A Compilation of Essays on People and Their Personalities

THOSE PEOPLE NEXT DOOR * AG Gardiner Points to Ponder NOTE: Read the text thoroughly. These notes have been prepared in helping you to have a better understanding of the text. Reading the text is a must for the terminal examination We seldom know our neighbors. London city has its inhabitants and people are busy with their domestic chores. Thus people often cohabit as virtual strangers showing the least interest in knowing their neighbors. This trait as mentioned by A. G. Gardiner is being increasingly noticeable in modern towns and cities in all parts of the world.The ignorance to know people who live next door is a trait which is increasingly shared by city dwellers. The only sound is the noise generated by the fire irons and the piano which indicates that the other human being is occupying the premises. (Picture of people living in London in the 20th Century) The aloofness in relationship in city dwellers is not to be construed as pride or incivility. It is the peculiar London way of living. Each person guards his or her personal space and does not show any curiosity in knowing the other.Men have been described as lonely as oysters each living in their own shell. The life in villages are however different. People in the rural areas are inquisitive to know about their neighbors’ whereabouts and well being. Villagers do not exist as individuals but as a collective social unit. The case of people reveling (it means taking pleasure in something) has been described in great detail. The incident described is of people enjoying themselves by having a party. There are the inmates of the house we also have the guests and the merry making continues till late hours of the morning.According to Matida she had seen the revelers leave the house in a car at 4o’clock in the morning. Probably the din and bustle created by the neighbors’ was not seen in good light. The question raised is can we have fun and frolic at the cost of disturbing our neighborsâ⠂¬â„¢ peace? Is it something appropriate and sanctioned by the law or social conventions? The essayist A. G. Gardiner also brings out the differences between man and man. Each individual is different and very often we take the judgmental route in trying to ascribe reasons for human behavior.Why do our neighbors sleep so late or wake so early, There is inquisitiveness about dress and way of living. How can our neighbors’ enjoy more of holidays? Why do our neighbors not dress well or dress so shabbily? The habits of people the friends they associate with, the pets they keep often give credence to our worst fears about our neighbors. However, in most cases our fears do not have any founding are they are merely a figment of our imagination. People also have a tendency to believe the worst about their neighbors.There are misleading statements and rumor in the air giving inappropriate portrayal of our neighbors’ activities. However, when we happen to meet our neighborsâ€⠄¢ personally we find them to be different. There is nothing sinister (it means threatening) about them and our neighbors’ are human just like us. It is the game of judgment and misjudgment which lends the unfavorable opinion giving rise to prejudices and biases. However, the St John’s Wood case provides a different perspective. On the one hand there were two musicians living in a house imparting lessons to pupils on the piano.The venture of course was stared to earn a livelihood. The musical notes were construed as creation of noise and disturbance of peace by the neighbor. In retaliation the neighbor banged on tin cans to make things unpleasant for the musicians. In the first case it was effort made to earn an honest living and the musicians did not have the intention of being offensive. This leads to the need of being more sensitive to our neighbor’s needs. We have to learn to respect our neighbor’s sentiments According to the essayist a perfect neighb or is one whom we never hear except when he pokes the fire.HOW TO ESCAPE FROM INTELLECTUAL RUBBISH : Bertrand Russell NOTE: Read the text thoroughly. These notes have been prepared in helping you to have a better understanding of the text. Reading the text is a must for the terminal examination According to Bertrand Russell if it is important to deduce matters; we must abide by the tenets of observation. The observation of matters and things must be undertaken by us and us alone. We must not believe others blindly. All evidence needs to be tested for its credibility and validity.Thinking that a person knows things whereas in reality to remain ignorant of men and matters comes in the way of our deduction and findings. Russell has given us the example of Aristotle in a jocular manner stating that the best way for him to account for human teeth is to count them. Similarly if one is interested in knowing about the life of ‘hedgehogs’, then the appropriate course of action w ould be to find our more details about the animal by way of personal observation which can lead to appropriate deductions. There are however issues on which we have our passionate convictions..In many such cases we remain oblivious of our personal bias. Thus we become angry or frustrated when we have to face an opinion contrary to our beliefs (Say for example if we meet an atheist and the opinion given by the atheist makes us angry) The writer has quoted if someone believes that two and two are five, or Iceland is on the equator we tend to feel more of pity than anger. Persecution is used in theology (it means cruel treatment that is meted out to someone because of their race, religion or political beliefs) that is because religion is based more on opinion rather than evidence.Take the example of arithmetic and theology in arithmetic you have to have the knowledge to do things the right way in order to get the right answers. The study of mathematics is thus more logical where answer s are deduced scientifically. Religion or theology is based more on opinions of what the prophet or sages have said and are not based on credible evidence. We the people living in different lands tend to suffer form national prejudice. By national prejudice we mean that we are given to believe that our nation is the best, there cannot be any better culture, religion, social structure, way of life and the like.However, when we travel and travel extensively and meet people of foreign lands we find things to be different. The appropriate way to know about others opinion is to read a different newspaper that advocates a different ideology (beliefs or ideas). You might think that the newspaper is mad and the people believing the ideas are mad. But then again the people believing in the doctrine and the philosophy advocated in the newspaper must be also considering you to be mad, for you to be holding a different point of view and a different set of opinion.Thus there are always the two s ides of the coin. The writer has also cautioned us that becoming aware of foreign customs does not always have a beneficial effect. Read the example of China (Page 54, 2nd paragraph) where the writer says the custom amongst Chinese women was to have small feet and among the Manchus for the men was to wear pigtails. There was the adoption of custom by the conquered and the victorious which in a way shows the trait associated with intermingling of culture. The writer speaks of having an argument with a person having a different bias.Probably having such a debate will help us to know the others perception and point of view more lucidly. Mahatma Gandhi for example believed that deplored railways and steamboats and machinery and all the benefits associated with the industrial revolution. This opinion will sound as contrary to development and especially to the western ears who take the advantage of western technology for granted. In such a case it is always good to test the arguments of t he opponent party before refuting it. This helps in understanding the others point of view most admirably.The writer says that if a person has an imaginary dialogue with himself justifying both sides of the arguments trying to debate the pros and cons of the situation then he would develop a better understanding of the situation. There are no rights and wrong r answers, the arguments are more based on opinions and not verified by facts and figures. For example there can be one argument that capital punishment is a crime and should be abolished and yet another set of argument that the evil doers of the heinous crime should be hanged.Both sides of arguments has a reason and it is indeed mentally challenging and invigorating to debate the pros and cons of the situation However, we must be wary of opinions, of opinions that flatter our self esteem. For example opinions like there is no question that men are superior, or one’s nation is superior, or our values are the best or our culture has no parallels such arguments are baseless and are filled with demerits on a large scale. The rational person will be able to apply reason as to the code of conduct and justifications to such abominable code of behavior.Apart form the false sense of esteem that is floated by people and nations there is the element of fear that holds us down. Fear often originates from inventing or assuming rumors of disaster during war times or our fear of ghosts which have no practical founding. These fears pulls us down, and makes us think of things comforting like the heaven for ourselves and hell for our enemies. These thoughts are the figment of our imagination the fears can take various forms and may include fear of death, fear of the dark, fear of the unknown and such specific terrors.The way out for it would be to guard ourselves against fears by sheer effort of will power. This act will help us to think more logically and rationally. Fear happens to be the main source of superstit ion and a source of cruelty. To conquer fear marks the beginning of wisdom and helps us to champion the cause of truth and make our life more meaningful and a worthier one. How to overcome fear One way is to persuade ourselves that we are immune (protected) from disaster. The other way is by way of practicing courage. The later one is more difficult as it becomes impossible after a certain point. The former is the one which is more popular.Primitive magic served the purpose of securing safety either by injuring enemies, or by protecting oneself by talismans, spells and incantations. Such believes have survived over the ages and many people believe in mascots and sorcery which later was condemned by the church. Magic however has a simple way of avoiding terror and witches were burnt for centuries. However, newer beliefs did set in and there is the concept of Gods and heroes surrounded by good spirits Plato belief that the next world being governed by the state not because they were t rue but to make soldiers more willing to die in battle makes interesting reading.It is thus important for people to learn to be more rational and scientific in their outlook and believe in the power of observation. People are to avoid being dogmatic (it means rigid) and learn to appreciate others opinion. Then the source of opinion is to be found through logical reasoning and its authenticity is to be ascribed. ON MARRIAGE Ernest Baker NOTE: Read the text thoroughly. These notes have been prepared in helping you to have a better understanding of the text. Reading the text is a must for the terminal examination Summary The family has been portrayed as being a single society.There were eminent people like Aristotle who viewed the family as a federal society. The family has been divided into three distinct groups. The first group comprises the husband and the wife the second group has in its ambit parents and children and the third group consists of the master of the house and his serv ants. Thus three different societies have been earmarked by the older writers. These writers did not recognize the family as a single society. Leibniz was wiser he believed the family system contained four societies and that is the family itself inclusive of the other three groups.The nuptial society or the consortium (a group of people who work in cooperation with each other) that is the husband and the wife exists in its pure and isolated stage only during the period of honeymoon. The period is compared with Adam and Eve’s life in the garden where the individuals have a blessed time. However, the times changes and priorities change with the birth of the child. This is compared with the loss of Eden. The man has just the memory of the honeymoon period and the woman gets busy in caring for the child. Marriage however enforces strict codes of discipline, demands and its own system of education.Marriage requires adjustment of personalities (that is the husband and the wife) who have diametrically opposite personalities. A common way of life is chalked out. Marriage thus is full of delight and difficulty, disagreement and reconciliation, differences and comprises. It becomes more like a way of give and take adjustment and adoptability being called into play. The author sarcastically says that marriage is the only kind of democracy where you find debate and compromise being increasingly used to settle differences. The institution of marriage is funny indeed.There are distinct differences in preferences and life styles of both men and women. Men for instance like warm room, with windows happily and firmly shut, a good fire and a pipe of tobacco. Women love the singing air, the open window and the sight of driving clouds. Man loves to think that he is dying when he is ill women do not entertain such thoughts and are more practical. Man is always on the look out for novelty and always wishes to hear or see something new. Women face the daily chores steadily. T he writer says that women do smile at men and find them to be annoying, exciting and annoying like obstinate playboys of the human world.It is again the women who bring in stability and good sense in the lives of men. Thus we find great differences in the thinking pattern of men and women. The writer says that men and women are yoked together in marriages for better or for worse. They however have respect for one another’s differences. The man and the woman remain different in their thoughts, action and deeds. The differences persist for ever. Marriages only seem perfect only when there is identity of interests or pursuits. However, there is sympathy and sharing in plenty. Marriages succeed when partners listen to each other and report events truthfully.Common interests do bring the partners together. Communication in marriages increases when things are done together. A wife who loves music tries to influence her husband into liking music and to attending concerts and musical shows. The writer says that novelty must be discovered by pursuing common interests like travelling. These acts appear to be substitutes for comradeship, and cooperation. Marriages thus at times become less passionate and remain more like an institution. Like the monk, the couple gains more form observation and experience.The writer says that rules for marriage like it persists in monastery would create more of happy marriages. Romance keeps the marriages alive. If we ascribe divine influence in marriages then we would not just accept marriages to be a ‘human contract’. Agreement of the husband and wife is essential to the existence of marriage. The institution of marriage is however created by the divine scheme wherein we say that all marriages are made in heaven. MENDING WALL (Summary) A stone wall separates the speaker’s property from his neighbor’s. In spring, the two meet to walk the wall and jointly make repairs.The speaker sees no reason for the wa ll to be kept—there are no cows to be contained, just apple and pine trees. He does not believe in walls for the sake of walls. The neighbor resorts to an old adage: â€Å"Good fences make good neighbors. † The speaker remains unconvinced and mischievously presses the neighbor to look beyond the old-fashioned folly of such reasoning. His neighbor will not be swayed. The speaker envisions his neighbor as a holdover from a justifiably outmoded era, a living example of a dark-age mentality. But the neighbor simply repeats the adage.The image at the heart of â€Å"Mending Wall† is arresting: two men meeting on terms of civility and neighborliness to build a barrier between them. They do so out of tradition, out of habit. Yet the very earth conspires against them and makes their task Sisyphean. Sisyphus, you may recall, is the figure in Greek mythology condemned perpetually to push a boulder up a hill, only to have the boulder roll down again. These men push boulders back on top of the wall; yet just as inevitably, whether at the hand of hunters or sprites, or the frost and thaw of nature’s invisible hand, the boulders tumble down again.Still, the neighbors persist. The poem, thus, seems to meditate conventionally on three grand themes: barrier-building (segregation, in the broadest sense of the word), the doomed nature of this enterprise, and our persistence in this activity regardless. But, as we so often see when we look closely at Frost’s best poems, what begins in folksy straightforwardness ends in complex ambiguity. The speaker would have us believe that there are two types of people: those who stubbornly insist on building superfluous walls (with cliches as their justification) and those who would dispense with this practice—wall-builders and wall-breakers.But are these impulses so easily separable? And what does the poem really say about the necessity of boundaries? The speaker may scorn his neighbor’s obstin ate wall-building, may observe the activity with humorous detachment, but he himself goes to the wall at all times of the year to mend the damage done by hunters; it is the speaker who contacts the neighbor at wall-mending time to set the annual appointment. Which person, then, is the real wall-builder? The speaker says he sees no need for a wall here, but this implies that there may be a need for a wall elsewhere— â€Å"where there are cows,† for example.Yet the speaker must derive something, some use, some satisfaction, out of the exercise of wall-building, or why would he initiate it here? There is something in him that does love a wall, or at least the act of making a wall. This wall-building act seems ancient, for it is described in ritual terms. It involves â€Å"spells† to counteract the â€Å"elves,†and the neighbor appears a Stone-Age savage while he hoists and transports a boulder. Well, wall-building is ancient and enduring—the building of the first walls, both literal and figurative, marked the very foundation of society.Unless you are an absolute anarchist and do not mind livestock munching your lettuce, you probably recognize the need for literal boundaries. Figuratively, rules and laws are walls; justice is the process of wall-mending. The ritual of wall maintenance highlights the dual and complementary nature of human society: The rights of the individual (property boundaries, proper boundaries) are affirmed through the affirmation of other individuals’ rights. And it demonstrates another benefit of community; for this communal act, this civic â€Å"game,† offers a good excuse for the speaker to interact with his neighbor.Wall-building is social, both in the sense of â€Å"societal† and â€Å"sociable. † What seems an act of anti-social self-confinement can, thus, ironically, be interpreted as a great social gesture. Perhaps the speaker does believe that good fences make good neighb ors— for again, it is he who initiates the wall-mending. Of course, a little bit of mutual trust, communication, and goodwill would seem to achieve the same purpose between well-disposed neighbors—at least where there are no cows. And the poem says it twice: â€Å"something there is that does not love a wall. There is some intent and value in wall-breaking, and there is some powerful tendency toward this destruction. Can it be simply that wall-breaking creates the conditions that facilitate wall-building? Are the groundswells a call to community- building—nature’s nudge toward concerted action? Or are they benevolent forces urging the demolition of traditional, small-minded boundaries? The poem does not resolve this question, and the narrator, who speaks for the groundswells but acts as a fence-builder, remains a contradiction.Many of Frost’s poems can be reasonably interpreted as commenting on the creative process; â€Å"Mending Wall† is n o exception. On the basic level, we can find here a discussion of the construction-disruption duality of creativity. Creation is a positive act—a mending or a building. Even the most destructive-seeming creativity results in a change, the building of some new state of being: If you tear down an edifice, you create a new view for the folks living in the house across the way. Yet creation is also disruptive: If nothing else, it disrupts the status quo.Stated another way, disruption is creative: It is the impetus that leads directly, mysteriously (as with the groundswells), to creation. Does the stone wall embody this duality? In any case, there is something about â€Å"walking the line†Ã¢â‚¬â€and building it, mending it, balancing each stone with equal parts skill and spell—that evokes the mysterious and laborious act of making poetry. On a level more specific to the author, the question of boundaries and their worth is directly applicable to Frost’s poetr y.Barriers confine, but for some people they also encourage freedom and productivity by offering challenging frameworks within which to work. On principle, Frost did not write free verse. His creative process involved engaging poetic form (the rules, tradition, and boundaries—the walls—of the poetic world) and making it distinctly his own. By maintaining the tradition of formal poetry in unique ways, he was simultaneously a mender and breaker of walls Every year, two neighbors meet to repair the stone wall that divides their property.The narrator is skeptical of this tradition, unable to understand the need for a wall when there is no livestock to be contained on the property, only apples and pine trees. He does not believe that a wall should exist simply for the sake of existing. Moreover, he cannot help but notice that the natural world seems to dislike the wall as much as he does: mysterious gaps appear, boulders fall for no reason. The neighbor, on the other hand, asserts that the wall is crucial to maintaining their relationship, asserting, â€Å"Good fences make good neighbors. Over the course of the mending, the narrator attempts to convince his neighbor otherwise and accuses him of being old-fashioned for maintaining the tradition so strictly. No matter what the narrator says, though, the neighbor stands his ground, repeating only: â€Å"Good fences make good neighbors. † Analysis This poem is the first work in Frost's second book of poetry, â€Å"North of Boston,† which was published upon his return from England in 1915. While living in England with his family, Frost was exceptionally homesick for the farm in New Hampshire where he had lived with his wife from 1900 to 1909.Despite the eventual failure of the farm, Frost associated his time in New Hampshire with a peaceful, rural sensibility that he instilled in the majority of his subsequent poems. â€Å"Mending Wall† is autobiographical on an even more specific lev el: a French-Canadian named Napoleon Guay had been Frost’s neighbor in New Hampshire, and the two had often walked along their property line and repaired the wall that separated their land. Ironically, the most famous line of the poem (â€Å"Good fences make good neighbors†) was not invented by Frost himself, but was rather a phrase that Guay frequently declared to Frost during their walks.This particular adage was a popular colonial proverb in the middle of the 17th century, but variations of it also appeared in Norway (â€Å"There must be a fence between good neighbors†), Germany (â€Å"Between neighbor’s gardens a fence is good†), Japan (â€Å"Build a fence even between intimate friends†), and even India (â€Å"Love your neighbor, but do not throw down the dividing wall†). In terms of form, â€Å"Mending Wall† is not structured with stanzas; it is a simple forty-five lines of first-person narrative.Frost does maintain iambic stresses, but he is flexible with the form in order to maintain the conversational feel of the poem. He also shies away from any obvious rhyme patterns and instead relies upon the occasional internal rhyme and the use of assonance in certain ending terms (such as â€Å"wall,† â€Å"hill,† â€Å"balls,† â€Å"well†). In the poem itself, Frost creates two distinct characters who have different ideas about what exactly makes a person a good neighbor. The narrator deplores his neighbor’s preoccupation with repairing the wall; he views it as old-fashioned and even archaic.After all, he quips, his apples are not going to invade the property of his neighbor’s pinecones. Moreover, within a land of such of such freedom and discovery, the narrator asks, are such borders necessary to maintain relationships between people? Despite the narrator’s skeptical view of the wall, the neighbor maintains his seemingly â€Å"old-fashioned† mentalit y, responding to each of the narrator’s disgruntled questions and rationalizations with nothing more than the adage: â€Å"Good fences make good neighbors. As the narrator points out, the very act of mending the wall seems to be in opposition to nature. Every year, stones are dislodged and gaps suddenly appear, all without explanation. Every year, the two neighbors fill the gaps and replace the fallen boulders, only to have parts of the wall fall over again in the coming months. It seems as if nature is attempting to destroy the barriers that man has created on the land, even as man continues to repair the barriers, simply out of habit and tradition.Ironically, while the narrator seems to begrudge the annual repairing of the wall, Frost subtley points out that the narrator is actually more active than the neighbor. It is the narrator who selects the day for mending and informs his neighbor across the property. Moreover, the narrator himself walks along the wall at other poin ts during the year in order to repair the damage that has been done by local hunters. Despite his skeptical attitude, it seems that the narrator is even more tied to the tradition of wall-mending than his neighbor.Perhaps his skeptical questions and quips can then be read as an attempt to justify his own behavior to himself. While he chooses to present himself as a modern man, far beyond old-fashioned traditions, the narrator is really no different from his neighbor: he too clings to the concept of property and division, of ownership and individuality. Ultimately, the presence of the wall between the properties does ensure a quality relationship between the two neighbors.By maintaining the division between the properties, the narrator and his neighbor are able to maintain their individuality and personal identity as farmers: one of apple trees, and one of pine trees. Moreover, the annual act of mending the wall also provides an opportunity for the two men to interact and communicate with each other, an event that might not otherwise occur in an isolated rural environment. The act of meeting to repair the wall allows the two men to develop their relationship and the overall community far more than if each maintained their isolation on separate properties.

Collective Action Problem Essay

Problem Statement: – Competitors Coca- cola and Pepsi-cola have to decide whether or not to offer discount pricing. Matrix:-    Pepsi – cola    Coca- cola Pricing Strategy Discount price Regular price Discount price $4b,   $2b $8b,   $1b Regular price $2b,   $5b $6b,   $4b * b means billion    Description: – Both companies can choose one outcome by offering a discount price or a regular price. The payoff for each firm depends upon the pricing strategies of both firms.     For coca- cola the worst case scenario is $2 billion payoff when it offers regular prices while Pepsi-Cola charges discount prices. Similarly, for Pepsi- Cola the worst case scenario is $1 billion. Solution: – A dilemma is involved because each party would like to have maximum benefits by offering the discount and hoping that the other doesn’t.   The only secure means both companies have of avoiding meager profits is to offer discount prices. The ideal scenario would have been when both were offering regular price as they would have earned $6 billion (Coca- cola) and $4 billion (Pepsi-Cola). But, it’s difficult to trust each other and thus, they both go for the conservative strategy and settle down for profits of $4 billion and $2 billion for Coca-cola and Pepsi-Cola respectively.

Free Trade Challenges in the NAIOS Region ( In-Class Exercise ) Case Study

Free Trade Challenges in the NAIOS Region ( In-Class Exercise ) - Case Study Example bring to your attention that my state have massively suffered from food and water contamination due to the effect that comes from use of biological agents by PWP.This has compromised the fish industry among others. The war with Rantania has frustrated any efforts of trade between the two countries. This has really affected our economy as some of our exports like carrots and tobacco have been banned from being imported to Rantania. Our oil is not as precious as it used to be as its facing price pressure from the discovery of off-shore oil and from alternative energy like hydropower in states like Lamar. Instability in the region has compromised foreign direct investments and trade with states outside our region. Under these conditions, my government was forced to enact legislation that not only raises revenue but also protects its citizens. We imposed a 45% tariff on all imported tobacco and 65 % levy on Oil and Oil related products. Due to concerns of water contamination, the importation of fish from Rantania and New Aldonia has been

The Human Stain, the Film by Robert Benton Movie Review

The Human Stain, the Film by Robert Benton - Movie Review Example   The film introduces Nathan Zuckerman, who leads a lonely life in New England due to his divorce and illness. Then Coleman Silk (protagonist), who is a professor expelled from his profession, is introduced by the director. He was expelled from his profession due to racist remarks. This incident affected his family life and he lost his wife. So he decided to write a book with the help of Nathan Zuckerman. When Coleman met Faunia Farley (divorced woman), his decision to write a book on the problems faced by him becomes unimportant. The individuals who are behind Coleman’s problem began to interfere into their relationship. When Lester (say, Faunia's ex-husband) enters, the plot thickens because he unveils Faunia's past. Lester reveals Faunia’s role in the accident which killed their children. Later, the viewers come to know that Coleman’s ancestry is rooted African American community and he was pretending as a Jew. Discussion: The discussion is divided into five sections, namely: human life, racism, identity crisis (Hopkins’s identity), complexity of characters and individual freedom of the director. A. Human life: In the film, the director tries his level best to unveil the secrets of human life and its complexity. For instance, the main characters in the film (Nathan, Coleman, Faunia and Lester) possess dual lives. Their real lives are hidden in their past and they are not ready to unveil the same in front of the viewers. For instance, Nathan does not like to reveal the secrets of his life and decides to keep aloof from the mainstream society. On the other side, Coleman decides to escape from the mainstream society and to hide his identity as an African American. Faunia does not like to reveal her past and her life with her husband. Within this context, Lester uncovers Faunia’s identity and the reason behind the psychological problems faced by him in his personal domain. So, one can easily identify that the main theme of th e film is human life and the secret behind the same. B. Racism: Racism is not the main theme of the film but it is inherent within the same. For instance, Coleman makes use of his fake identity to escape from racism. He very well knew that his real identity as an African American may create problems in his profession. So, he decided to pretend himself as a Jew. But this did not help him much because he became a victim of his own comments on racism. Foster opines that â€Å"Similarly, the passing story of The Human Stain (Robert Benton, 2003) would hold no interest without the inevitable â€Å"reveal†Ã¢â‚¬  (114). From a different angle of view, Coleman’s pretension as a Jew is to veil his real identity as an African American. At the same time, his mask (as a white Jew) did not help him to claim himself as the member of mainstream society. So, Coleman’s attempt can be considered as a futile attempt to escape from racism. C. Identity crisis (Hopkins’s ide ntity) The main characters, including the protagonist, face the problem of identity crisis and related problems in their personal lives. For instance, Nathan’s idle life is an attempt to escape from identity crisis. On the other side, Coleman’s relationship with Faunia is an attempt to escape from mechanical life.  Ã‚  

Research methods in health and social care Essay

Research methods in health and social care - Essay Example The purpose is also to create a baseline or basis for the study that the researcher will conduct. Another purpose of the literature review is to justify the proposal and show any gaps that happen to be in the literature. A final reason for the literature review is to show how a certain topic has been approached by other academic scholars (Jones 2003). With these thoughts in mind, a better look at the literature reviews by Burton (2000) is in order. Burtons purpose for the study was to identify the experiences of stroke patients form their perspective. Within the review, Burton identified information from studies that showed specific ideas that was presented by others. The general issues that showed several perceptions that patients had. There were no clear distinctions of how there were gaps in the literature. AT the beginning of the review, Burton suggested that stroke recover received only limited description; (Burton 200:302) in nursing studies. There was more information found about the experience of the disease rather than the experience of the perception that the patients had. However, the literature reviews she found did have information about what she found. Burton did not indicate whether the studies that were found were form nursing or form medicine in general. Jones (2007) states that a successful literature review not only states what other scholars have said but also offers an assessment of the quality and scope of existing studies †¦ (p. 45). Burton did not give an assessment of the quality of the studies but only told what other researchers stated on the topic. Burton used the literature review to show the literature may support her study. Burton chose a phenomenology framework to gain a meaning of life with stroke. The study used grounded theory to gain an understanding form interview transcripts.

Case analysis Coursework Example | Topics and Well Written Essays - 250 words

Case analysis - Coursework Example 2 According to Thomas Hobbes, you should not destroy the revised will. This is because for Hobbes, morally right actions are the actions that are consistent with the law of nature. According to Hobbes, the law of nature is discoverable by reason, and all of us are able to discover it if we reason well. For Hobbes, the law of nature guides all of us and it is the law that enables us to know the morally good and the morally bad actions. In the case under consideration, you should not destroy the revised will because doing so is against the law of nature. This is because one of the precepts of the law of nature is to be honest and to tell the truth. 3 According to Kant, you should not destroy the revised will. This is because for Kant, in is categorical imperative, Kant says that in making moral decisions, we should always choose actions that we would wish to be made into universal laws; in other words, Kant states that in making moral decisions, we should choose actions that we would wish anybody in the same situation, and under the same circumstances, to make (Kant, 18). For this reason, since one would not wish his or her own will to be destroyed when we die, one should destroy another person’s will. Destroying the revised will for Kant, therefore, is morally wrong. 4 Of the above three philosophers, Kant is the philosopher who provides the best, and the most convincing account of what one should do in this case. This is because Kant gives a clear formula of making a moral judgement, i.e. in making moral decisions, act in a manner that you would wish all people in the same situation to act. Plato’s and Hobbes’ account of how one should act in this case are a bit unclear and unconvincing. This is because for Plato, it is not easy to determine an action that is virtuous and that promotes eudaimonia; For Hobbes, also, it is not easy to

What is weird realism and how does the speaker apply this concept to Essay

What is weird realism and how does the speaker apply this concept to his music - Essay Example The illusion is another application of weird realism in this music as explained by the speaker in the seminar. Elements of illusion such as magic are horrific to the listeners and viewers. From the speech during the seminar, the sound of the music played in an alternate manner with the speech is terrifying. The impacts shock on the audience with a frowned facial appearance. The use of delusion is inexhaustible in this music. The music scary sound that continues from a low to a high pitch at once is of horrific scenes (Harman, 2015, p. 1). The tone used in the music is another application of weird realism. The ‘screeching’ sound in the music is prohibitive and may create tension in a person. The awkward gimmick sound produced during the speech when the speaker plays his music is terrifying. A person who listens to such sound may have a frowned face but the reality of frowning may come from sound disturbances. This shows that reality is weird because it is not commensurable with any attempt towards measuring it. This music uses implications to communicate horrific information. The mentioning of different geographical place and other names to imply another meaning is a technique in the song. The artist fails to represent the misery of occurrences propounded by horrific things. There is a failure of language to describe truly the meaning of misery things. For example, the speaker says the misery has an acute angle but it is behaving as an obtuse angle. This is an application of Lovecraft work and hence the use of weird realism.

Startbucks Blue Ocean Strategy Essay Example | Topics and Well Written Essays - 1000 words

Startbucks Blue Ocean Strategy - Essay Example To fulfill the customers’ requirement the company must look for the interest and taste of the customers. Blue ocean strategies give more importance to the customers then to the competition with the different companies. Fourthly Starbucks has to offer the customers complementary products and other services. This will make the customers happy and they will stay satisfied and as a result they will become a loyal customer of Starbucks. New and innovative ideas should come forth for such offerings. Fifth is that Starbucks has to be more appealing to the customers. The company has to make plans emotionally which will attract the customers. Lowering the prices will appeal the customers and they will welcome it. And the last step which Starbucks has to follow is to look though time, the company should offer the customers products according to their desires, the company should not be time dependent they should maintain their standard and always fulfill the customers’ requirement s. A canvas strategy: The blue ocean strategy must include the canvas strategy which means that the central action and framework of the company must follow the blue ocean strategy. The range of different factors of an industry depends on, invests and competes in and the offerings level of the company with the customers’ acceptance of the product. A graph should be made between these two important factors. The canvas strategy is important for two important reasons, one is that it helps to capture the present situation of the known market space that helps the members to clearly see the points on which an industry competes or battles on, and the places where the concentration of competition is higher in, and secondly it helps to shift focus from competition to finding... This paper shows and discribes the main staps of Blue Ocean. Starbucks is a blue ocean it has been so ever since it started but slowly and gradually they are moving towards becoming Red Ocean which means to compete with others. Blue ocean strategy means that tomorrows main leading companies will not fight with their competitors instead they will open up in places where the competition is absent and will make a mark for themselves or establish a proper brand for which the competition is irrelevant. We are shown the 6 paths framework strategy. According to the six paths framework strategy of the blue ocean strategy to conceive new market space for the specific company, Starbucks has to follow the six main strategically points. First of all they have to look for alternative industries. The blue ocean strategy must include the canvas strategy which means that the central action and framework of the company must follow the blue ocean strategy. The range of different factors of an industry depends on, invests and competes in and the offerings level of the company with the customers’ acceptance of the product. A graph should be made between these two important factors. The three triers consist of the non-customers of the market. These three types of people are turned into customers by following different strategies and they are described in the paper. The paper makes us understand methods such as above the line marketing will be used for elimination , for raise methods like price versus budget analysis will be done , for reduce methods like prestige and complexity will be considered and to create factors like fun will be added. Sustainable method like regular analysis and monitoring the overall coffee market will be adopted to overcome these factors.

Comparative Government Essay Example | Topics and Well Written Essays - 500 words

Comparative Government - Essay Example With more than 400 years since they founded their government, they came at only number 17. Uncle Sam’s other brothers in faith, the United Kingdom and France—both of which have also been established for centuries as Democracies—were only 23 and 24 respectively (Kekic 2). To understand this, one has to take into consideration the reality that â€Å"there are a thousand ways to skin a cat†. Liberal Democracy as a concept has always been debated upon. Even more complicated is the question on how it is to be measured. For the particular study in question, we have to know that it considered five determinants: electoral process and pluralism, civil liberties, the functioning of government, political participation and political culture (Kekic 2). According to the study, â€Å"America falls down on some aspects of Governance and Civil Liberties† (Kekic 6). Problems on lack of Universal Healthcare, the mismanagement of wars in Iraq and Afghanistan, the rise in the unemployment and deficit are domestic problems that the United States currently faces. In terms of respect of Civil Liberties, there has been growing concern on unauthorized wiretapping and torture among prisoners of Guantanamo Bay, in the Government’s War on Terror (â€Å"Renewing America†). The United Kingdom also came at the near bottom of the list given its poor scores on Political Participation, given that it has the lowest voter turn-out in the whole of the developed world. France, on the other hand, tested low for the functioning of government, political participation and political culture (Kekic 6). The problem of political culture has always been present in France given their differences in the differences in values of the people brought about by aspects of religion, geography, class and education 9 (â€Å"French Political Culture†). The case of the United States as well as that of France and the United Kingdom

Marines Essay Example for Free

Marines Essay The organization I chose is the U. S. Marines. I have a few friends who are in the Marines and thought I would like to know more about the inner workings of the core, from what my friends have to say to what can be read in articles and books. â€Å"The Marine Corps in the only general-purpose force in the Department of Defense trained and equipped as the Nation’s first responder. † (Conway, 2010) So, basically, the mission of the Marines is to be completely trained and ready to go if ever needed on short notice. The philosophy and vision for the Marines is to have the most courageous soldiers who possess the mental ability to think of their own and follow orders given to them to protect our people from all enemies. The Marines are a branch of the military, which means they are obviously similar to the Navy, Army and Airforce. Their motto, â€Å"the few and the proud†, refers to the many people who may try to join and the elite who actually make it though. They are the first to enter a warzone and are highly trained to make sure they know exactly what to do if that situation arises. Operating â€Å"far from the flagpole†, without the direct supervision of senior leadership but under the unforgiving scrutiny of the media, our young Marines must be integrated with the quality of character necessary to permit effective, independent decision making under extreme stress. † This quote directly relates to the idea of the Marines because they are usually in small groups with minimum leadership and sent into unfamiliar places, in which they must assess the situation in front of them and act accordingly. Although all branches of our military are equally important in my eyes, each has their own views of importance inside our military. Marines are viewed as an elite group of individuals from the top chain of command to the grunts in the field. The Marines run as any other company, they are recruited and trained and sent off to do their respective job s. They are compensated for their service and can choose to go career and spend their entire lives in the military. I believe their espoused values do align with their enacted values because they are said to be courageous and brave, and that is what we hear about and see when they are portrayed in the media. There are many factors, such as secret missions, that may be going on as we speak that we may never know about that could question the way we interpret their values but as an American I believe the missions they carry out are in our best interest.

The Second Destruction of the Jews Temple

The Second Destruction of the Jews Temple The destruction on the Jews temple let to the disruption the Jews religion, culture and politics. The destruction of the temple also led to the dispersion of the Jews within and outside Israel. In addition, it shaped the Jews worship by changing the focus from sacrificial worship to scriptural interpretation. Political development that occurred in the post-temple period also informed the rise of a new political system dominated by the Torah and the Rabbis and reduced the influence of the former priests. The Impacts of the Destruction of the Second Temple in Jerusalem The second destruction of the temple in Jerusalem played a critical role in upsetting the statuesque in the religious and political arena. Separating and sending the Jews into the diaspora interfered with their religious practice and appeared focused at annihilating the Jews population. The Jews people depended on the temple for spiritual and political directions. The destruction of the temple, therefore, apart from causing negative psychological impacts on the Jews, posed a significant threat to their religion. The disruption of the Jews priesthood and the priestly class that represented the core of the Judean politics and depicted the face of the Jews worship sent the Jews nation into disarray and created a power vacuum. The Jews sacrificial cult and the hereditary priestly class acted as the mediating link between the divine powers and the humans, and the great influential priestly class lost its grip on power and its relevance in the Jews community. Rabbis and torrah scholars then replaced them. The destruction of the temple also brought the sacrificial worship to an end. The gradual recession of the priesthood was indicative of an institution that had lost its relevance. The rabbis and the Torah scholars gained control of power and relegated the former priests into conditions of inactivity. The rabbis sometimes prescribed the duties performed by the Jews. The Shift in the Jews Worship in the Post Temple Period The powers previously held by the priestly circles had immensely been dissipated under the Torah establishment. The destruction of the temple caused a shift in the authority from the traditional priest controlled system to a system dominated by the Torah scholars and the Rabbis. Some of the duties earlier performed by the priests that had been challenged under the new establishment included serving as judges in religious and civic affairs; acting as inspectors of purity and custodians of the tithes. The priests had also taught the divine law in the previous religious establishment. The law of Mosses had determined the roles of the priest in the Judean system before the second destruction of the Jews temple. All the duties performed by the priests were disrupted when the temple was destroyed. Just as was witnessed in the first destruction of the temple, the Jews met in small groups and in synagogues to discuss the scriptures. Power Struggles that Plagued Israel in the Post Temple Period The new establishment dominated by the Torah scholar was characterized by certain forms of power struggles.   Power deprivation angered some priest and as such informed the creation of various groups of people who sought to agitate to have their interests guarded. The rabbinic literature indicates that the struggle to control power existed between the rabbis and the priests. The assertion thereof has been supported by the attempts made by some priests to rebuild a temple in Jerusalem. The Bar Kokhba revolt was mainly inspired by the need to re-establish the temple in Jerusalem and re-enthrone the Jews priesthood. The revolt painted some priestly circles as determined to promote their priestly agenda. Different circles emerged, drawing their inspirations from the need to restore priesthood to the desire to preserve culture. The Bar Kokhba was quelled with considerable force. Among the factions that emerged were the Sadducees who were formerly in charge of the temple. Other than the Sadducees, the Pharisees, the Zealots, and the Essenes also emerged. The Pharisees were determined to preserve the Hebrew culture and religion by observing its tradition and religious laws to the letter. The zealots, on the other hand, strived to have the priestly rule restored and were bitterly opposed to the roman influence in Israel. Some zealots even resorted to acts of intimidations and protest to have their wishes granted by the roman powers. The Essence formed the fourth group of the Jews during the period that succeeded the second destruction of the Jews temple. They continued to observe their traditional ways and steered clear of animal sacrifices, meat, and wine. They also continued to live in celibacy. The conflicts informed by the desire to influence religion did not only exist between the Romans and Jews but also existed between the Greeks and the Jews. During the Seleucid period, Alexander the Great conquered Egypt and took control of some part of Israel. Although the development occurred before the second destruction of the temple, the conflicts between the Jews and the Greek culture became prominent when the second destruction of the temple occurred. The antagonism between the Greek and the Jews culture grew when the Jews tradition and culture were shaken from the second destruction of the Jews temple. The destruction of the second temple caused the dispersion of people far away from Israel. The Romans resettled some cadre of traditional priests in the coastal planes. The aristocratic priests were specifically resettled in a place called Gathas. The development disrupted the ceremonial based temple religion. The Jews then resorted to practicing religion in synagogues and homes. Once the temple was destroyed, the need to define religious books became apparent. The priests, therefore, convened a meeting in Yavneh and deliberated on the books particular books to include in the Canon. During the selection process, some books were hotly debated and were almost ex-punched from the list that would later be named the Cannon. When the Jews who had lived in Israel after the destruction of the second temple witnessed the executions perpetrated by the Romans, they became worried dispersed and settled in Egypt and in places around the Mediterranean. The population of the Jews living in the diaspora increased. The dispersion of the Jews people led to the spread of the Jews scripture through oral tradition and the interpretive work. The spread of the Judaism outside the borders of Israel was aided by the existence of the Canon; Oral history and the use of written materials that had been explored right from the when Cyrus assumed leadership in Persia and sent the Jews back to Israel after taking control of Babylon. The distribution of the written material aided the spread of the scriptures. The explanation and the protection of the Hebrew scripture followed when most people began to espouse the Jews teaching. Later, philosophical discussions emerged classifying the Jews law into six parts. The Philosophical discussions also detailed the application of the law in a document called Mishnah. By about 400 CE, the Talmud had been created out of the Mishnah when various commentaries were added to the Mishnah. The Romans stayed in Israel for a considerable amount of time after the destruction of the Jews Temple. Their stay, therefore, precluded the Jews from re-establishing the priesthood. The growing dissent among the Jews sparked revolts which never bore outcomes anticipated by the Jews.   The destruction of the temple eliminated the power that had once been controlled by the priesthood.   Secondly, it tweaked the Jews religion by shifting focus from the temple ritual to the scriptures. The spread and Challenges of the Jews in the Diaspora After the destruction of the temple, the Jews vitality grew in places such as Spain and Iraq. The spread and growth of the Jews outside of Israel in part was influenced by the tolerance in countries such as Spain and Iraq. Years after the destruction of the Jews temple, the Jews resettled in countries where they would experience politically engineered persecution. The challenges faced by the Jews people in the diaspora led to the emergence of the Kabbalistic literature that served to give hope to the Jews in the wake of the unyielding persecution. The Kabbalistic literature sought to bolster the Jews religion by highlighting the superiority of the Jews religion.

Violation of Rights in the Film Guilty by Suspicion :: essays research papers

America is the land of the free. America is the land in which "Congress shall make no law abridging the freedom of speech or the right of the people peaceably to assemble." (Amendment I to the US Constitution.) This means that Americans can say whatever they believe, and be part of any club, group, or political affiliation they choose. The Bill of Rights also declares in the Fifth Amendment that ?No Person shall be compelled in any criminal case to be a witness against himself, nor be deprived of life, liberty, or property, without due process of law." This means that in court, a person may remain silent, and cannot be forced to incriminate themselves. An American also may not be deprived of their life, freedom, or belongings without a trial. Guilty by Suspicion is about how the violation of these rights affected normal, innocent, Americans. Many, many lives were ruined by the unjust accusations and the insistence on confessing that others were Communists. In Guilty by Suspicion, I really understood how the characters felt. The one standout actor was Patricia Wettig, as Dorothy. She was heartbreaking as the actress who commits suicide after she is accused of being a Communist by her husband, she cannot find work, and her child is taken away from her. Joe Lesser was a small but memorable character played by Martin Scorsese. Joe was memorable because his hyper, obnoxious, Chihuahua-like acting style really took away from the solemnity of the rest of the movie. The filming was not especially notable, but there were other nice effects. The period music was great, with motifs such as Louis Armstrong. The continuing music and film from the classic Gentlemen Prefer Blondes was wonderful. It was ironic that when David id being told to get a lawyer, so he won?

Sexuality in Sir Gawain and the Green Knight Essay -- Essays Papers

The Complications of Sexuality in Sir Gawain and the Green Knight Gawain's travels in Sir Gawain and the Green Knight suggest a world in which home--i.e., Camelot--is "normal," while away--the opposing castle of Hautdesert where Gawain perforce spends his Christmas vacation--is "other," characterized by unfamiliarity, dislocation, perversity. And in fact the atmosphere at Hautdesert appears somewhat peculiar, with various challenges to "normal" sexual identity, and with permutations of physical intimacy, or at least the suggestion of such intimacy, that are, to say the least, surprising. The typical journey of medieval romance juxtaposes a "real" world where things and people behave according to expectation with a "magical" world in which the usual rules are suspended. According to this paradigm, we might expect that this poem would place Hautdesert outside the bounds of tradition, separated by its difference from the expectations that govern Camelot and the remainder of the Arthurian world. However, Gawain's journey away from Camelot and back is framed by references, in the first and last stanzas, to the journeys into exile of Aeneas and of Brutus, the legendary founder of Britain, that complicate this apparent opposition. As this paper will argue, this framework complicates the poem's presentation of gender and sexuality. Rather than a clear opposition between, say, marital sexuality and everything else, we find a situation in which potentially adulterous acts and kisses among men are vested with varied--and shifting--values. The poem uses references to the (imagined) British past to complicate any simple reading of the tale it tells in terms of sexual morality or transgression.1 Sir Gawain and the Green Knight opens with a summary of the events leading from the fall of Troy to the establishment of Britain: Sià ¾en à ¾e sege and à ¾e assaut watz sesed at Troye, à ¾e borgh brittened and brent to brondez and askez, à ¾e tulk à ¾at à ¾e trammes of tresoun à ¾er wroght Watz tried for his tricherie, à ¾e trewest on erthe: Hit watz Ennias à ¾e athel, and his highe kynde, à ¾at sià ¾en depreced prouinces, and patrounes bicome Welneghe of al à ¾e wele in à ¾e west iles. Fro riche Romulus to Rome ricchis hym swyà ¾e, With gret bobbaunce à ¾at burghe he biges vpon fyrst, And neuenes hit his aune nome, as hit now hat; Tirius to Tuskan and teldes bigynnes, Langaberde in Lumbardie lyft... ...e is once again surrounded by the familiar faces of Arthur's knights, this return cannot undo what he has experienced, does not unwrite what the poet has written. The return of the endless knot to the place of its beginning does not negate the existence of the pattern that has been created. Bertilak "reads" the ominous and the disruptive in Layamon's depiction of the origins of Britain. By locating the story of Gawain's flirtation with Lady Bertilak within the context of Layamon's chronicle of treason in Troy as well as at Camelot, the Gawain-poet complicates any reading of Camelot and Hautdesert as opposed places with opposed valuations. Treason is already and always present at Camelot, named with obscure referent in the first stanza of Sir Gawain and the Green Knight--and this very obscurity points to the difficulty of reaching any conclusions surrounding gender or sexuality in the poem. The use of history shows that femininity, masculinity, normative sexuality and transgression are all difficult, perhaps impossible, to define. Gawain, of course, does not read Brut, and is therefore left floundering in search of a finality which is unobtainable within the world of this poem. Sexuality in Sir Gawain and the Green Knight Essay -- Essays Papers The Complications of Sexuality in Sir Gawain and the Green Knight Gawain's travels in Sir Gawain and the Green Knight suggest a world in which home--i.e., Camelot--is "normal," while away--the opposing castle of Hautdesert where Gawain perforce spends his Christmas vacation--is "other," characterized by unfamiliarity, dislocation, perversity. And in fact the atmosphere at Hautdesert appears somewhat peculiar, with various challenges to "normal" sexual identity, and with permutations of physical intimacy, or at least the suggestion of such intimacy, that are, to say the least, surprising. The typical journey of medieval romance juxtaposes a "real" world where things and people behave according to expectation with a "magical" world in which the usual rules are suspended. According to this paradigm, we might expect that this poem would place Hautdesert outside the bounds of tradition, separated by its difference from the expectations that govern Camelot and the remainder of the Arthurian world. However, Gawain's journey away from Camelot and back is framed by references, in the first and last stanzas, to the journeys into exile of Aeneas and of Brutus, the legendary founder of Britain, that complicate this apparent opposition. As this paper will argue, this framework complicates the poem's presentation of gender and sexuality. Rather than a clear opposition between, say, marital sexuality and everything else, we find a situation in which potentially adulterous acts and kisses among men are vested with varied--and shifting--values. The poem uses references to the (imagined) British past to complicate any simple reading of the tale it tells in terms of sexual morality or transgression.1 Sir Gawain and the Green Knight opens with a summary of the events leading from the fall of Troy to the establishment of Britain: Sià ¾en à ¾e sege and à ¾e assaut watz sesed at Troye, à ¾e borgh brittened and brent to brondez and askez, à ¾e tulk à ¾at à ¾e trammes of tresoun à ¾er wroght Watz tried for his tricherie, à ¾e trewest on erthe: Hit watz Ennias à ¾e athel, and his highe kynde, à ¾at sià ¾en depreced prouinces, and patrounes bicome Welneghe of al à ¾e wele in à ¾e west iles. Fro riche Romulus to Rome ricchis hym swyà ¾e, With gret bobbaunce à ¾at burghe he biges vpon fyrst, And neuenes hit his aune nome, as hit now hat; Tirius to Tuskan and teldes bigynnes, Langaberde in Lumbardie lyft... ...e is once again surrounded by the familiar faces of Arthur's knights, this return cannot undo what he has experienced, does not unwrite what the poet has written. The return of the endless knot to the place of its beginning does not negate the existence of the pattern that has been created. Bertilak "reads" the ominous and the disruptive in Layamon's depiction of the origins of Britain. By locating the story of Gawain's flirtation with Lady Bertilak within the context of Layamon's chronicle of treason in Troy as well as at Camelot, the Gawain-poet complicates any reading of Camelot and Hautdesert as opposed places with opposed valuations. Treason is already and always present at Camelot, named with obscure referent in the first stanza of Sir Gawain and the Green Knight--and this very obscurity points to the difficulty of reaching any conclusions surrounding gender or sexuality in the poem. The use of history shows that femininity, masculinity, normative sexuality and transgression are all difficult, perhaps impossible, to define. Gawain, of course, does not read Brut, and is therefore left floundering in search of a finality which is unobtainable within the world of this poem.

Both Liberals and Conservatives Oppose Human Cloning :: Argumentative Persuasive Topics

Both Liberals and Conservatives Oppose Human Cloning      Ã‚   The reporting of the debate over human cloning is usually portrayed as a contest between religious opponents of abortion and medical researchers striving to benefit humankind. The stereotype was epitomized in a January 17, 2002, Washington Post story by science reporter Rick Weiss. Implying that opponents of human cloning are the moral equivalent of the Taliban, Weiss wrote:    "In November, researchers announced that they had made the first human embryo clones, giving immediacy to warnings by religious conservatives and others that science is no longer serving the nation's moral will. At the same time, the United States was fighting a war to free a faraway nation from the grip of religious conservatives who were denounced for imposing their moral code on others."(Washington)    The Post ombudsman gently rebuked Weiss for his "real or perceived bias," but the fact that he made the comparison, and that no editor removed it, is revealing.    In reality, the opponents of human cloning are not so easily categorized. For one thing, they include many secular activists associated with the pro-choice left. Last year, in a lopsided bipartisan vote, the House of Representatives passed the Weldon bill (H.2505), which would outlaw both research and reproductive human cloning. Among those supporting the ban were 21 House members whose voting records on abortion were at least 75 percent pro-choice as scored by the National Abortion Rights Action League (NARAL).    Now, 68 leftist activists have signed a "Statement in Support of Legislation to Prohibit Cloning." Among them are such notables as activist Jeremy Rifkin, New York University professor Todd Gitlin, novelist Norman Mailer, Commonweal editor Margaret O'Brien, Abortion Access Project director Susan Yanow, New Age spiritual leader Matthew Fox, and Judy Norsigian, author of the feminist manifesto "Our Bodies, Ourselves."    Among arguments against the cloning of human life, these leftists stress the "commercial eugenics" that the new technologies threaten to unleash. They write:    "We are also concerned about the increasing bio-industrialization of life by the scientific community and life science companies and shocked and dismayed that clonal human embryos have been patented and declared to be human "inventions." We oppose efforts to reduce human life and its various parts and processes to the status of mere research tools, manufactured products, commodities, and utilities."(Prepared)    These are points that conservative opponents of cloning have been making for a long time, with limited effect thanks to the media's obsession with the politics of abortion.

The School Vouchers

Susie is a young girl who lives in Florida. Since kindergarten, she has attended a nearby private school. Her parents willingly pay her tuition, even though doing so forces them to cut other corners. They do not mind these sacrifices, since they know that their daughter is getting the best education they can give her. Jesse lives downtown, in the inner city. She attends the local public school and struggles through her classes. Her mother would like to send her to a private school, where there is less violence and a calmer atmosphere, but cannot afford it. Then, Jesse†s mother learns that a voucher system has put into place for the entire state of Florida. Jesse†s inner city, spray-painted elementary school received a failing status, so she can receive a voucher to attend the school of her choice. With the money she receives from the voucher, Jesse†s mother is able to send her daughter to the same private school that Susie attends. Is it fair that Susie†s parents pinch pennies while Jesse†s mother send her on the bus for free? While meaning well, does the voucher system inadvertently discriminate against children like Susie whose parents must work extra hours to put their children through private school? Is the voucher system really the answer to the problems with American education today, or a way to transfer them somewhere else? American public schools have always had their flaws. In the nineteenth century, colleges complained of under-prepared freshmen; students who could not write an essay or even spell. A main controversy was bilingual education for newly naturalized immigrants. As America entered the early 1900s, the debate turned to the use of entertainment in the classroom. Teachers felt that they must put on a show in order to keep the attention of their pupils. The abandonment of phonics in the 1920s and 30s was believed to be the reason why the job market consisted of those with inadequate educational preparation. Social promotion and the replacement of the â€Å"three R†s† with emotional stability and attitude courses were the causes of concern in the 1940s. The 1950s brought an awareness of low standards. It was found that American children were lagging behind the average standards of the rest of the world. Safety in schools also became an issue; incoming teachers were warned of the â€Å"phys! ical courage† necessary to teach. Illiteracy became the main focus on the 1960s and 70s. Phonics (or the lack thereof) was once again to blame (Rothstein 2). Now, at the beginning of a new century, what problems have been fixed? Illiteracy is still high, American standards are still low, and graduates are still unprepared. Each generation feels that schools are worse than the generation before. America has been attempting to solve the problems with its education system for 200 years, but nothing has changed. According to Rothstein: Schools are not up to the task of readying young people for the challenges of the next century. An apparently watered down curriculum ensures that all students, regardless of whether they have mastered necessary skills, can graduate. â€Å"Social promotion† without requirements to master grade-appropriate skills is now commonplace, so even elite colleges must run â€Å"remedial† courses for freshmen in basic math and literacy, and business executives complain that high school graduates are ill-prepared for even relatively unskilled jobs (2). Are these complaints not the same ones that appeared a century ago? Improvement is desperately needed, but where should it start? Cleveland, Milwaukee, and the state of Florida have suggested an answer: a school voucher system. Voucher proponents believe that the system which they support is a starting place. Voucher proponents across the nation believe that through this program, which places the burden of improvement upon schools, progress can be made. The voucher system recently implemented in Florida is built around competition. The public schools have standards which they must uphold. Each year the state gives each school a letter grade which rates that school†s ability to keep the given standards. If the school receives an â€Å"F,† it stands to lose a great deal of its student body because of vouchers. This failing grade qualifies the children enrolled in the school to participate in the voucher program, giving each student between $3000 and $4000 to attend a private school (Kaczor 1). In theory, the system appears to be a well-planned step in the right direction. By penalizing â€Å"failing† schools and providing for their students, it seems progress could be made. Voucher proponents believe that by giving schools grades, each one will strive to be the best, receive an â€Å"A,† and gain a higher enrollment. However, will it really make a large impact upon the innumerable problems which exist in today†s education system? This year, only two of Florida†s 2500 public schools received a failing grade. And, in these two schools, only 52 students chose to participate in the state†s voucher system (Kaczor 1). While 52 children may be having a better school year, what about the hundreds of others across the state suffering from a poor education? Certainly, those 52 students are not the only ones in the state of Florida who were receiving a less than adequate education. Yet, the state granted approximately $200,000 to support the voucher system. If that money had b! een given to the schools, they could improve themselves, so that they were no longer considered â€Å"failing.† Instead, they were penalized by a drop in enrollment. How then can a failing school be expected to improve? As soon as it receives such a stigma, its students leave and funding is terminated. Ralph Neas, president of People for the American Way, told the press, â€Å"The voucher program is costing millions of dollars that would be better spent on improving education for the majority of Milwaukee†s schoolchildren† (Whitmire 1). The voucher system implements a great amount of tax dollars to aid a relatively small number of students. While seeming to neutralize problems in American education, it simply creates more by denying failing schools the chance to improve. There is another major loophole in the voucher system: there is no way to calculate if any improvement has been made in the academic performance of students using vouchers. A comparison between public and private school students† achievements is prevented because each uses different tests. In Cleveland, where an inner-city voucher system, is in place, researchers have reached no clear conclusions about the program†s effectiveness (Whitmire 1). Without this information, there is no way to determine if giving children a voucher brings scholastic improvement. There are definite problems with the American education system; problems the nation has battled for more than a century. Reform is needed, but the school voucher system is not the answer. If the plan would go nation-wide, 50 million children would be dropped at the doorsteps of private schools. Currently, only 10 percent of families send their children to private schools (Tyack 2). This small number of elite schools could not possibly accommodate the boom in enrollment caused by student with vouchers. What then? It is very likely that private schools would spring up overnight in response to the sudden number of children seeking to use government money at private schools. Who can guarantee that these schools will be of a better quality than the public schools which came before them (Roberts, Glenn 22)? If the voucher system were implemented, public school, as they are currently known, would cease to exist. The tax dollars necessary to fund public school improvements and the voucher system simultaneously do not exist. Our public schools need immediate attention to the condition of their physical plants, the training of their teachers (many of whom teach in areas which they have no special expertise), the size of their classes and the equipment and supplies they need, and the quality of their hopes for the children entrusted to them. They need the money that vouchers would bleed away (Roberts, Glenn 23). Instead of taking this money away form the nation†s failing schools, it should be pumped into them and put to work. Education tax dollars should be put to work solving the problems in American schools. The voucher system is an escape out the back door. It simply transfers all of the issues out of the public schools, placing them in the hands of the private community.

A Streetcar Named Desire and Top Girl Essay

â€Å"Man†¦cannot learn to forget, but hangs on to the past: however far or fast he runs that chain runs with him.†- Friedrich Nietzsche (German-Swiss philosopher and writer). In the light of Nietzsche’s opinion, compare and contrast the presentation of the past as a limiting factor to the identities of the female protagonists in ‘A Streetcar named Desire’ and ‘Top Girls’ Williams and Churchill present the past as a haunting spectre that threatens the characters progress in their future life. Both playwrights construct the past as an emerging chain that, parasitic like, has clinged onto the protagonists’ present and immobilised the characters ability to function and progress. The retroactive structure of Top Girls reinforces this. Marlene attempts to escape her working class roots in the city office, but the chain of her past, her daughter Angie, imprisons her in this very environment she seeks to flee. Blanche Dubois seeks refuge in her sister’s world in an attempt to release herself from the chains of her past; presenting herself as a ‘Southern Belle’ in search of a gentleman and holding on to Old Southern traditional values: she is always incongruous to New Orleans and the future America. Initially, both playwrights present the past as a route of future imprisonment for the characters. The initial exposition of Blanche’s marriage and widowing is demonstrated through the constant symbolic sound of the traditional polish Polka; also revealing Blanche’s extreme sensitivity as a woman, to her past and vulnerability as how ‘man cannot forget’. Blanche is glued to her past suffering, and deliberately forces herself to believe that her previous experiences no longer i ntimidates her, but deep down, her remembrances haunt her, infiltrating in her present and future through the subtle sound of the disruptive Polka music, slowly becoming more and more frequent, leading up to the climax point towards the end, where Blanche reaches her tragic ‘self-destruction’, where her brother in law rapes her. The texture of the polka music creates an enhanced contextual setting of the play, where the audience gains a clearer perspective of how the past reflects on the construction of each characters psyche. Blanche ‘cannot forget’ her past, but chooses to ‘hang on to it’. Her choice of constantly remembering the sound of the Polka, is a reflection of her hesitation of wanting to progress; Blanche is her own enemy, therefore being her own barrier to overcome past dilemmas. NOT SURE WHAT ELSE TO ADD Churchill presents lies as a means of liberation for Blanche. When speaking to Stella, she laughs at â€Å"myself, myself for being such a liar. I’m writing to Shep.† Blanche unambiguously admits that she in fact, is a liar; the repetition of the personal pronoun â€Å"myself† emphasises the irony in her statement; Blanche is very well aware of her past, and so chooses to lie to avoid any future consequences through exposing the truth. â€Å"†¦neurotic and corrupted, hiding from herself behind artificial illusions.† as described by Christopher Innes in John Russel Brown (ed.) 1995: 422 Blanche is face to face with Stella, she is desperate for some Alcohol and compulsively searches Stella’s house for some liquor, â€Å"I know you must have some liquor on the place!† Blanche evidently seems to feel no shame of having a â€Å"drink† near Stella but â€Å"nervously† tamps her â€Å"cigarette† however, suddenly, further in the scene, Blanche negates a drink, when stanley arrives home from work, â€Å"No, I – rarely touch it.† and lies to Stanley as â€Å"(He holds the bottle to the light to observe its depletion.)† as he has noticed that someone has drunk some liquor. Blanche clearly feels intimidated and ashamed in having â€Å"some liquor† in the presence of the Alpha male, Stanley Kowalski, and denies the drink; however, Stanley has already seen through Blanche’s pretence and comments, â€Å"some people rarely touch it, but it touches them often†. Blanche is fully aware that the first impressions are the ones that stay, especially as she has a necessity to impress men, so she knows that if she accepts the drink and has it near Stanley, her reputation as a â€Å"Southern Belle† will be destroyed. However, Blanche seems to be quite flattered to have Stanley’s attention; and without a doubt, realises that Stanley is flirting with her, and automatically switches to her ‘past’ seductive self which she initially tried to cover up. The promptness in which Blanche reacts and gives in to Stanleys’ seductive methods, clearly shows how she cannot resist being a ‘fake’ but, cannot help but giving in to her old, past desires. Critic JJ Thompson argues that Blanche is â€Å"trapped by the sins of her past,† which to an extent is true as Blanche may not have needed to create a fake past if she had not done anything wrong. She is desperate to conceal the truth about her previous record of prostitution and promiscuity. However, it is not in fact her sins that trap her, but her desire to hold on to the values of the old south, as society demands spinsters to be the â€Å"visible manifestation of the Southern gentility and purity†¦Ã¢â‚¬  We have no clear trace of Stanley’s past, or what leads him into acting in such an manipulative manner, however, in contrast with Blanche, he does not show any signs of being ‘chained’ to his previous experiences, but shows some sort of complexity in his character, as he intimidates Blanche causing some sort of disruption in her care-free lies. This complexion could be the fact that Stanley’s apparent broken character is simply a male instinct of power possession and pride as a man. Critic Londrà © argues that Williams â€Å"intended a balance of power between Blanche and Stanley, to show that both are complex figures whose wants and behaviours must be understood in the context of what is at stake for them.† Felicia H. Londrà © in M.C. Rouande 1997: 50. At stake for both is something essentially selfish- escape for Blanche, sexual satisfaction and dominance for Stanley. Equally in Top Girls, Marlene’s sister Joyce clings on to her past. She still criticises Marlene’s judgement by accusing her that â€Å"I don’t know how you could leave your own child†. By referring still to Angie as Marlene’s child, suggests that Joyce has not accepted the past and this leads to the growth of her resentment and bitterness, and these sentiments are articulated through the monosyllabic tone of the language. Joyce seems to be imprisoned by her past as she has no means of prospering. The womanly domestic environment becomes Joyce’s biggest limitation and the ending, implies that she is enduringly trapped in the past, leaving her with no hope for the future. The stage direction â€Å"Marlene goes. Joyce goes on sitting,† allows the audience to perceive the visual impact the past has created between the mother-daughter relationship, and once again referring back to the post-feminist criticism of Feminist abandoning their concept of sisterhood and embracing a more materialistic society, who care ab out the individual, much like Margret Thatcher’s ideology. Blanche however, uses the figure of Shep Huntleigh to re-establish him as a potential date instead of recalling the past and classifying him as a failed lover in her life. Even though, this can be seen as a weakness of Blanche, she has not released â€Å"the chain† of her past but simply ‘covering the dirt up with the carpet’. Blanche feels enlightened through her ‘untrue’ past which is obvious as she laughs at herself. The tragic protagonist is all too aware of her lies, and seems to be gaining some sort of pleasure through her fake truths, which shows that Blanche is ultimately â€Å"just as phony as can be†. She cannot let go from her desire to be a delicate southern belle, who relies on the â€Å"kindness of strangers† like poor old Mitch, Stanley’s friend (not sure on how I can build on it without losing my point); rather than face her reality of being an ageing, penniless prostitute with a corrupt reputation. Blanche is far from being trapped by her sins; she is trapped by her desires, not for sexual satisfaction but for the past. Churchill also illustrates how the past can set the characters ‘free’. In Act 1, the protagonist Marlene gathers women who suffer with their past together, to feel liberated through sharing their experiences. This is an uncommon part of the play and though we do not know exactly where and when it takes place, we are aware that all the women in this scene are from the past of literature, art and history. Marlene’s story is ironically told through the historical character of Patient Griselda implying her promotion at work, Pope Joan taking over a male role as Marlene had in the office, Dull Gret fighting men, Isabella Bird leaving home and her family behind to independently travel and the historic character from Japan, Lady Nijo, who grew in an imperial court, as one that has her motherhood nature, debilitated due to her three traumas with child abduction; â€Å" taken the child† from the own father, the Emperor, â€Å"I saw my daughter once.† Marlene, the protagonist hosts a dinner party for her friends, where here, all the six women have the chance to share their ‘past’ experiences. When Nijo begins to recall her tragic history, her speech becomes more fragmented and the characters interrupt less while she talks about her past, â€Å"it hurts to remember the past† admits Lady Nijo. By gathering these persistent women in a celebration of Marlene’s job promotion, transmits a message that for the present to be fully valued, the past has to be reviewed. If Lady Nijo had not gone through her losses with her children, she had not learnt the value of being a mother, an independent woman and bearing children, leading her into being a Buddhist monk and living her life completely please herself and benefit her well-being. Marlene says, â€Å"how far we’ve all come†. This comment switches the past form regret to thankfulness of emerging from prejudice against women. The use of the pronoun â€Å"we† demonstrates that this progression is one that all women make together, supporting a feminist reading of the play as one which would argue that women build on successes of women of the past to achieve in future. Churchill presents women in Thatcherite Britain who are trying to establish a future focus, a new society where women were able to be in power. Blanche is too afraid to embrace this attitude to the past; it was essential in 1947 as America needed to establish a forward focus following the war, where the suffering past that women once went through, no longer hindered them in taking a stand. Alternatively, it can be argued that the past actually limits the female protagonists in both Top Girls and A Streetcar Named Desire. The structure of Top Girls reinforces this argument as the retroactive structure implies the past of these characters keep chasing after again and again, being unable to look towards the future, being barred by their past. Protagonist, Marlene ends up in her working class, domestic space and the past- which is ironic as she defines her success against her capacity to escape these things, which suggests that her success is not as valid as it might seem. Streetcar on the contrary, uses a linear structure where the action escalates towards the vertex, yet the characters such as Blanche cannot progress but tragically end up disheartened, owed to the past that limits her. Blanche does not accept the new world and holds on to her old world values of the past. Both playwrights therefore present unlike perceptions on the role of the past; Williams sees it as a form of escape and to move forward from, whereas Churchill insists on evaluating the impact it has on the present, as we end up re-examining Marlene’s success, rather than looking to the future.

Dawn Muscroft Essay

The purpose of this report is to show an analysis of the role and responsibilities of teachers, incorporating some research topics including codes of practice, and also the boundaries and relationship between the teaching role and other professional roles. The report will also show the roles of initial and diagnostic assessments. My own role and responsibility in education and training Blatchford (2013) identifies that regarding professional conduct, a teacher is expected to show high standards, uphold public trust, act within the statutory frameworks, and have a proper and professional regard for ethos, policies and practices within the establishment in which they teach. As an Employability Skills Tutor, my roles and responsibilities can vary from session to session, although the fundamental rules apply daily. These include carrying out initial diagnostics, planning lessons, and preparing resources. Machin, Hindmarsh, Murray and Richardson (2013) identify that learner should be motivated by the teacher or tutor to develop both their ability and their aspirations to learn. Personally, I believe that my role is not just about the teaching of the subject matter. It goes a lot deeper into promoting social inclusions, working together, guidance and supporting each others ideas, and identifying individual needs. These are shown in the Teacher training cycle identified b y Ann Gravells (2012): Identification of need The need of the student is often gained through discussion, and through initial diagnostics relating to maths and English capabilities. The discussion between the learner and the teacher helps both parties to attain whether this is the right course, with the right materials and resource to succeed. Planning and Design One the identification of needs has been identified, then the planning and design of the individuals learning can begin. It is often a beneficial exercise to complete a learning style questionnaire suck as VAK, in order to identify the strongest learning styles and plan lesson to match those styles, such as kinaesthetic which is translated into ‘touching and doing’. Delivery/Facilitation Once a teacher is aware of the variation of learning styles with a class setting, then the delivery can be adapted to meet those styles to suit the lesson. If some learners prefer to be ‘hands on’, then a simple flipchart exercise can be agreed. This will also assist those who visual learners, as the flipchart can be presented back and also put on display, and these learners who are auditory learner’s can listen to the information presented back to them. Assessment Throughout the course, the teacher should be continually assessing the learners to ensure full understanding of the subject and the course work involved. This can be done in a number of ways, including small written work, looking at grammar and punctuation skills. Evaluation The teacher should also be continually evaluating the standard of the lesson, to see whether they are being successful in their approach to the class style of learning. Again, this should be adapted to reach all of the students. My learners have come onto the course as they have been unemployed for some time, and have often lost their confidence in their abilities and strengths. It is part of my role to instil those characteristics back into the learners, and guide them into the interview process. There are of course  boundaries that are in place Boundaries As a teacher or tutor, you must always maintain your boundaries. If learner sees you as more of a friend, then they may feel that they can push those boundaries with regards to lateness, inappropriate language, or general inappropriate behaviour. The boundaries between the teaching role and other professional roles are close together. For instance within other professions such as youth worker, the role becomes that of a mentor, guide and possible counsellor, and often learners can express themselves in a more ‘open’ manner. Within the nursing profession, the role becomes more of an observer for vital signs, listener, and carer. However, within the teaching role, there must be a clear boundary regarding ‘the relationship’. You are the leader, the one with the knowledge of the subject matter. Therefore, you should be ready to teach all students, and become involved in their ‘study life’ whilst maintaining and appropriate distance from their Ã¢â‚¬Ë œout of study life’. Relationships The relationship between the teacher and the learner should always remain professional. In the world of technology such as Facebook, it would be unsuitable for the teacher and the learner to become involved in each other’s personal lives, as this can impact into the teaching or any potential disciplinary processes than may need to be addressed. Before any actual classroom teaching can take place, initial and diagnostic assessments must be carried out. These are paramount in agreeing individual learning goals, and planning the progression of the learner with the teacher. Initial Assessment From the very beginning of the course, teachers should begin to analyse their learners through initial assessment methods. The assessments best suited to  guide improvements in student learning are quizzes, tests, writing assignments, and other assessments such as a group activity. These can easily give the teacher/tutor an insight into the learning needs of the learners. Also self-assessments such as the VAK (Visual, Auditory, and Kinaesthetic) learning styles questionnaire can also highlight the learner’s preferences to learning, as well as highlighting their understanding of the course that they are undertaking. Diagnostic Assessment bksb ® is the UK’s most popular online Functional Skills Solution. Last year, over 1.2 million individual learners used bksb to improve their Functional Skills in English, maths and ICT. In the 19 year history, over 25 million learners have benefitted from our easy-to-use online assessments and learning resources. This type of diagnostic assessment is useful within the teaching arena, as it highlights areas where the learner would benefit from extra support, or further training. During some courses, the initial and diagnostics assessments can be varied. My own experience of both initial and diagnostic assessments has been mixed as a reviewing tool. During spelling tests and grammatical sheets that needed writing on, my learning style as a visual learner was put to use, as I could read and re read the paper, and check the work that I had completed in both the English and the mathematical pieces. However, when it came to the bksb diagnostics, I felt more rigid and nervous, as I also had to concentrate on my hand eye coordination, moving the mouse to where the correct section should be, the classroom environment that I was in during the session, and a number of distractions from others. I feel that the bksb did not build my self-confidence and this can be detrimental in some cases. Each learner will have their own learning style and it is the role of the teacher to adjust these diagnostics to meet all learners’ requirements. There are a number of legislation requirements for people within the education sector, and below lists some of those points: Health and Safety The Health and Safety at Work Act 1974, describes duties of employers and employees. The most important is to make safe a place of work. The main rules are: to take care and not to injure yourself and others. to teach people to recognize symbols of danger to make safe place of work/ safe accesses to and from place of work to supply free protective equipment to have risk assessment to have general safe policy to ensure safe in areas of specific kind of risk like chemical, electrical, biological, physical area to ensure lit and ventilation to report injuries and near misses to follow special regulation like: COSHH factsheet, fire extinguishers factsheet, risk assessment factsheet, safety signs factsheet Equality and Diversity All organisations and teaching establishments now have an obligation to ensure equality and diversity is paramount to all learners. Acas (the Advisory, Conciliation and Arbitration Service), has a number of publications regarding the Equality Act 2010, and highlights the following protected characteristics: *Age *Gender Reassignment *Disability *Marriage and Civil Partnership *Pregnancy and Maternity *Race *Religion or Belief *Sex *Sexual Orientation The characteristics are protected against any form of discrimination. The implications for the teacher Data Protection The data Protection Act 1974 covers a wide range of confidentiality issues. However, within the teaching sector the points most relevant are: You must only collect information that you need for a specific reason The information must be kept secure The information should be relevant and up to date Safeguarding Dearne Valley College, quote the following within their policy (Ref S) : ‘Section 175 of the Education Act (2002) which requires FE colleges to make arrangements to ensure their functions are carried out in ways that ensure the safeguarding and welfare of children and young people, taking into account the guidance issued by the Secretary of State in considering what arrangements they need to make. Children Act (2004) Section 11 places a duty on local authorities and any person providing services in pursuance of section 74 of the Education and Skills Act 2008 to make arrangements with relevant agencies to cooperate to safeguard and promote the welfare of children (ie people under the age of 18). Every Child Matters: Change for Children (2004) set out the national framework for change programmes to build services around the needs of children and young people to maximise opportunity and minimise risk. Working Together to Safeguard Children (Dept for Education March 2013) states that all agencies and individuals should proactively aim to safeguard and promote the welfare of children so that the need for action to protect children from harm is reduced. Safeguarding Vulnerable Groups Act (HM Government 2006) provides legislative framework for the vetting and barring scheme for those working with children and vulnerable adults. It is the government’s response to Recommendation 19 of the Bichard enquiry 2004. Safeguarding Children and Safer Recruitment in Education (Dept for Education 15/10/12) this is the updated version which looks at the recruitment and selection process. The Disclosure and Barring Service (HM Government website 15/11/13) sets out the guidelines of the scheme which aims to prevent unsuitable people from undertaking certain paid or volunteer work with children or vulnerable adults ‘No Secrets’ Guidance (HM Government 2000 reviewed 2009) and related South Yorkshire policy Safer practice, safer learning (NIACE December 2007)’ Human Rights Citizens of the UK have certain fundamental human rights which government and public authorities are legally obliged to respect. These became law as part of the Human Rights Act 1998. Some of the most applicable human rights in a teaching environment are: the right to life (respect commitments of learners) freedom from degrading treatment (disrespecting learners) the right to liberty (freedom of expression within social limits) the right not to be discriminated against (promoting diversity and equal opportunity) the right to an education (the right to a fair education) Codes of Practice The institute for Learning, or IFL as it is better known, is the independent, member-led professional body for teachers, trainers, tutors, assessors and other professionals working across a variety of sectors, including sixth form colleges, further education colleges, and work based learning. It holds a multitude of information regarding teaching practice, and has a number of resources within the website. Teaching staff can learn about mew policies as they change, and can become members of the IFL. The IFL code of practice came into force in 2008. This covers the following points: Integrity Respect Care Practice Disclosure Responsibility As with all the above legislative requirements, the consequences to both the tutor and the student could be catastrophic. For instance, should a learner be having personal issues such as abuse, and is not performing the tasks or work set in the classroom, then it is the tutors responsibility to ensure that they address the issue with the leaner in an empathetic and confidential way, thus getting to the core of the problem, and not assuming that the student does not have the capability to do the work. Misreading any signs of such behaviour could result in the student become more and more withdrawn and possibly losing their place at the teaching establishment, purely based on the lack of support he or she has received. The initial training and on-going publications within the teaching establishment will enable the tutor to understand and comprehend the signs of any behavioural issues, whilst maintaining their knowledge of the legal requirements when teaching a class. Bibliography Acas – www.acas.org.uk BKSB http://www.bksb.co.uk Blachford, R. (2013) The 2012 Teachers’ standards in the classroom. London. Sage Learning Matters. Dearne Valley College – https://gateway.dearne-coll.ac.uk/qualityframework/,DanaInfo=dvc-intranet.dearne-coll.ac.uk+doclist.asp?id=S&title=Safeguarding Every Child Matters – http://www.everychildmatters.gov.uk/ Gov.uk – http://www.direct.gov.uk/en/Employment/DiscriminationAtWork/DG_10026449 Gov.uk – http://www.direct.gov.uk/en/Employment/DiscriminationAtWork/DG_10026667 Gov.uk – http://www.direct.gov.uk/en/Employment/DiscriminationAtWork/DG_10026429 Gov.uk – http://www.dh.gov.uk/en/SocialCare/Deliveringadultsocialcare/Vulnerableadults/DH_4118919 Gov.uk – http://www.direct.gov.uk/en/DisabledPeople/RightsAndObligations/DisabilityRights/DG_4001068 Gov.uk – http://www.direct.gov.uk/en/Governmentcitizensandrights/index.htm?cids=Google_PPC&cre=Government_Citizens_Rights Gov.uk – http://www.direct.gov.uk/en/Parents/Schoolslearninganddevelopment/YourChildsWelfareAtSchool/DG_4016097 Gov.uk -http://www.ico.gov.uk/Home/what_we_cover/data_protection.aspx Gravells, A. (2012). Preparing to teach in the lifelong learning Sector. 5th ed. London. Sage Learning Matters. IFL http://www.ifl.ac.uk Machin, L, Hindmarsh. D, Murray, S. Richardson, T. (2013) A complete guide to the level 4 certificate in Education. 1st ed. At Albans. Critical Publishing Ltd. Wilson,L.((2014)Practical Teaching, A Guide to teaching in the education and training sector. Andover, Hampshire. Cengage Learning.