying this to schools, Avolio and Bass (1988) argue that although transactional and transformational leadership can represent two discrete forms of leadership, effective school principals exhibit characteristics of both by maintaining short-term endeavors through transactional leadership and by inciting change as a transformational leader. A number of studies emphasize the importance of transformative leadership for school principals (Fullan 1996; Hord 1992; Leithwood, Tomlinson Genge 1996; Wood 1998; Sergiovanni 1992; Conley 1997; Perez et al. 1999; Reed and Roberts 1998). Transformational school leadership and teacher motivation Contemporary middle school leaders have a vast array of responsibilities and are often characterized as those who should be transformational leaders (Sanzo et al., 2010). The challenges brought to schools by restructuring have been cited as reasons for advocating transformational leadership in schools. Such leadership embraces a postmodern way of thinking. It is argued that transformational leadership is well suited to the challenges of current school restructuring. It has the potential for building high levels of commitment (in teachers) to the complex and uncertain nature of the school reform agenda and for fostering growth in the capacities teachers must develop to respond positively to this agenda (Leithwood and Jantzi, 1997). Transformational leadership is seen to be sensitive to organisation building, developing shared vision, distributing leadership and building school culture necessary to current restructuring efforts in schools (Leithwood, Jantzi and Stainbach, 1999). Transformational School leadership: the four Is and teacher motivation Leithwood and Jantzi (1990) have defined transformational leadership based on schools. Transformational leadership dimensions, namely, idealized influence, inspirational motivation and intellectual stimulation, were found to directly influence teachers amount of motivation (Geisel et al., 2003; Leithwood and Jantzi, 2005). These, in turn, had an indirect impact on students achievements and learning (Leithwood and Jantzi, 2005). Individualised attention-Teachers needs and expectations Individualised attention (Blasà © and Kirby, 2000) given to the staff, greatly adds up to teacher motivation. According to Blasà © and Kirby (2000), it is of upmost importance for leaders to identify teachers needs- the social needs should not be neglected (Bursalioglu, 2002), and their feelings about their jobs. School leaders have to be conscious of the fact that each person has different needs and, therefore, should be motivated accordingly. Weller (1982) added that the school principal should be sympathetic to the needs of their teachers. The leaders should be able to cater for the needs of each and every one. According to Adair (2002), a leader, who is not aware of these, and who does not display effort to fulfill these, will definitely face difficulties in motivating teachers. He added that only a well-informed leader can devise and implement effective strategies to assist teachers in their development, ensuring they perform their respective duties in an effective, enthusiast ic and motivated manner. Blasà ©, Derick and Stahth (1986) reported that principals initiating structure and displaying consideration were associated with more satisfying work conditions, higher job satisfaction, and less job stress. Staffs experience of job stress was seen as principals lack of consideration and was related to teacher dissatisfaction. It was found that teachers (Blasà © et al., 1986) are less likely to share their views and opinions, or trying to improve the conditions if they feel that their school heads are not enough caring. Blasà © (1986) put forward that the latter should strive to develop fruitful relationships with the teaching staff, fostering positive communication with and among teachers. It is only through these relationships that they can establish leader legitimacy and encouraged commitment. Teachers should feel that they form part of the school community and not simply as employees working in the school. The motivation for working with the subject matter in which teachers have their academic degree and the wish to teach it to others are important motivators for teachers both before and upon completion of the PGCE course (Roness Smith, 2009, 2010). Still, we find that the subject-matter interest is a salient and stable motivator among these Norwegian teachers, a finding which aligns with other international research (Kyriacou et al., 1999; Manuel Brindley, 2005; Manuel Hughes, 2006). A plausible reason for these results can be that when starting teacher education, the students regard themselves as subject-matter specialists. Idealised influence Idealised influence is the charismatic element of transformational leadership, in which leaders, become role models, who are admired, respected and emulated by their followers (Avolio and Bass, 2002; Bass, 1998; Bass and Avolio, 1994). As a result, followers demonstrate a high degree of trust in such leaders (Jung and Avolio, 2000). Researchers (Jung and Avolio, 2000) added that shared vision, is, an integral component of this idealized transformational role, inspiring acceptance through the alignment of goals. Principals must, therefore, be good role models supporting best practice (Colley, 2002). Inspirational motivation Leaders behave in ways that motivate and inspire those around them by providing meaning and challenge to their followers work (Avolio and Bass, 2002). According to Bass (1998), team spirit is aroused and followers show much enthusiasm. The transformational school leader (Barnett and McCormick, 2003) builds and sustains interactive communications with the teachers. For instance, inspirational talks and acting in ways that encourage enthusiasm. Principals inspire teachers to see an attractive future, while communicating expectations and demonstrating a commitment to goals and the shared vision. Research (Eyal and Roth, 2010) also proved that transformational school leaders can stimulate their teachers efforts to be innovative and creative. According to Tracey and Hinkin (1998), such influence motivates followers to show integrity in the form of ethical and moral conduct. This includes values and beliefs which emphasise the schools mission and embracing high morality. Another point to be noted is that teachers want to be fairly treated. Any discriminatory actions (Wevers, 2000) against them are negatively perceived and these impact heavily on their motivation level. Awamleh and Gardiner (1999) believe that school leaders should avoid the misuse of power for personal gains. School leaders should be seen trustworthy and competent by followers (Cheemers, 2001). So, it is important to have ethical school leaders. Intellectual Stimulation Studies (Reynolds, 1976; Mortimore et al., 1988;, Stoll and Fink, 1996) of Effective schools showed that, principals, considered innovation to be an integral part of the school. They encourage teachers to question existing assumptions and to reframe problems. They invite the teaching staff to approach old situations in new ways. Int

Inclusive Education Essay example -- Special Education Essays

Currently, there are many obstacles that face special education. Although we live in a democratic nation, many people are unaware that every human being is to be treated equally in an educational institution. Is society conscious of the fact that students with special needs are able to be included in regular education classrooms, whether they be mentally or physically disabled? What actions should people take as legislator, citizen, parent, teacher or student? Typically, the primary responsibility of general education teachers is to use their skills to instruct students in curricula dictated by the school system. Typically the primary responsibility of special education teachers is to provide instruction by adapting and developing materials to match the learning styles, strengths, and special needs of each of their students. Contrary to these opposite methods, the act of placing special education students in regular education classrooms is called inclusion. It is central to contemporary special education and is a program affecting education today. Inclusion aims to encourage schools to reconsider their structure, teaching approaches, pupil grouping, and use of support so that the school responds to the needs of all pupils. (Farrel, p. 39) I am presently studying to become a secondary education/English teacher and it is my task as a future educator to educate the public of inclusion and its affects on all students. Because inclusive education is quickly becoming important in schools today, this paper will discuss and inform readers of the legal history of inclusion, inclusive schools (with a closer look at the IDEA law), and the major debate over this current issue. The call for inclusive education is the outc... ... Michael Farrell. McAfee, James K., Ph.D (2000). Commonwealth of Pennsylvania Department of Education. PA: Pennsylvania Department of Education Ripley, Susan (1997, July). Collaboration between General and Special Education Teachers. ERIC Digest. Retrieved March 23, 2003 from, ERIC Clearinghouse on Teaching and Teacher Education Washington DC. Web site: http://wwww.ericfacility.net/ericdigests/ed409317.html Stainback, William & Stainback, Susan (1992). Controversial Issues Confronting Special Education. Massachusetts: Allyn and Bacon U.S. Department of Education (2003, March). IDEA 97’. Retrieved March 23, 2003 from,The Office of Special Education and Rehabilitative Services (OSERS) Web site: http://www.ed.gov/offices/OSERS/ Winzer, Margaret A., & Mazurek, Kas (2000). Special Education in the 21st Century. Washington, CD: Gallaudet University Press

Human expression

The need for human beings to connect and to communicate seems innate; if they were not, mankind would not seek out others with whom to forge bonds.   One of the basic forms of human association is via communication, and the ways in which humans have learned to communicate are as varied as the individuals involved.   A quick glance into any history book will reveal that during the early periods of humankind’s existence, while people struggled to keep themselves clothed and fed, they took time to create works of art—be it on the walls of caves or via carved figures.   As modernized as our society has become, art remains an integral part of the means by which humans communicate and relate to one another.Alfred Jensen’s series The Number Paintings (2006) â€Å"looks at how the artist used Pythagorean theory, the Mayan Calendar, and other numerical systems as well as Goethe’s color theory in his work,† but this description of the exhibit is devoid of the complexity that is present within Jensen’s pieces and the ways in which they may touch a viewer (Joy, 2006, Alfred).The painting Demonstration VIII (1961) was my favorite piece from The Number Paintings (2006), but my attachment had little to do with math or Mayans, and while I admit that part of my being drawn to this piece was due to its colors, this had far more to do with personal preference than with Goethe.   I made a connection to this piece because it reminded me of some of my favorite childhood things: pie and crayons.   Admittedly, this reaction is less-than sophisticated; however, the fact that I made these initial connections with Jensen’s piece caused me to spend a good deal of time examining it, and once drawn to the piece, the numerical sequences and their meanings fascinated me.While Jensen may have set out to create an artistic commentary on â€Å"clockwork,† â€Å"circumference,† and â€Å"diameter,† this would have bee n meaningless to me had I not been drawn to the pie shape and the colors of the piece.   It seems then, that one element of the way in which people manage to communicate (i.e. to express themselves and to be understood) is through similarities in taste: in this case, the primary factors were shape and color.Elizabeth Murray’s series Paintings 2003-2006 (2006), â€Å"are vibrant abstractions, sometimes of figures and everyday objects, combined to create visual metaphors of the world around us† (Joy, 2006, Elizabeth).   This statement was easier for me to attach myself to than was the statement regarding Jensen’s exhibit.   The description regarding Murray’s show gave me permission to enjoy what I saw while gently seeking a connection between each piece and the way I view the world.   I found myself particularly fascinated with Muddy Waters 8:05 A.M., because of the green and yellow hands I perceived in the piece.   The more I looked, the more wha t I saw reminded me of Sylvia Plath’s poem, â€Å"Metaphors.†Ã‚   Plath’s piece is often referred to as a riddle to which the â€Å"answer† is that she is describing her pregnancy (Comley, et al, 2004).   As I continued to view Murray’s piece, I could not help but see the image of a pregnant woman—whom I imagined to be single—as she struggled against the current of society.Given the title of the piece, I presume that I have mistaken what Murray created; however, what I did see certainly fits with the description of what her work is supposed to convey.   Based on the artwork of Murray, it seems as if another means by which understanding and expression are accomplished are via works that spark the imagination.Jerome Robbins’ ballet Fancy Free is set â€Å"in New York City on a hot summer night,† and involves â€Å"three sailors on shore leave [who] pick up two girls [when] a fight develops over which sailor is to be l eft without a partner†; however, without experiencing the dance and music of the ballet, it simply cannot be fully appreciated (Notes).   While the comedy of the story-line was entertaining, the magnificent dancing was the reason this piece was memorable.Through their jumps and twists and turns, I was drawn into the competition as if I were part of it.   As each sailor took his turn, I urged him on while holding my breath that his performance would stand up to those of his competitors.   Having real people acting out a series of events in a live performance is clearly a powerful form of communicating.   A solid performance brings the actors and the audience together in a way that few other experiences can, and when the show is successful, the participants have expressed themselves and the audience has understood them.When I was younger, my best friend and I used to make up all kinds of things to do.   Sometimes we’d pretend we were from a foreign country and m ake up accents all afternoon.   Other times, we’d pretend we were grown ups and act out the lives we imagined for ourselves.   One of the funniest things we ever did was to spend an entire afternoon communicating without talking or writing.   The rules were simple: anything one of us wanted to say had to be conveyed through the use of gestures and expressions.   As you might imagine, it was far more difficult to â€Å"talk† than we thought it would be, and while it was fun, it was extremely challenging.   The truth is, we spent more time laughing over not being able to understand one another than we did â€Å"communicating.†Things became especially silly when I realized I had to go to the bathroom.   While it might seem that I could simply get up and go, this would have been rude: no one leaves a room without telling the person he or she is with where he or she is going, and because we took our games seriously, it was up to me to communicate to my be st friend that I needed to go use the restroom.   Initially, I approached it like a game of charades.I figured it would be easy to act out the word â€Å"rest,† and once I’d gotten that far, I could simply point to our surroundings to get the word â€Å"room† out.   Keep in mind that while I was trying to act out the words, I had to GO.   I suppose that I was squirming a bit, and perhaps my clues were not as well planned as I originally believed—after about three minutes, when I was still working at â€Å"communicating,† I became desperate.   I did the little kid thing: I crossed my legs together and pointed in the direction of the bathroom.   Something in that last attempt worked, and my best friend understood me.   I rushed off to relieve myself to the sound of laughter.The means by which people communicate are as varied as the participants.   Whether viewing a work of art, attending a ballet, or playing games with friends, communic ating is all about making certain that one’s expressions are understood by one’s audience. ReferencesComley, N. R., Hamilton, D., Klaus, C. H., Scholes, R., & Sommers, N.   Introduction.   Sylvia Plath.   Metaphors.   (2004).   Fields of reading: Motives for writing.   (6th ed.).   Boston: Bedford, 2004.   p. 377.Jensen, A. (1961).   Demonstration VIII.   The Number Paintings.   Pace Wildenstein Gallery.   Retrieved December 1, 2006,   (2006).   The Number Paintings.   Pace Wildenstein Gallery.   Retrieved December 1, 2006, fromJoy, J. B.   (2006).   Alfred Jensen: The Number Paintings.   The Number Paintings.   Pace Wildenstein Gallery.   Retrieved December 1, 2006,(2006).   Elizabeth Murray: Paintings 2003-2006: The Number Paintings.   Elizabeth Murray: Paintings 2003-2006.   Pace Wildenstein Gallery.   Retrieved December 1, 2006,Murray, E.   (2003-2004).   Muddy Waters 8:05 A.M.   Elizabeth Murray: Paintings 20 03-2006.   Pace Wildenstein Gallery.   Retrieved December 1, 2006, fromMurray, E.   (2006).   Elizabeth Murray: Paintings 2003-2006.   Pace Wildenstein Gallery.   Retrieved December 1, 2006, fromNotes on Fancy Free.   Robbins, J.   (Choreographer).   (1944).   Fancy Free.   [Ballet].   American Ballet Theatre.   Retrieved December 3,The need for human beings to connect and to communicate seems innate; if they were not, mankind would not seek out others with whom to forge bonds.   One of the basic forms of human association is via communication, and the ways in which humans have learned to communicate are as varied as the individuals involved.   A quick glance into any history book will reveal that during the early periods of humankind’s existence, while people struggled to keep themselves clothed and fed, they took time to create works of art—be it on the walls of caves or via carved figures.   As modernized as our society has become, ar t remains an integral part of the means by which humans communicate and relate to one another.Alfred Jensen’s series The Number Paintings (2006) â€Å"looks at how the artist used Pythagorean theory, the Mayan Calendar, and other numerical systems as well as Goethe’s color theory in his work,† but this description of the exhibit is devoid of the complexity that is present within Jensen’s pieces and the ways in which they may touch a viewer (Joy, 2006, Alfred).The painting Demonstration VIII (1961) was my favorite piece from The Number Paintings (2006), but my attachment had little to do with math or Mayans, and while I admit that part of my being drawn to this piece was due to its colors, this had far more to do with personal preference than with Goethe.   I made a connection to this piece because it reminded me of some of my favorite childhood things: pie and crayons.   Admittedly, this reaction is less-than sophisticated; however, the fact that I ma de these initial connections with Jensen’s piece caused me to spend a good deal of time examining it, and once drawn to the piece, the numerical sequences and their meanings fascinated me.While Jensen may have set out to create an artistic commentary on â€Å"clockwork,† â€Å"circumference,† and â€Å"diameter,† this would have been meaningless to me had I not been drawn to the pie shape and the colors of the piece.   It seems then, that one element of the way in which people manage to communicate (i.e. to express themselves and to be understood) is through similarities in taste: in this case, the primary factors were shape and color.Elizabeth Murray’s series Paintings 2003-2006 (2006), â€Å"are vibrant abstractions, sometimes of figures and everyday objects, combined to create visual metaphors of the world around us† (Joy, 2006, Elizabeth).   This statement was easier for me to attach myself to than was the statement regarding Jensenà ¢â‚¬â„¢s exhibit.   The description regarding Murray’s show gave me permission to enjoy what I saw while gently seeking a connection between each piece and the way I view the world.I found myself particularly fascinated with Muddy Waters 8:05 A.M., because of the green and yellow hands I perceived in the piece.   The more I looked, the more what I saw reminded me of Sylvia Plath’s poem, â€Å"Metaphors.†Ã‚   Plath’s piece is often referred to as a riddle to which the â€Å"answer† is that she is describing her pregnancy (Comley, et al, 2004).   As I continued to view Murray’s piece, I could not help but see the image of a pregnant woman—whom I imagined to be single—as she struggled against the current of society.Given the title of the piece, I presume that I have mistaken what Murray created; however, what I did see certainly fits with the description of what her work is supposed to convey.   Based on the artwork of Mur ray, it seems as if another means by which understanding and expression are accomplished are via works that spark the imagination.Jerome Robbins’ ballet Fancy Free is set â€Å"in New York City on a hot summer night,† and involves â€Å"three sailors on shore leave [who] pick up two girls [when] a fight develops over which sailor is to be left without a partner†; however, without experiencing the dance and music of the ballet, it simply cannot be fully appreciated (Notes).   While the comedy of the story-line was entertaining, the magnificent dancing was the reason this piece was memorable.Through their jumps and twists and turns, I was drawn into the competition as if I were part of it.   As each sailor took his turn, I urged him on while holding my breath that his performance would stand up to those of his competitors.   Having real people acting out a series of events in a live performance is clearly a powerful form of communicating.   A solid perform ance brings the actors and the audience together in a way that few other experiences can, and when the show is successful, the participants have expressed themselves and the audience has understood them.When I was younger, my best friend and I used to make up all kinds of things to do.   Sometimes we’d pretend we were from a foreign country and make up accents all afternoon.   Other times, we’d pretend we were grown ups and act out the lives we imagined for ourselves.   One of the funniest things we ever did was to spend an entire afternoon communicating without talking or writing.   The rules were simple: anything one of us wanted to say had to be conveyed through the use of gestures and expressions.   As you might imagine, it was far more difficult to â€Å"talk† than we thought it would be, and while it was fun, it was extremely challenging.   The truth is, we spent more time laughing over not being able to understand one another than we did †Å"communicating.†Things became especially silly when I realized I had to go to the bathroom.   While it might seem that I could simply get up and go, this would have been rude: no one leaves a room without telling the person he or she is with where he or she is going, and because we took our games seriously, it was up to me to communicate to my best friend that I needed to go use the restroom.   Initially, I approached it like a game of charades.I figured it would be easy to act out the word â€Å"rest,† and once I’d gotten that far, I could simply point to our surroundings to get the word â€Å"room† out.   Keep in mind that while I was trying to act out the words, I had to GO.   I suppose that I was squirming a bit, and perhaps my clues were not as well planned as I originally believed—after about three minutes, when I was still working at â€Å"communicating,† I became desperate.   I did the little kid thing: I crossed my legs to gether and pointed in the direction of the bathroom.   Something in that last attempt worked, and my best friend understood me.   I rushed off to relieve myself to the sound of laughter.The means by which people communicate are as varied as the participants.   Whether viewing a work of art, attending a ballet, or playing games with friends, communicating is all about making certain that one’s expressions are understood by one’s audience.

Effects of the Great Depression essays

Effects of the Great Depression essays Many times throughout history the United States has undergone economic depression. The most recognized period of economic depression is called the Great Depression. The Great Depression is well known because of the seriousness of the stock market crash. The results of the crash were more serious than any other crash throughout American History. The Great Depression caused a change in the nature of the American family, an increase in poverty, and President Herbert Hoover's proposal for immediate action by the government balanced his belief in "rugged individualism" with the economic necessities. While most Americans are familiar with the Great Depression as a time of the economic disaster, it also had an impact on American Family life. There were obvious differences in the classes as a result of the Great Depression. The lower and the middle classes changed considerably, but the upper-class lifestyle did not vary a great deal (Simmons 41). The father's role as head of the household became more challenging because there were fewer jobs. The expectation was for fathers to work and support their families. The reality of the lower class was that few men brought home paychecks. Some fathers suffered anxiety and a feeling of worthlessness for failing to provide for their families. Many resorted to stealing food and money just to survive (Simmons 41). Women were offered greater opportunities in the workforce, however, they tended to take the position of stay-at-home mothers. According to Simmons "Men resented employed women for they felt that they were occupying jobs that could be given to unemployed men."(Simmons 43) Children in the lower class were expected to get an education so that they could improve their situation. In addition, they were needed at home to help with household chores. Unfortunately, many poor children dropped out of school because of their obligations at home. Children in the middle class were better than tho...

Teenage Depression Essays - Depression, Abnormal Psychology

Teenage Depression Essays - Depression, Abnormal Psychology Teenage Depression Teenage depression is a growing problem in today's society and is often a major contributing factor for a multitude of adolescent problems. The statistics about teenage runaways, alcoholism, drug problems, pregnancy, eating disorders, and suicide are alarming. Even more startling are the individual stories behind these statistics because the young people involved come from all communities, all economic levels, all home situations-anyone's family. The common link is often depression. For the individuals experiencing this crisis, the statistics become relatively meaningless. The difficult passage into adolescence and early adulthood can leave lasting scars on the lives and psyches of an entire generation of young men and women. There is growing realization that teenage depression can be life- changing, even life-threatening. (McCoy 21) Depression is a murky pool of feelings and actions scientists have been trying to understand since the days of Hippocrates, who called it a "black bile." It has been called "the common cold of mental illness and, like the cold, it's difficult to quantify." (Arbetter 1) If feelings of great sadness or agitation last for much more than two weeks, it may be depression. For a long time, people who were feeling depressed were told to "snap out of it." According to a study done by National Institute of Mental Health, half of all Americans still view depression as a personal weakness or character flaw. Depression, however, is considered a medical disorder and can affect thoughts, feelings, physical health, and behaviors. It interferes with daily life such as school, friends, and family. "Clinical depression is the most incapacitating of all chronic conditions in terms of social functioning." (Salmans 11-12) Teenagers have always been vulnerable to depression for a variety of reasons. It's a confusing time of life because a teen's body is changing along with their relationships. "Teenagers constantly vacillate between strivings for independence from family and regressions to childish dependence on it." (Elkind 89) But today's teens face an additional challenge: They're growing up in a world quite different from that of their parent's youth. Adolescents today are faced with stresses that were unknown to previous generations and are dealing with them in an often self-destructive way. Contemporary society has changed the perception of teenagers. New parental lifestyles, combined with changes in the economy, often give less time and energy for parents to devote to their offspring. Society all too often views teens for what they can be instead of for who they are. Who they are becomes the identity of teenagers today. "They are confronted with the ambiguity of education, the dis! solution of family, the hostile commercialism of society, and the insecurity of relationships." (McCoy 16) This identity is fragile and is threatened by fears of rejection, feelings of failure, and of being different. These young people face stress in school as well with resources dwindling and campus violence and harassment increasing. Their sexual awakening comes in the age of AIDS, when sex can kill. In summary, teens today feel less safe, less empowered and less hopeful than we did a generation ago. Depression is a common concomitant to this struggle. (McCoy 36) It strikes 5% of teens and about 2% of children under 12. One in three adolescents in the nineties is at risk for serious depression. (Stern 28) Depression is the result of a complex mix of social, psychological, physical, and environmental factors. Teens with depressed parents are two to three times more likely to develop major depression. Genetic factors play a substantial but not overwhelming role in causing depression. (Dowling 37) Some type of significant loss can be a factor in triggering teenage depression. Loss can be due to death, divorce, separation, or loss of a family member, important friend or romantic interest. Loss can also be more subtle such as the loss of childhood, of a familiar way of being, of goals through achievement, or of boundaries and guidelines. (McCoy 46-48) Gender differences are becoming apparent, with girls having more difficulty with depression. Studies show girls are three times more likely than boys to suffer depression. A university study showed a close link between depression and negative body image and girls are usually more self-conscious about their bodies than boys. (Sol! in 157) The reasons for depression

Two Different Juvenile Justice Programs Assignment

Two Different Juvenile Justice Programs - Assignment Example Other reasons appear to be a factor of ‘boredom’ with one’s life. Remedial programs must address these problems with the young offender and most likely, his or her family’s involvement as well. Introduction While some of us may remember the days when television shows promoted family life to be like â€Å"Leave it To Beaver† and family problems were relatively simple and easily solved, our world today is far more complex and stressful. Family life is far from being ideal although some may manage to make it that way. Typically, families have two, or only one, full-time working parent, with children who must be managed and taken to ballet or sports classes. There is hardly enough time to really set proper foundations for good morals, proper social etiquette in dealing with others, and teaching children how to evaluate what they see in the media (Atella 2012). Early problems can also be observed first in the school setting when children are put on discip linary actions of one sort or another. Some children also get left by the wayside by parents and schools to fend for themselves and, without efficient judgmental thinking, can get caught up with others in less than savory activities, such as gang, drugs and commission of robberies (Hitchcock 2013). When children get caught, then justice must find ways to help children learn their lesson about committing crimes against others and what the consequences will be (Peak 2012). Zero tolerance is not always the answer. Some judgments made by the courts allow for children, according to their age, to participate in community services and pay back restitution to their victims, while others must participate in rehabilitative programs that, hopefully, show them the error of their ways (LIC 2013). Others, such as in the case of murder, and based on age such as in the late teen years, may well have to serve trial and punishment as an adult. The Office of Juvenile Justice and Delinquency Prevention conducted a research project which came up with the Balanced and Restorative Justice Model, suggesting early intervention programs that could be instituted in communities to help at-risk young people avoid being lured away into a criminal life (LIC 2013). Rehabilitative programs were also promoted for those youthful offenders in order to help them understand the consequences of their actions, not only for themselves, but also how the crime affected the victim’s life afterwards. 1. Two juvenile programs are the Project CRAFT (Community, Restitution, and Apprenticeship-Focused Training) and the Juvenile Offenders Learning Tolerance (JOLT) program. The first program arranges for offenders (rural and urban) to learn a trade in some type of program that builds social and job skills, such as building houses. Offenders become apprentices in the early stage of their learning a trade which can be used to get a job once they are out of school (NCWD 2013). It also provides the Home Bui lders Institute (HBI) with needed workers for the homebuilding workforce. Offenders receive academic instruction and on-the-job training in learning how to build within the residential construction industry (NCWD 2013). The program also services, aside from offenders, those youth with disabilities, rural and urban youths, out of school youth, and minority youths. Currently, 10 states have

International Estate Planning Benchmark Assignment 8 Coursework

International Estate Planning Benchmark Assignment 8 - Coursework Example On the other hand, it is advisable for Cynthia to set up a trust benefit for her sons in the United States; this is because her children are likely to succeed her in running the business that is already in partnership. The benefit trust secures the business in legal angles. United States has set legal policies that consider foreign citizens. For instance, the fact that all states of the United States approve that definite asset of a debtor ought to and resolve to be protected from creditors. This and among other policies safeguard U.S citizens who have set up a business in foreign in countries. In addition, she cannot opt for Brazil as it is clear that the powers and responsibilities of trustees and the privileges of beneficiaries are recognized and applied to the laws of United States and not in Brazil. In fact, there is no country has that has better political stability more than the United States (Feldstein,