Response on Quote from “The Waiting Years” by Fumiko Enchi Essay

In Chapter 1, of â€Å"The First Bloom† of the book â€Å"The Waiting Years† by author Fumiko Enchi, (Fumiko, 2002) it was easy to identify the little girl as one who was so important amid the small pace of the town. Suga was going to dance †Plum Blossom in Spring† where all eyes would be on her.   She was going to be looked at and judged according to her dance that day, in her mind,   which set the atmosphere for tension and apprehension of what they would think about her recital and about Suga.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Suga seemed so innocent and she always maintained her respectful nature as she did as she walked toward the school teacher’s house and you could sense that this dance was going to be very important to Suga.   She remained respectable, as you think about her life with an impoverished family in a world of young girls who were selected as future bride’s.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The setting in this piece of work was magnificent as I imagined the tiny house in this poor community.   The stage in the teacher’s house must have been so magical for Suga and for the other little girl who was already dancing when she arrived.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I feel sorry for Suga as I understand that she and every other girl is always being looked at but for the recital, I think this is one time when she really does want to be noticed and for something other than being a girl who will be chosen for other things in life besides her dancing. I think that this quote offers a good look into the life of Suga and gives a vivid description of her life and surroundings. Enchi, Fumiko, (2002) The Waiting Years, Oxford University Press, p.24

Jet Blue

1. Is Jet Blue appropriately positioned to create and maintain a strategic competitive advantage? Yes they are. Jet blues customer service is tremendous. They had the one valentine day massacre but they bounced right back. As a company they know where they have to be in order to succeed in the future. They know about great customer service and low price. Gas prices are rising and with the expansion of the e190, I believe this flight will help their revenue increase in the future. 2. What future strategic direction would you recommend for JetBlue?Should they continue to support both the e190 and a320 or does one model look more promising than the other? I would recommend the path they are on now. Their customer service is excellent and have different types of airlines. Both airlines attract different customers our ability to adapt to new technologies and the soar of gas prices is one of the reasons they are one of the beasts in this airline industry. Numbers do not lie and they were p rofitable for 4 years in a row and I do not see them looking back. In order to keep a JetBlue a main force in the airline industry they are going to have to keep both around.There are customers who are used to the a320 and enjoy a more spacious seating compared to the e190. They should cut down on the long distance flights with gas prices high and will raise the price on some long distance flights. I do see the e190 as the main airline in seven to ten years. Their customers want to get from one location to another the fastest way and the e190 is the airline for that. 3. In light of the Feb. 2007 crisis how did JetBlue try to repair the damage to its reputation? Was the company successful? In Feb. 2007 the crisis that happened was due to lack of communication.They were not ready for this and took a hit in the media. They needed to bounce back hard and they did. They came out with jet blues bill of rights which was information-sharing, cancellations, departure delays, overbooking†™s, and onboard ground delays for arrivals and departures. This sent a message to their customers letting them know that yes they made a mistake and they are aware of it. It took them three months but after that the cleared everything up. Overall hiring the new Ceo and taking care of the crisis was a job well done.

A Child Is Mysterious and Powerful

Within the child lies the fate of the future. Whoever wishes to confer some benefit on society must preserve him from deviation and observe his natural ways acting. A child is mysterious and powerful and contains within himself the secret of human nature. Explain the above quote with reference to the Montessori philosophy. The term Montessori Philosophy originated from the name of Dr. Maria Montessori, one of the most influential pioneers in early childhood education. She advised an education which combines a philosophy with a practical approach based on the central idea of freedom for the child within a carefully planned and structured environment. To analyze the above quote, we will have to know what it is in essence the Montessori philosophy. Maria Montessori was a soft hearted lady who happened to live through the two world wars. She was very much worried that in spite of the development of science and technology in the world, why men are very much unhappy, cruel and keep fighting with each other. She believed that this is because of the lack of fulfillment of human mind. So she deducted that as the adult comes into being through the child, it is important to consider the human being way down from the very childhood itself. Montessori has once opined that â€Å"It is the child who makes the man, and no man exists who was not made by the child he once was. † (http://www. dailymontessori. com/maria-montessori-quotes/) Montessori, who became the first lady doctor in the history of her country, was appointed as assistant doctor at a psychiatric clinic. From this position she got chances to observe some mentally retarded children. Under her care and love many of these children improved even to a position that they could read and write. After that Maria Montessori got chance to look after some slum children for whom she made a home. This was called Casa Dei Bambini, means childrens house. It was from here that Montessori philosophy actually evolved into being. Montessori made a new way of education in which the child is considered as the centre of education with the adult serving only as one who is helping him to develop as a whole; hysically, cognitively, emotionally, spiritually and socially. She discovered that with such an education a unified personality is formed. According to Montessori philosophy, the child has an unrealized potential within himself when he is born. This potential is what helps him to develop from birth onwards. This is called predetermined psychic pattern. Christoph Schiebold states that Good education is not to follow the pages of a workbook. It’s following the workbook that’s within the child! (http://educationaljournal. wordpress. com/2011/07/02/quote-christoph-schiebold) The predetermined psychic pattern (also known as natural laws of development) is there in the child in an embryonic stage when the child is born. So as only a healthy mother gives birth to a healthy baby, the predetermined psychic pattern in the baby also needs a nourishing environment to grow well. In the given quote it is stated a child is mysterious and powerful and contains within himself the secret of human nature. In reference to Montessori philosophy the potentials present in the child from birth itself is what makes the child mysterious and powerful. That itself is the secret of human nature too. The child is mysterious because there is an internal guide in the child which alone lets these laws to unfold themselves. We the adults are not able to understand what is happening there within the child. We can see only certain signs of these laws of natural development reveal themselves by carefully observing the childs behavior. Now let us analyze why the child is described as being powerful. For this we will have to know what the laws of natural development in essence are. These are law of work, law of independence, development of attention, development of will, development of intelligence development of emotion and spiritual life, development of imagination and creativity and stages of growth. Thus it is said that The child is endowed with unknown powers which can guide us to a radiant future. (The Absorbent Mind ,P2) During the observation of children at Casa Dei Bambini, Dr. Maria Montessori discovered that children prefer work to play. They were able to achieve a self integration through this work. She found that the aggressive and destructive children became calm and peaceful after working with the materials. She concluded that through work the child seemed to get fulfillment of some internal need which made him normalized. Montessori found out that independence is necessary to the childs normal development. The child uses his independence to listen to his inner guide for actions that can be useful to him and one who is served is actually limited in his independence. It is well said that we habitually serve children; and this is not only an act of servility towards them but it is dangerous, since it tends to suffocate their useful, spontaneous activity. (Course manual P. 40). We can help the child attain independence by giving opportunity for him to work with the materials by himself, by directing him towards a given end to develop his will, by giving him constructive work to help him in developing discipline, by letting him know and have an understanding of what is good and bad and also giving him freedom to reveal himself completely by playing only passive role. Maria Montessori stated that at certain stages of development, the child has sensitivity to his environment and he directs his attention to particular objects with high intensity and interest. By giving the child materials to work that engage him wholesomely we can help him develop his concentration and build his personality. When the child has the maximum power to concentration or when he gain good power to attention, he becomes calmer and more controlled and rested. Montessori believed that decision taken by the child on any activity and the action taken by him are the basis for development of the will. When the child is allowed to work with the materials as long as he wants, his self concept and power of concentration develop. Thus the child gains an ability to make his own choice which helps develop his will. The perceptions made by the child with the help of his senses are his intelligence. Obtaining conscious knowledge is done by the childs intelligence, comparing and discriminating between the impressions received by the senses. Dr. Maria Montessori believed that development of imagination and creativity are inborn powers which develop through his interactions with the environment. In regard to development of emotional and spiritual life, Montessori found that the child has an inner power to react to emotional and spiritual experiences from birth itself. Montessori discovered 5 periods of growth in children and each period has specific goal, the directionality towards the goal is fixed and each period has its own sensitive periods. To help them reach their goal by maximizing own potentials, the caregivers and teachers need to know these periods of development. Here, from this detailed analysis of predetermined psychic pattern within the child what we can understand is that the child has many abilities (powers) inside him from birth itself. It is this potential that helps him to self construct himself. With this much of original intrinsic assets it is quite reasonable to assume that the child is powerful. According to the philosophy of Montessori, the potentials within the child unfold slowly during the course of time while child self constructs himself. But certain internal aids and external conditions are necessary for the predetermined psychic pattern to reveal itself. The internal aids are sensitive periods and absorbant mind. The external conditions are environment and freedom. Sensitive periods are blocks of time in the childs life when he is absorbed with one characteristic of his environment to the exclusion of all others. Montessori discovered 6 sensitive periods in child. They are sensitivity to order, sensitivity to learning through five senses, sensitivity to small objects, sensitivity to co-ordination of movement, sensitivity to language and sensitivity to social aspect of life. A child has sensitivity to order during the first year itself. It is because of this sensitivity that the child becomes irritated when he is exposed to unfamiliar objects or people, or insists on putting things back on their places and become happy when they see things in accustomed places. In a precise and determined environment only can a child categorise his perception and form an internal framework with which to understand and relate his world. Montessori found out that the child has a sensitivity to learning through his five senses. The child has a natural curiosity to explore the things around him. So he has to work with this environment to develop his neurological structures for perceiving and thinking which is the basis of intelligence development. When the child is about two to two and half years his attention is drawn towards small objects. This sensitivity to small objets helps him to concentrate his intellectual powers on a specific problem and also helps him to hold his attention for long period of time fostering his ability to focus. The child has sensitivity to movement when he is two to 4 years of age. During this period the child has a tendency to perform and repeat a movement for the sake of gaining greater control. Here the child learns to bring his body under his will. The child become sensitive to human language during the period of sensitivity to language. The sixth aspect of sensitive periods being sensitivity to social aspects of life, explains the childs interest in other children of his age group. This period enables the child to recognize affection and friendship to develop. This way child learns to be part of a group. Montessori philosophy tells us that there will be problems when the child is starved from the right environment in his sensitive periods. When there is no order, the child will feel very insecure and lack confidence. If the child is not allowed to explore his environment during his period of learning through five senses, it will hinder the childs learning, he will become rebellious, with poor will and concentration and it will be difficult for him to compare and judge. By the lack of right environment for sensitivity to small objects, the child will become less curious to learn new things and he will become passive. The lack of environment permitting co-ordination of movements decreases the childs fine and gross motor development which in turn affect the childs balance and agility. If the child is not regularly exposed to language he will lack self confidence and will develop low self-concept due to this inability to express himself. If the child is not allowed to socialise he will feel lonely and become unfriendly and antisocial. Absorbant mind helps the child gain knowledge from his environment. From birth onwards the childs mind starts absorbing everything the he sees and experiences around him. This absorbing takes place by two stages namely unconscious and conscious. When the child is zero to three years of age, he absorbs everything unconsciously and these information absorbed are stored as impressions in his mind. The impressions made by the unconscious mind prepares the childs mind which later will be used by his conscious mind. After 3 years of age the childs mind starts absorbing experiences consciously. In this stage, the child will have memory and has developed a will too. Montessori also believed that environment can help or hinder the childs development. So the environment must be a nourishing place for the childs needs for self-construction. She felt that the environment must be prepared carefully by a knowledgeable and sensitive adult and the adult must be a participant in the living and growing of the child within the prepared environment. An important aspect to be taken care of with regard to Montessori environment is freedom. It is because of 2 reasons. First, it is only in an atmosphere of freedom that the child can reveal himself. Secondly if the child possesses within himself the pattern for his own development the inner guide must be allowed to direct the childs growth. However, the childs freedom is limited in the respect that he is not permitted to interfere on the rights of others and is careful of the materials, environment and himself. Apart from freedom the other basic elements in a Montessori prepared environment are structure and order, respect for others, reality and nature, beauty and atmosphere, the Montessori material and development of community life. The teacher is the link that puts the child in touch with the environment. She prepares the environment and the child uses the environment to construct himself. The teacher has a role in helping the development of predetermined psychic pattern of the child. The teacher observes the child carefully during his activities in the Montessori environment and prepares activities for him according to the childs level of development. According to Montessori the two aspects of the psyche namely the mind and the body(the mental energy and physical energy) should work in unison. Otherwise child will be deviated. A deviation is a warp in the character that will occur in the child during the formative period, (birth-six years) because of obstacles or repressions to his natural development. This we can understand more if we consider the previously explained sensitive periods of the child. We can understand that the child self constructs himself with the aid of his sensitive periods and nourishing environment. If these are deprived, he becomes deviated. During her work with the children at Casa Dei Bambini Montessori found that some mental integration happens within the child when he works with the materials. She referred to this as normalization. In a Montessori classroom children are given nourishing environment and the teacher is careful about the different stages of development of the child and aid him with his internal necessities. Thus the child is able to work according to his will (as his inner guide directs him). So his mental and physical energy work in unison ans the child becomes normalised. Thus a Montessori classroom becomes a gathering of normalised children. In such a group they are naturally full of love, sympathy, and feel for each other. They show respect for the rights of others, they help each other, they support each other morally and there will be a total harmony in the classroom. Montessori termed this as a society of cohesion. As per the analysis of the Montessori philosophy, we understand that the Montessori classroom works based on these principles and that a society of cohesion exists in such a classroom.

Chemistry Coursework Example | Topics and Well Written Essays - 250 words

Chemistry - Coursework Example Differences; Enzymes are organic, containing protein sub-groups. As such they are high molecular weight compounds. Inorganic catalysts are often low molecular weight. Inorganic catalysts are more resilient to changes in temperatures. An example is Pt/Rh catalysts used at high temperatures. This is compared to organic catalysts that denature past a certain temperature (mostly 40 degrees Celsius). Enzymes are also manufactured by biological systems, and as such most are highly specific to the reactions and substrates they require for such. Inorganic catalysts are sometimes ambiguous. They catalyse numerous reactions as long as the conditions are right. For example Platinum, Pt is a catalyst for a wide range of industrial processes. Lock and key model- this model was proposed by Emil fischer. It states that an enzyme is like a lock, while a substrate is like a key. As such, an enzyme can only be bound by a specific type of substrate (Spencer Seager, 2013) and this means that for any given enzyme, the substrate has to be specific or highly similar to the substrate for the reaction to occur. This model/ theory shows the enzyme as conformationally rigid and able to only act on substrates that are an exact fit. (Timberlake, 2014) Koshland’s induced fit theory- this theory states that an enzyme is not a rigid structure. As a substrate binds, it leads to conformational change that enhances the enzymes ability to carry out its catalytic function. In some cases the enzymes active site is remoulded completely and the charge of the enzyme also modified as it binds to its substrate. (Spencer Seager, 2013) After catalysis has been carried out, the enzyme resumes its original shape. Q3 You are an investigator and your research group has just isolated two novel enzymes A and B that are both secreted into the small intestine of the domestic pig Sus scrofa. You would like to have these enzymes characterised. Therefore you have asked your project student

Is increased precision in accounting always desirable Discuss this Essay

Is increased precision in accounting always desirable Discuss this with reference to management accounting techniques such as either costing methods or performance measurement or both - Essay Example managers are supposed to apply appropriate management accounting concepts and technologies in processing historical and forecasted economic data to take necessary decisions for the betterment of the organisation and stakeholders. This paper offers an insight into the management accounting techniques and shows one significant difference between financial and managerial accounting is that the latter emphasises less on the precision of the accounting data. The focus of this report would be to investigate the importance of precision in management accounting techniques. A conclusion has been inferred from the whole analysis part. Management accounting helps the management to carry out the managerial functions with more efficiency. This is done to enhance the profitability of the organisation by gathering the required information from various sources. The process includes gathering required information and analysing them systematically to make the relevant decisions. However, as decision-making becomes more comprehensive and complex, this requires management to re-evaluate all of their strategic options. For example, an organization may now have to decide whether to produce the parts internally or purchase parts produced by others. Using management accounting will provide valuable assistance to the organisations’ management to make decisions in each and every field of activity (Patankar, 2008). Many large companies use activity Activity Based Costing (ABC) today. In the traditional approach, the cost used to be calculated in three steps: accumulate the cost in the production and non production units, allocate the non production units costs to the production departments and allocating the total accumulated cost to the product, service or any other cost objects. In this process, products are also charged for idle capacity or unused resources. Such distortions have been removed in Activity Based Costing, which calculates cost based on cost pools or activity centres.

Community Care for Health Professionals Essay Example | Topics and Well Written Essays - 1000 words

Community Care for Health Professionals - Essay Example Social service providers are required by the Carers (Equal Opportunities) Act 2004, to educate carers about the right to an assessment. Under the Carers (Recognition and Services) Act 1995, Rena can seek an assessment programme to determine whether she can provide or continue to provide care for her husband. Local authorities can make assessments on the basis of legislation that addresses the issues such as Part III NAA, s.2 of the Chronically Sick and Disabled Persons Act 1970 or Schedule 8 of the National Health Services Act 2006. While making such assessments, the needs of the carers must be considered (Great Britain, National Health Services Act 2006 ). The Children Act 1989 provides voluntary and preventative measures that help to maintain the integrity of families. S.17 imposes a general duty on the local authorities that requires them to promote the welfare of children in need. They must ensure that the families of these children take adequate care of them (Great Britain, Chil dren Act 1989). Moreover, this duty also applies to the provision of service plans for children. Section 18 of the Children Act 1989 imposes a duty of care on local authorities with regard to preschool and other children. As such, local authorities are duty bound to extend these services to children in the age group of five years or less than five years, within their operational jurisdiction. They are also under a duty to take care of children who have not joined or who do not attend schools (Great Britain, CA 1989 ). Schedule 2(8) and (9) specify the services to be provided to children in need. These include advice, guidance, counseling, and help at home. S.17(10) provides the definition of a child in need (Great Britain, CA 1989). In the case of Chloe and Lily, their parents are in hospital under the care of their grandmother. The latter had found it difficult to take care of these children who were very young. In addition to this, her husband was ill. This is the situation of the ir family, and obviously, the children can be deemed to be children in need.

Social Fashion Application Coursework Example | Topics and Well Written Essays - 1250 words

Social Fashion Application - Coursework Example The essay "Social Fashion Application" concerns the design and fashion. This section covers prototyping and storyboarding as the participatory design techniques which provides an opportunity for the designers and users to work together during the development period. The benefits of such an approach include: a) Requirements are likely to be more accurate thus improving the system quality, b) Can help avoid certain costly application features which users might not be in need of, c) Helps improve the acceptance level of the product. A prototype refers to an application which is rapidly implemented and constitutes only a small section of the expected functionality of the full application. It is intended to help elicit for requirements by giving the involved team a chance to get early feedback relating to their ideas. Other than freezing system requirements before design or coding activities can continue, a throwaway prototype should be built to understand the requirements. The developmen t of the prototype will be based on the requirements known at present. Use of the developed prototype gives the clients an opportunity to actually â€Å"feel† the application. Prototyping would be ideal for a large application as this one because of the absence of an existing system to help in establishing the requirements. The prototype will not be a complete system and will not contain most of the details. It will just give a system which has overall functionality. Other than the active involvement of users during development .and providing an opportunity for the identification of difficult or confusing functions, exposure of end users to the built software prototype also provides an avenue for identification and correction of errors at an earlier stage thus avoiding rework at later dates. However, this approach has the risk of increasing an application’s complexity as the scope of the application can go beyond the initial plans The reason why the prototype model wou ld be appropriate for the Social Fashion Application is that the targeted users need to interact a lot with the desired application. The web interfaces in this application, requires a great level of interaction with the targeted users. Building an application which requires limited training and able to support ease of use among users would take a lot of time in case the development team ignores this model. Story Boards Storyboarding refers to a reiterative and interaction design method which employs a set of pictures or sketches in demonstrating the end to end solution towards a given task scenario. (CRM, 2006) Storyboarding is helpful in exploring potential experiences prior to investing in software development and as well as understanding the human context within which the application will be used. It can be useful in discovering the best design approach being that it is an earlier process thus reducing the development cost (What are Story Boards Good for?) The storyboards can be better alternatives compared to use cases, user stories or task scenarios because the preparation of any of the documents can always be frustrating then possibly end in a software product that is not satisfactory. Also, they can be used to complete the any of the business requirements documents mentioned above. Stories work effectively in the software world for being able to help the

An analysis of factors leading to failure of small businesses in The Dissertation

An analysis of factors leading to failure of small businesses in The Amur Region, Far East Russia - Dissertation Example This publication is important in outlining the background of the Russian policies for small businesses as well as the current business landscape in the country. For instance, there is the discourse devoted on how the business and entrepreneurship climate are currently difficult as demonstrated by the small number of small firms, the low levels of fixed capital investment as well as the capital flight that supposedly exceeded an estimated $15 billion annually. (p. 73) With this OECD (2002) report, several general factors are clearly identified that led to the successes and failures of small enterprises in Russia. In investigating the Amur experience, the corpus of literature of the regional business landscape is essential in depicting the dynamics of setting up and running businesses from policy standpoint as well as from cases of entrepreneurial outcomes. A World Bank research group argued that local government policies are crucial in the growth of small enterprises and that the â₠¬Å"regional data on small enterprises per thousand residents is considered an adequate proxy for local government support for small businesses.† (De Melo, Ofer and World Bank 1999, p10) Several regional cases were identified, compared and assessed. The outcome is an extensive investigation on policy differences, policy reforms, among other economic and political variables that were effectively linked to business performances. Extensive discussion of universal policy areas that cover small-sized businesses are also available in the publication, OECD Studies on SMEs and Entrepreneurship High-Growth Enterprises: What Governments Can Do to Make a Difference. Specific indicators on entrepreneurship that have been derived by OECD from qualitative information on laws and regulations, among other related sources could be adopted by this study at it provided clear roadmap in effectively surveying national and local administrations. These indicators and the methodologies employed to ide ntify them are contained in the OECD’s report called Measuring Innovation (2010). More recent research covering Vladimir Putin’s regime include Ganske’s (2008) book on Russia’s political economy. This work cited the economic reforms that are currently in place as well as several important factors that make small firms fail such as adverse local regulations (licensing, certification, tax inspections, fire inspections and sanitary inspections) and tax policies. (p16) This latter point was further expounded by Sakwa (2004), who argued that although Putin sought to tackle the bureaucratization of the economic landscape and that so far only two large cities have demonstrated some semblance of business dynamism, Moscow and St. Petersburg. (p. 206) Fish (2005) devoted much of his work on documenting the challenges of the effect of bureaucracy on small businesses. The research done by Dana et al. is an excellent resource on current business statistics in Russia s ince it contains critical examination of the data, particularly the numbers, which according to the authors tend to be inflated. One of the reasons given for this argument is that small business owners often â€Å"force onto de facto employees the status of individual entrepreneurs for tax purposes.†

The Benefits of Training Hotel Employees Research Paper

The Benefits of Training Hotel Employees - Research Paper Example As a function of this, the need to train and change with the determinants that define the current model of business becomes clearly manifest. Moreover, for purposes of this brief analysis, the author will seek to integrate an understanding and appreciation for the means by which training within the realm of the hospitality industry is both necessary and intimately linked to the future performance of whatever organization or team integrates with a productive source of training. As a means of integrating an appreciation and understanding of the importance of training within the hospitality industry, this analysis will consider and discuss the means by which training can improve the key skills, conflict resolution capabilities, and client retention rates that an entity might seek to engage. Finally, a list of concerns that a given entity or organization should consider prior to engaging in training will also be enumerated and elaborated upon as a function of allowing the reader to see s ome of the common pitfalls that many within the field of business development fall prey to. One of the primary factors that comes to the mind of the reader when they hear the term training or seek to explain the importance that such a construct can bring to a given entity or organization, one of the primary thoughts that is entertained has to do with the level to which training can seek to impart a new skill set within the shareholders of the organization/entity. This is very much true with the hospitality industry as well. For instance, whereas basic consumer relations, phone etiquette, and best practices can be instilled within the culture of the organization and passed down from employee to employee in something of a seemingly unbroken line, these are virtues and factors of the company’s culture that are somewhat immutable (Sobaih, 2011). On the topic of

United States History Essay Example for Free

United States History Essay 1. Compare and contrast the U.S. experiences in World War I and World War II. War have become an inevitable part of the United States History. So far, the U.S. have engaged in numerous wars dating back to the civil war to the present Iraq war. However, it was in the First and Second World Wars that the U.S. had a major participation that resulted in the restoration of peace and order all over the globe. During World War I, the U. S. held a neutral stand for quite a long period during the early 1900s. At first, World War I was perceived by many Americans as a European conflict but when they realized that their economy and even the lives of some Americans were being adversely affected, they gradually shifted to a warring mode. At that time, U.S. economy was largely dependent on overseas trading but when the war broke out, it dramatically halted economic trading because they were no longer able to sell goods to other countries particularly to Britain and Germany. This event negatively influenced the economy of the United States. More so, the Americans became more agitated when the Germans attacked passenger ships that led to the death of numerous prominent Americans. However, it was the alliance between Mexico and Germany that triggered U.S. to be directly involved in the war because it imposed an imminent threat since Mexico was geographically close to American soil (Hardgrove United States Involvement in WWI). On the other hand, the U.S. participation to World War II had some similarities with their involvement during First World War. In both wars, U.S. started with a neutral stance but the intensity of their involvement in World War II was heightened because of the direct attack at Pearl Harbor. The entire period of WWI, U.S. was only at the sidelines that was carried on to the early part of WWII. At first, Americans aid was mostly confined at providing supplies to the allied forces through the Lend-Lease Act. But when Japan bombed Pearl Harbor and Germany and Italy declared war against the Americans, U.S. launched a massive offensive alongside with the British and Russians in Europe and Asia (Columbia Electronic Encyclopedia War comes to the United States). Clearly, U.S. involvement during World War II was more prevalent than in the First World War. Americans exhausted all their human and material resources during WWII to the point that it resulted to millions of casualties and thousands of deaths (Digital History Learn About World War II). 2. Explain how the Great Depression seemed to bring the U.S. to the brink of revolution and why you believe a revolution did or did not occur. The Great Depression was the time when the economy had an â€Å"immense disparity between U.S. productive capacity and the ability of Americans to consume.† At that time, the stock values at the New York Stock Exchange was at an all time low, many businesses have closed, several factories and banks have shut down. Also, there was a meager disposable income for an average American and the unemployment rate have catapulted ( Modern American Poetry The Depression in the United States). These were the economic consequences brought by the participation of the U.S. in WWI who became a â€Å"major creditor and financier of of postwar Europe.†Aside from the economic distress, depression also brought significant implications in the American political system. The presidential reign of Franklin Roosevelt allowed several modifications in the economy by increasing government regulation and massive public-works projects to facilitate rapid recovery. In spite of these initiatives, â⠂¬Å"mass unemployment and economic stagnation† persisted.( Modern American Poetry About the Great Depression) It seemed at this point that the Americans were already tired of waiting for the government to take bold actions in order for them to be instantaneously removed from the sinking hole of economic downfall. But the realization of the New Deal policies which focused on mitigating the effects of the depression and the outbreak of World War II have   hindered the possibility of having a revolt against the American government (Modern American Poetry The Depression in the United States). 3. How did World War II led to the Cold War and how was actual warfare between the U.S. and the U.S.S.R. avoided while the two powers competed? Prior to the WWII, the U.S. had illustrated the Soviet Union as   an evil nation but during the war, the two became allies because of their common enemy which were the Germans. However, their alliance was filled with doubts and distrusts that became very apparent at the end of the war. Actually, Gen. Patton, an American General, expressed his desire to lead the Allied army against the Soviet Red Army. More so, many were agitated particularly Americans and British when Gen. Eisenhower, Supreme head of the Allied Command, conceded to the demand of Stalin that the Red Army would be the first to invade Berlin. America was threatened of Stalins vast and powerful Red Army, while the Russians were very cautious of U.S. advance weapons capabilities. This relationship facilitated the emergence of the Cold War (Trueman What was the Cold War). Because of the Cold War, the world was divided into three main groups. The West which is   comprised of democratic countries while the East was spearheaded by the Union which is composed of communist countries (GlobaSecurity.org Cold War). Since both nations acknowledged each others competencies in the field of war, they opted to have a cold war to prevent a massive catastrophe from happening. They were both afraid of each others nuclear weapons in which if used, it could destroy the whole human population. So instead of directly fighting, Russia and the U.S. agitated each other through other means such as by supporting â€Å"conflicts in various parts of the globe† and by setting up a propaganda war against each other (GlobaSecurity.org Cold War). Both the U.S. and the Soviet Union used client states to forward their indirect war against each other. These client states are countries who fought for the the Americans and Russians on their behalf. Such as in the case of North and South Vietnam and Afghanistan. Americans supplied the anti-communist South Vietnam with weapons when they were at war with Communist North Vietnam who was on the other hand used weapons from the Soviet Union. Also,Afghan rebels were helpe d by the Americans when the Russian invaded their country in 1979 (Trueman What was the Cold War). 4. Explain how motion pictures are documents of American culture and society. Films are useful tools in understanding a particular culture. More so, Hollywood have dominated the global industry of movie-making. It is because of their status as the most powerful country in the world that projected them to be the front runners in this field. Furthermore, since many admire the American way of life, American filmmakers used this opportunity to showcase the American culture through movies. From then on, numerous films   were made that had an American-theme. An example would be the movie Reality Bites. This film is about the dilemmas that most college graduates experience such as looking for work or determining their purpose in life. Also, it depicted the American modern yuppie life in an urban setting. Another example is the movie Titanic. It showed the economic disparity between the rich and the poor of the American society. Though the setting was multicultural, it focused mainly on two American characters who were separated in love because of their different social status. These are just few samples that depict the American culture and society. Some of the themes adapted showed the typical suburban family life, the X generation lifestyle which is defined by technological gadgets and invention of new colloquial terms and others. Also, it seems that movie goers are entertained and at the same time educated by these American-oriented films. Most of the motion pictures produced by Hollywood utilizes American culture, society and history to impart to audiences from within and outside the U.S. the richness and distinctness of their knowledge,   customs and civilization. More so, it is a subtle way of reinforcing their socio-economic and political status as a powerhouse nation.

The Concept Of Collaborative Working Social Work Essay

The Concept Of Collaborative Working Social Work Essay Collaboration is a interprofessional process of communication and decision making that enables shared knowledge and skills in health care providers to synergistically influence the ways service user/patient care and the broader community health services are provided (Way et al, 2002). The development of collaborative working will necessarily entail close interprofessional working (Wilson et al., 2008). According to Wilson et al, (2008) and Hughes, Hemmingway Smith, (2005) interprofessional and collaborative working describes considering the service user in a holistic way, and the benefits to the service user that different organisations, such as Social Workers (SW), Occupational Therapists (OT) and District Nurse (DN) and other health professionals can bring working together can achieve. These definitions describe collaborative working as the act of people working together toward common goals. Integrated working involves putting the service user at the centre of decision making to m eet their needs and improve their lives (Dept of Health, 2009). This paper will focus first see why health care students learn about working together then reviewing government policy and how this can be applied in a Social Care context, then on influencing factors on the outcomes of collaborative working references within the professional literature, and finally, reviewing evidence on collaborative practice in health and social care. Learning to work collaboratively with other professionals and agencies is a clear expectation of social worker in the prescribed curriculum for the new Social Work Degree (DoH 2002). The reasons are plain: à ¢-  Service users want social workers who can collaborate effectively with others to obtain and provide services (Audit Commission 2002) à ¢-  Collaboration is central in implementing strategies for effective care and protection of children and of vulnerable adultsas underlined, respectively, by the recent report of the Victoria Climbià © Inquiry (Laming 2003) and the earlier No Secrets policies (DoH 2000) à ¢-  Effective collaboration between staff at the front-line is also a crucial ingredient in delivering the Governments broader goals of partnership between services (Whittington 2003). Experience is growing of what is involved in learning for collaborative practice. This experience promises valuable information for Social Work Degree providers and others developing learning opportunities but has not been systematically researched in UK social work programmes for a decade (Whittington 1992; Whittington et al 1994). The providers of Diploma in Social Work programmes (DipSW) represented an untapped source of directly transferable experience in this area of learning and were therefore chosen as the focus of the study. Making collaborative practice a reality in institutions requires an understanding of the essential elements, persistent and continuing efforts, and rigorous evaluation of outcomes. Satisfaction, quality, and cost effectiveness are essential factors on two dimensions: outcomes for patient care providers; and outcomes for patients. Ultimately, collaborative practice can be recognized by demonstrated effective communication patterns, achievement of enhanced patient care outcomes, and efficient and effective support services in place. If these criteria are not met, collaborative practice is a myth and not a reality in your institution. Simms LM, Dalston JW, Roberts PW. Collaborative practice: myth or reality? Hosp Health Serv Adm. 1984 Nov-Dec;29(6):36-48. PubMed PMID: 10268659. http://www.ncbi.nlm.nih.gov/pubmed Health care students are thought about collaboration so that they can see the unique contribution that each professional can bring to the provision of care in a truly holistic way. Learning about working together can help prevent the development of negative stereotypes, which can inhabit interprofessional collaboration. (Tunstall-Pedoe et al 2003) Health care students can link theory they have leant with practice and bring added value of successful collaborative practice. (www.facuity.londondeanery.ac.uk) Learning collaborative practice with other professionals is the core expectation in social work education both qualifying and post grad. Effective collaboration and interaction can directly influence a SU treatment, in a positive way, and the opposite can be said about ineffective collaboration that can have severe ramifications, which has been cited in numerous public inquiries. Professionals should also share information about SUs to keep themselves and their colleagues safe from harm. Working together to safeguard children states that training on safeguarding children and young people should be embedded within a wider framework of commitment to inter and multi-agency working at strategic and operational levels underpinned by shared goals, planning processes and values. The Children Act 1989 recognised that the identification and investigation of child abuse, together with the protection and support of victims and their families, requires multi-agency collaboration. Caring for People (DH, 1989) stated that successful collaboration required a clear, mutual understanding by every agency of each others responsibilities and powers, in order to make plain how and with whom collaboration should be secured. It is evident from the above that Government has been actively promoting collaborative working, and this is reflected in professional literature. Hence, the policy climate and legislative backdrop were established to facilitate inter-agency and intra-agency collaborati on. The stated aim has been to create high quality, needs-led, co-ordinated services that maximised choice for the service user (Payne, 1995). Political pressure in recent years has focused attention on interprofessional collaboration in SW (Pollard, Sellman Senior, 2005) and when viewed as a good thing, it is worthwhile to critically examine its benefits and drawbacks just what is so good about it. (Leathard, 2003). Interprofessional collaboration benefits the service user by the use of complementary skills, shared knowledge, resources and possibility better job satisfaction. Soon after the new Labour government in 1997 gave a powerful new impetus to the concept of collaboration and partnership between health professionals and services, they recognised this and there was a plethora of social policy initiatives official on collaborative working published. A clear indication of this can be found in NHS Plan (DH, 2000), Modernising the Social Services (DH, 1998a). Policies concentrat ed on agency structures and better joint working. This was nothing new, since the 1970s there has been a growing emphasis on multiagency working. 1974 saw the first big press involvement in the death of a child (Maria Coldwell) and they questioned why professionals were not able to protect children who they had identified as most at risk. The pendulum of threat to children then swung too much the other way and the thresholds for interventions were significantly lowered, which culminated with the Cleveland Inquiry of 1988 when children were removed from their families when there was little concrete evidence of harm (Butler-Sloss, 1988), with too much emphasis put on the medical opinion. An equilibrium was needed for a collaborative work ethic to share knowledge and skills and Munro (2010) states that other service agencies cannot and should not replace SWs, but there is a requirement for agencies to engage professionally about children, young people and families on their caseloads. T he Children Act 2004 (Dept of Health, 2004) and associated government guidance, introduced following the Public Inquiry into the death of Victoria Climbià © in 2000, including Every Child Matters (Dept of Health, 2003), were written to stress the importance of interprofessional and multiagency working and to help improve it. The failure to collaborate effectively was highlighted as one of many missed opportunities by the inquiry into the tragic death of Victoria Climbià © (Laming, 2003) and Baby Peter (Munro, 2009). There is an assumption that shared information is information understood problems with information sharing and effective commination are cited again and again in public enquiry reports Rose and Barnes 2008; Brandon et al, 2008). These problems can simply be about very practical issues, such as delays in information shearing, lost messages, names and addresses that are incorrectly recorded (Laming 2003 cited in Ten pitfalls and how to avoid them 2010) An explicit aim was to motivate the contribution of multiagency working. By 1997 Labour had been re elected and rolled out a number of studies into collaboration. These studies revealed the many complexities and obstacles to collaborative working (Weinstein, 2003). The main drivers of the governments health and social care policies were partnership, collaboration and multi-disciplinary working. One of the areas covered by Working Together to Safeguard Children 2010 (Dept of Health, 2010) stated that organisations and agencies should work together to recognise and manage any individual who presents a risk of harm to children. The Children Act 1989 (Dept of Health, 1989) requires multi-agency collaboration to help indentify and investigate any cases of child abuse, and the protection and support of victims and their families. It should be remembered that everyone brings their piece of expertise/ knowledge to help build the jigsaw (Working Together 2010) and to assess the service user i n a holistic way. Although the merits of collaboration have rarely been disputed, the risk of conflict between the professional groups remains. Some of the barriers to collaboration are different resource allocation systems, different accountability structures, professional tribalism, pace of change and spending constraints The disadvantages are if commissioning was led by health, an over-emphasis on health care needs, and inequities between patients from different practices There are challenges in terms of professional and personal resistance to change; it is difficult to change entrenched attitudes even through inter-professional education. Sometimes professionals disagree about the causes of and the solutions to problems, they may have different objectives because of different paradigms (Pierson M, 2010). There are also several concerns for SWs which include not knowing which assessments to use, appearing to be different or work differently from others in the team, not being taken seriously or listened to by colleagues and not having sufficient time or resources because of budget constraints (Warren, 2007). Some of the reasoning for this pessimistic mood is feelings of inequality and rivalries, the relative status and power of professionals, professional identity and territory. Different patterns of accountability and discretion between professionals, are all contributing factors to these feelings (Hudson, 2002). Thompson (2009) suggests that instead of the SW being viewed as the expert with all the answers to the problems, they should step back and look at what other professionals can contribute. Collaborative working offers a way forward, in which the SW works with everyone involved with the clients; carers, voluntary workers and other professional staff, to maximise the resources, thus giving an opportunity for making progress and affording the service user the best possible care. Weinstein, et al, (2003) stated that although there are problems with collaborative working, the potential positive outcomes out-weight the negatives. There could be a more integrated, timely and coherent response to the many complex human problems, fewer visits, better record keeping and transfer of information, and some reduction of risk; therefore the whole is greater than the sum of the parts. If SWs work in silos, working in a vacuum, they are unlikely to maximise their impact (Brodie, 2008). It is important to use collaboration and an interprofessional/multi agency working culture in Social Work in order that the most vulnerable service users receive the best possible assessments of their needs. The advantages are better understanding of the constraints of each agency and system overall, shared information on local needs, reduction in duplication of assessments, better planning, avoiding the blame culture when problems occurred and accessing social care via health less stigmatising. Greater knowledge of the SWs roles and responsibilities by other health care professionals will ensure that the SWs role is not substituted in assessment of the service users circumstances and needs (Munro, 2010). The Munro Report (2010) also states that if everyone holds a piece of the jigsaw a full picture is impossible until every piece is put together. Working together to Safeguard Children states a multi-professional approach is required to ensure collaboration among all involved, which may include ambulance staff, AE department staff, coroners officers, police, GPs, health visitors, school nurses, community childrens nurses, midwives, paediatricians, palliative or end of life care staff, mental health professionals, substance misuse workers, hospital bereavement staff, voluntary agencies, coroners, pathologists, forensic medical examiners, local authority childrens social care, YOTs, probation, schools, prison staff where a child has died in custody and any others who may find themselves with a contribution to make in individual cases (for example, fire fighters or faith leaders). In a study by Carpenter et al (2003) concerning the impact on staff of providing integrated care in multi-disciplinary mental health teams in the North of England, the most positive results were found in areas where services were fully integrated. There is much evidence to suggest that collaboration represents an ethical method of practice where differences are respected, but used creatively to find solutions to complex problems. In essence the service user should be cared for in a holistic approach and to achieve this collaboration is the answer. (1516) Professor Munro askes Some local areas have introduced social work-led, multi-agency locality teams to help inform best next steps in respect of a child or young person, including whether a formal child protection intervention is needed. Do you think this is useful? Do you have evidence of it working well? What are the practical implications of this approach? (http://www.communitycare.co.uk/Articles/2011/01/04/116046/munro-asks-frontline-workers-what-needs-to-change.htm)

Analysing the Plot and Sub Plot of A Dolls House by Henrik Ibsen Essay

Analysing the Plot and Sub Plot of A Dolls House by Henrik Ibsen As another year goes by I am now writing a piece of coursework for AS drama, this particular piece will be about a not so well known play called ‘A dolls house, written by Henrik Ibsen. In particular I will by studying carefully and analysing the plot and subplot of the play. The play was wrote in the 1800’s and was first performed in Copenhagen during the winter of 1879. Most of Ibsens plays were based around the issues during that era, as was a dolls house covering forgery, feminism, freedom, independence, love?, stereotypes, and duty all in the main plot. The subplot covered issues like; loneliness, widowed, manipulation, deception/secrets and the new woman. To convey the issues there where two characters in the main plot, these were Nora and Torvald (the husband and wife living in the â€Å"dolls house†. As the story unravels we discover many different things but we also find out that Nora is in every scene to show how she has adapted to living her lifestyle and how she is slowly moving out of it and into another. Torvald is also in most scenes but always seems to be in his office hard at work trying to earn money for Nora and the family, as most families would be in this century. Then there are two other characters running the subplot these are Mrs Linde and Krogstad both of these convey how Nora’s life could be if she were to separate from he husband, Torvald, showing how hard it is to be a part of society. Mrs Linde feels that Nora leads the perfect lifestyle with a happy family where as Nora feels that Mrs Linde has the better lifestyle, being free. The features of the subplot are shown via the main plot, this is to show a variety o... ...bsen had to re-write the play with an alternate ending, as they did not want to show that women can be more powerful than men. The ending was that Nora broke down in tears and stayed after Torvald forcing her to see her children. The normal ending was described as an act of barbarous violence. Through researching and thoroughly studying the play act by act I have learnt that not only was the subplot just as important as the main plot but how they were run through each other and the impact it had. I also gathered more information on what life was like during the 1800’s and how controlling the male was over the female during them times. The play also gave a great insight to how widowed and/or single adults were treated back in them days. So if you ever read the play I hope you enjoy it as much as I did and get a good understanding of all the key issues.

Comparing Oedipus the King, Oedipus at Colonus, and Antigone :: comparison compare contrast essays

Oedipus:   Guilt, Fate and Punishment  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Sophocles' trilogy of Oedipus the King, Oedipus at Colonus, and Antigone is a powerful, tragic tale that examines the nature of human guilt, fate and punishment. Creon, Oedipus' uncle and brother-in-law, is the story's most dynamic character. His character experiences a drastic metamorphosis through the span of the three dramas. Creon's vision of a monarch's proper role, his concept of and respect for justice, as well as his respect for the design evolve considerably by the trilogy's tragic conclusion. In Oedipus the King (OK) , the audience is introduced to a Creon who seems to put loyalty to the king above all. He sympathizes with the tragic plight of King Oedipus and asserts no apparent ambition himself. His attitude toward the king is one of yielding and fulfilling reverence. Creon's notion of justice in OK stems directly from the divine. That which the gods have decreed must become law. It pains Creon to have Oedipus exiled, but he must do so as the gods have willed it. Creon's respect for divinity and prophecy seems to be his defining trait in OK. His attitude is one of unquestioning reverence. In Oedipus at Colonus (OC), one sees the beginning of Creon's decline. Creon has now come to occupy the throne that once belonged to Oedipus. It soon becomes apparent that his vision of the proper role of a king has changed to accommodate his new-found position. The emphasis shifts from that of a king who must rule wisely to one who must rule unyieldingly. The kingship becomes a selfserving instrument for Creon in his attempt to secure the return of Oedipus and the good fortune prophesied to accompany him. Creon's notion of justice is severely distorted in OC. He becomes monomaniacal - conducting his affairs with tyranny and belligerence. For example, he threatens to harm Oedipus' daughters if the blind beggar does not return to Thebes. His view of rightness and fairness is no longer in line with that of his subjects. In OC, Creon still retains some respect for divine prophecies. These have after all motivated his desire to return Oedipus to Thebes. Antigone reveals the ultimate extent to which Creon's character deteriorates. His transformation completes itself; he has become an unreasonable tyrant. Creon can no longer be called a king. He has become a despot.

Free Yellow Wallpaper Essays - Schizophrenia in The Yellow Wallpaper :: The Yellow Wallpaper Essays

Schizophrenia in The Yellow Wallpaper  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Throughout history people have always seemed to follow what notions that were considered "cool". Though I doubt that "cool" was the word used to describe these notions they were still there in some form or another. One of the greatest farces ever committed in the name of these popular perceptions was medicine. At that time, medicine that was on the cutting edge seem to have always involved some sort of noxious chemical or a typically atrocious diet. Not to mention the fact that ninety-nine percent of the doctors were men. Women's notions were immediately discounted on the bases of the preconception that women were not meant for such enlightened thoughts. No, men really knew what was best and women were meant to stand by what their husbands' said. This brings one particular husband to mind and how he was responsible for his wife going completely and utterly insane. His name is John and he is the husband to a woman who was diagnosed with a temporary nervous depression, meaning a slight hysterical tendency. Through John's interference he turned what was considered a minor case of a chemical imbalance into to full blown schizophrenia. During the turn of the century, which is when this story took place, what scientists knew of the human mind wouldn't fill the inside of a matchbook. This was for certain the case when it was a woman who was the patient. If there was any deviation in the accepted behavior of a woman as deemed by society, the woman was considered hysterical. When dealing with these patients, instead of seriously considering the consequences of their actions, they went along with obscenely stupid notions on how to deal with problems of the mind. The conventional course of action to take in the narrator's case was the one of nothing. I mean literally, nothing. For the narrator was considered hysterical and slightly depressed and there was only one course of action for such symptoms. That was one of complete rest. In those days the rest cure was very popular. It involved being set apart from anything that might have even the remotest possibility of stress in it. The main character of The Yellow Wallpaper was indeed set apart from all activity as directed by her husband. John dutifully followed the set path, not questioning any of the accepted methods.

Driver’s Ed Reflection 3&4

REFLECTION JOURNAL Name: Brooks Lloyd Hubbard Modules 3 & 4 Module 3: Natural Forces Affecting the Driver Date: 10/19/12 Vocabulary: Please define six (6) of the following terms in your own words. Please do not just copy and paste the definition. 1. Gravity- A invisible force that an astronomical object exerts on its surface. 2. Inertia-The property of a body by which it remains at rest or continues moving until affected by another force. 3. Potential Energy-The energy that a body or system has stored because of its position 4.Kinetic Energy- The energy a body or system has because it is moving. 5. Friction- Resistance encountered by a moving object in contact with another object. 6. Traction-The adhesive friction between a moving object and the surface on which it is moving. 7. Centrifugal Force-An apparent force that seems to pull a rotating object away from a center. 8. Centripetal Force- a force that pulls a spinning object toward a center. 9. Deceleration- The property of an obj ect slowing down. 10. Force of impact- Module 4 – Signs, Signals & Pavement Markings 1.Explain the purpose of the following in complete sentence answers, using proper spelling and grammar: A. Broken yellow lines indicate: Broken yellow lines indicate passing zones for vehicles traveling on a two way, traffic opposing each other road. B. Yellow lines (broken or solid) indicate what type of traffic flow: The side of the road with the solid yellow line facing it is a no-passing zone, while the opposite side of the road, with the broken yellow line facing it, passing is allowed. C. Broken white lines indicate: The white line means traffic in both lanes is traveling in the same direction.The broken lines indicate that drivers may change lanes. Observe and describe the different signs in YOUR city. Give specific examples of each (include color, shape, what the sign is for, etc. ). Write in complete sentences, using proper spelling and grammar. A. A regulatory sign: There are these white signs around key intersections in the town. They have written on them â€Å"Buckle Up It’s the law† with a white human stick figure who has a seatbelt on. Just so drivers know what state it is for, the put a green-colored image of the State of Florida. B. A motorist services sign:When we are driving home and we are coming off the freeway, I always notice a big blue sign with categories. The categories sometimes say â€Å"Gas† or â€Å"Food† with the emblems of corporations such as Burger King or Shell gas. C. A recreational sign At the beach, there are signs put up far from land for boats. It usual says not to go past this point or beware of sharks and tidal waves. D. A sign that you know what it means because of its shape: *If there is not one of each of the above signs in your town describe any 3 different types you see in your community.Answer in complete sentences, using proper spelling and grammar. 2. List 3 interesting or important facts from Module 3 and 4 using complete sentences and proper spelling and grammar: A. Recognize the color and type of lines on the road at all times, it could save your life. B. You cannot pass when a solid yellow line is on your side. C. Once you start through an intersection, keep going. Last-second changes may cause collisions. If you missed a turn, continue to the next intersection and work your way back to where you want to go.

Human Relations and Communications: Theories Present in Education Today Essay

Human relations, interactions and communication are the foundation of educational leadership. As with most businesses, the need for strong leadership and communication is more important than ever, especially because of the growing accountability of schools and school systems. In order to work well within the organizational environment of a school, superintendents, coaches, teachers, parents, community members and students must be able to communicate in a variety of effective modalities (Razik & Swanson, 2010). Behind these modalities are human relationship concepts and communication theories that help leaders to make decisions based on research that can help improve their organizational communications systems. Over time, the theories have developed and the ways of effective communication have changed along with the technology that promotes them. There are many communication and human relations theories that can still be applied today given the effective and efficient ways that educational leaders can now communicate. Hill: Interactional Conventional Theory and Modern Forms of Communication A theory on communication that looks at how society continues communication or may even change the ability to communicate is the Interactional Conventional Theory (Razik & Swanson, 2010, p. 132). Society continuously evolves throughout history. With these changes the ability to communicate also has to change. Over the last twenty years technology has redefined our idea of how to communicate. As students become more comfortable with chatting, texting and other new forms of communication this has lead teaching to evolve its forms of communication as well. If communication is based on cultural norms then as technology changes the norms of society so must the ability to communicate (Razik & Swanson, 2010, pp. 132-133). New forms of communication are created all the time. Technology has enhanced communication from the traditional face to face or group conversations to e-mail and social media. Written letters as communication have transformed into instantaneous e-mail communication, which can be received at a moments notice from a smartphone. One of the most widely used forms of communication for college and high school students is social media like Facebook (VanDoorn & Eklund, 2013, p. 1). Educational leaders have accesses to technology of e-mail and social media, which make communication more accessible than ever before. One of the modern challenges of educators is how to use technology like Facebook as an  educational tool (VanDoorn & Eklund, 2013, p. 1). Educational sites have emulated the flexibility of sites like Facebook in order to make learning and educational communication more accessible for students (VanDoorn & Eklund, 2013, p. 1). Educational cites such as Edmodo and Web 2.0 can be used to further student education in an off campus capacity (VanDoorn & Eklund, 2013, p. 2). These sites also provide opportunity for students to communicate with teachers during non-school hours where they can ask questions about homework or that day’s lesson. This is no different from the traditional face-to-face contact or calling by telephone (VanDoorn & Eklund, 2013, p. 2). A study done on twenty college students showed that they preferred to use text based communic ation to face-to-face communication (VanDoorn & Eklund, 2013, p. 6). Just as how students use text-based communication for recreational communication they also feel more comfortable with this form of communication with educators. A useful educational tool used by teachers is the Edmodo website. This site is designed to have the same make up as Facebook but it allows teachers and student to communicate about educational topics. Teachers can create groups for students to join where communication can take place at their convenience (Harper, 2010, p. 19). From these groups students can post responses to questions posted by the teacher. Edmodo also allows students access to lessons that they may have missed from being out of school (Harper, 2010, p. 20). The site reinforces educational skills of writing, which students have to do in by posting responses, and having them use higher order thinking skills to develop personal responses (Harper, 2010, p. 21). Edmodo is also a great way to assign paperless homework for students. Kristianson: McClelland’s Social Motives and Intrapersonal Relationship Theories One of the prominent human relation theories that are still evident in schools today is the McClelland Social Motives theory. McClelland noted that there are three main social motives that exist within organizations: power, achievement, and affiliation. â€Å"Achievement refers to the desire for people compete against a standard of excellence† (Razik & Swanson, 2010, p. 112). This is clearly evident within most school sites, because successful educational leaders have the natural desire to achieve and set goals, visions, and missions for their district or school. There is always a bar set and leaders are motivated to reach that percentage of student mastery. At Granada Primary  School, in Phoenix, Arizona, there is a sign posted on every single door: A- 152. Our leaders expect that we will â€Å"Build a Legacy† and continue to achieve â€Å"A† status with 152 overall points needed to maintain that goal, an increase of nine points from the previous year. This is an excellent example of an achievement goal. The leaders at our school use their positional and personal power to influence others, as outlined by McClelland as a power motives for leaders. Lastly, the affiliation motive is also quite evident. The need for affiliation, or a need for positive relationships within an organization, is one of the most evident theories. Leaders, teachers, students, and community members all desire positive relationships, and that puts leaders in power by building positive relationships. Those that have positive relationships tend to have bet ter communication, and as a result, better job performance (Razik & Swanson, 2010). In addition, interpersonal relationship theories are highly evident within this school site. Positive interpersonal relationships are key for building a climate of trust in which a principal must be consistent with their words and actions (Green, 2013, p. 142). When this occurs, stakeholders will begin to approach the leader and communicate directly. This is evident in many principals â€Å"open door policy† in which staff members can come freely, without fear of superiority or negativity, but a reciprocal relationship. This is not limited to the relationship between teachers and leaders at a successful school site, but all stakeholders. It is evident that those who maintain positive interpersonal relationships with everyone around them have more success in the classroom. This past year, a teacher that responded negatively to lack of student achievement was reciprocated in the students’ abilities and motivation to perform for that teacher. Conversely, the teachers that responded positively to the same situation had more student growth. This is seen in Fig.2 of Weiner’s interpersonal relationship theories and motivation of both parties involved in said communications (Weiner, 2000, p.8). The beliefs about the responsibility of other stakeholders, and their subsequent reactions, are very similar as seen in Granada Primary’s school achievement data for the 2012-2013 school year. This is important in leadership because the same attitude can be applied for principals and their staff. McAdams: Cognitive Dissonance Theory, Social  Exchange Theory, and Theory â€Å"Y† Communication and human relation theories are very important in the success and operation of a school. At the school where I work communication is foggy most of the time with people playing the guessing game. The administrator (principal) constantly says one thing and does another. This is the Cognitive Dissonance Theory (Lamourex, 1996). This theory makes for a chaotic environment. He also says he is going to ensure that the school dress code is adhered to by the teachers but his actions allow the dress code to be violated without consequences. He is so indecisive that people don’t know whether to take him seriously or not. In the midst of a meeting, he will change what he beliefs to match other actions. He also seeks reassurance from others after making a difficult decision. He often feels that more seasoned people have more to offer than he does so he looks at them for approval. If he were confident in his ability to lead he would not waver so much. This makes him an ineffective leader. Presently, the Social Exchange Theory is also used. This theory requires the leader to compare benefits and costs of actions. This is beneficial because it forces us to think things through carefully before acting on anything. It also helps to ensure we use instruction al time wisely in order to make the most of our teaching abilities. Time on task is stressed at our school. When we have staff meetings the administrators are constantly tell us to put in the time it will take to produce the outcome we desire. Teachers work extra hours (before and after school) to make sure students have the extra intervention needed to pass the Standards of Learning (SOL) tests. Along with Communication Theories there are Human Relation Theories present within the school system. Administration has the belief that staff will do the job they are supposed to do. This causes them not to micromanage us. This is an example of Theory â€Å"Y† of the human relations Theories. They believe â€Å"Individuals will exercise self-direction and self-control in the service of objectives to which they are (Green, 2013).† This allows the teachers to feel free to be creative and do what’s best for the students. Operating under the â€Å"Y† theory puts my administrator under the facilitator of information category. He allows the staff to accomplish the tasks as they see fit as long as it is productive and in the best interest of the students. This theory is a demonstration of Standard 2, which states: â€Å"An education leader promotes the success of every student by  advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth (Green, 2013).† McClary: Organizational and Pygmalion Leadership Theories At William J. Clark Middle School organizational theory is used. They do a lot of individual and group interaction with the ultimate goal of every student can learn and be successful in mind. â€Å"A focal interest of organization theory must be inevitably be the understanding of how to organize people and resources in order to collectively accomplish desired ends† (Greenwood, 2010, 78). Within the school several meetings occur weekly. Every Tuesday is team and faculty/departmental meetings. The administration uses the team leaders and department chairs to relay messages to other faculty members. Furthermore, the administrators will sit in on the meetings if there is something they would prefer to personally state on their own or to monitor to make sure that these meetings are being conducted. Tuesday Academy meetings are the whole school meetings that are conducted by the administrators. Then, they have grade level content are meetings on Wednesdays and grade level content area data meetings on Thursdays. The administrators are involved in these meetings on a weekly basis. They often sit and participate to make sure they are communicating in an effort to effectively plan for the students. They participate in these meetings as well by providing suggestions, materials, and resources that will allow them to possibly reach every to increase student success. In every meeting, you have no choice but to communicate and get the job done. Emails are used to communicate frequently communicate. Also, monthly calendars are printed with important dates on them as a reminder. The school uses different aspects of mass communication to reach the people within the school and the public. The school has various school meetings and events that allows the public to be involved such as the â€Å"Back to School Bash†, Open House, Parent-Teacher Conference Day, Parent/Academic Nights, Honors and Awards Banquets, PTA, Athletic Banquets, Winter and Spring Musicals, and etc. However, in order to inform the school and the public about what is happening at the school they use various means of communication. They send out emails. The school’s website is used to display information. Memo letters are sometimes sent home but not as often in an effort to save paper. Information is displayed on the school’s bulletin board. Also, Parentlink is used. The purpose of Parentlink is to inform parents through telephone. This is a great tool for those people who are not tech savvy, don’t have access to a computer or the Internet. You can set Parentlink to call all numbers that are stored in the database and the receiver will hear an automated or recorded message informing them about something pertaining to the school. The good thing about this source is that it lets you know who received the message, if it went to voicemail, or if the number was not a working number, therefore, it needs to be updated in the system. The Pygmalion leadership theory is frequently used at William J. Clark Middle School. Weekly the administrator is required to perform a minimum of 10 observations. Therefore, that means they are always in the classrooms monitoring instruction. These frequent observations allow the administrator to see strengths and weaknesses in a person. It allows them to see if there is any room for growth. After every observation is done the administrator provides immediate feedback. An individual meeting with each person is scheduled. In these meetings positive feedback is given and negative feedback if necessary. If weaknesses are observed the administrator provides suggestions, resources, and materials for them to improve. The administrators provide themselves as a resource as well. The administrator will model for them what she expects to be done in the classroom from start to finish. She will send them to different teachers to observe. Also, a Support Institutes for Teachers (SIT) is implemented at the school to serve as a lifeline for new and struggling teachers. Rogers: Miles’ Resource Model, Likert’s Supportive Model, and Theory â€Å"X† Saltonstall viewed human relations as the study of people in action. (Razik, & Swanson, 2010, p. 105) Davis explained the term by referring to the interaction of people in all types of endeavor- in business, government, soc ial clubs, schools, and homes. (Razik, & Swanson, 2010, p. 105) Although human relationships have existed since the beginning of time, the art and science of trying to deal with them formally in the work setting is relatively new. (Razik & Swanson, 2010, p. 103) It is important to note the different human relation theories and how they are displayed in schools in order to better understand human relations and communication. Miles’s human resource model assumes that work is not inherently distasteful and that people want to contribute to a  meaningful goal. (Razik & Swanson, 2010, p. 104) At Plymouth high school, this theory is displayed by teachers’ willingness to go the extra mile for students to achieve the goal of improving test scores. Many teachers say they are not in education to become a millionaire. They teach because they want to make a difference. Sure we have teachers that dislike the current state of education, but for the most part teachers focus on achieving the goal of educating the youth of tomorrow. Likert’s supportive model emphasized the more the members of an organization feel supported, the more they will feel a sense of personal worth and importance in all their interactions and relationships with the organization. (Razik & Swanson, 2010, p. 104) The new administrator displays this theory at Plymouth high school. She is very conscious of her efforts of making sure everyone feel valued and supported. She has an open door policy. Teachers can talk to her about their concerns without being afraid of any consequences. She makes sure the teachers concerns are addressed in a timely manner. During staff meetings, she praises teachers for various accomplishments. She has encouraged teacher’s collaboration. She has even gone as far as allowing teachers to recreate the vision of the school. The new administrator has changed the culture of the school. Teachers are now taking ownership in the school and in the process of achieving its goals. The support that was generated from the principal has now improved the interaction of colleagues throughout the building. Theory X assumes that average human being has an inherent dislike of work and will avoid it if he can. (Razik & Swanson, 2010, p. 106) Most people that are like this must be coerced, controlled, directed, and threatened with punishment to get them to put forth effort to achieve objectives. At Plymouth high school, we are struggling with test scores in the CTE department. Many of the students do not take the class seriously. The teacher has become complacent, and avoids working hard at all cost. He allows the students to control the classroom. The principal walked in on his class watching a movie that did not have any relation to his CTE course. Administration had no choice to put him on an action plan. The action plan spelled out what it would take in order for him to keep his job. He responded by completing the entire list of task on the action plan. He  actually planned meaningful lessons. The students are actually learning. It took the threat of him losing his job to get him to actually begin putting forth maximal effort. In conclusion, a variety of human relations and communication models must be implemented at school sites to have an effective, efficient organization. Modern communications play a large role in the implementation of these theories. Many different modalities of communication must be used. Face to face interactions need to remain interpersonal and motivated. Leadership must carefully weigh the benefits and costs of different conversations in order to communicate more directly and positively. Communication must be backed through careful observation and proactive, frequent feedback. Barriers to effective communication must be broken down at all costs to the well being of the school site. When these theories are combined, it is evident that schools are progressing towards new and exciting achievements that will continuously improve education. References: Eden, D. (1988). Pygmalion, goal setting, and expectancy: Compatible ways to boost productivity. Academy Of Management Review, 13(4), 639-652. doi:10.5465/AMR.1988.4307530 Green, R. L., (2013). Practicing the Art of Leadership: A Problem-Based Approach to Implementing the ISLLC Standards, Fourth Ed. Boston: MA: Pearson Education, Inc. Greenwood, R., & Miller, D. (2010). Tackling design anew: Getting back to the heart of organizational theory. Academy Of Management Perspectives, 24(4), 78-88. doi:10.5465/AMP.2010.55206386 Harper, A. L. (2010). Social Networking with Edmodo: Let your digital footsteps lead the way. Kentucky English Bulletin, 59 (2), 19-21. Lamoureux, E.R. (1996). An experiential approach to teaching communication theories: Incorporating contemporary media to clarify theoretical concepts. Razik, T. A. & Swanson, A. D. (2010). Fundamental Concepts of Educational Leadership and Management, Third Ed. Boston, MA: Allyn & Bacon. VanDoorn, G. & Eklund, A. (2013). Face to Face book: Social media and the learning and teaching potential of symmetrical, synchronous communication. Journal of University Teaching and Learning Practice, 10 (1), 1-2. Weiner, B. (2000). Intrapersonal and interpersonal theories of motivation from an attributional perspective. Educational Psychology Review, 12(1), 1-14.

Teaching Beginning Esl Students

Teaching Beginning Students Teaching students is not as easy as it may seem. Teaching beginning students is no walk in the park either. There is more to teaching than going by the book. It might seem like common sense, but there are more important aspects of teaching. The term ‘beginner’ tends to strike fear into the hearts of inexperienced teachers. The teacher needs to distinguish what kind of beginner the student falls into. For example, there is the absolute beginner (no English), fake beginner (exposed to a little English), adult and young beginners, and a beginner without Roman alphabet.Remember to take into account that a student can fall into more than one of the categories mentioned. There are various methodology and techniques for teaching beginners which require special skills and psychology. For example, the teacher needs to be aware of the students needs with a clear and realistic aim. Do not try to do too much. Remember to adapt to the situation, and to be as visual as possible. Use of gestures and visual aids adds interest and reduce the need for further verbal explanation.Pacing the lesson with frequent group or pair activities along with a lot of homework is effective when teaching beginners. The teacher can also face some problems when teaching beginners. Like how to help a student who is falling behind the others, or getting through a lesson sooner than expected, and students who seem not to be interested in learning English at all. These are all hypothetical situations, but all teachers are bound to come across a situation like this sooner or later. I was reluctant at first, but I have come across these situations.When I had students who were shy or nervous in class, I solved the situation by pairing the student with someone who is more active and talkative. I believe it helps motivate the weaker student and builds rapport. If I get through a lesson sooner than expected then I would re-review the lesson taught and maybe do a qui ck activity from the top of my head. If a student just do not seem motivated or interested in learning English I would ask the student some questions with an answer the student would know and give compliments to boost his self steem. With this I would hope to increase his interest in learning English. Also, remember to stay calm. Just because something unexpected has happened during a lesson does not mean that it is the end of the world. From my experience, the activity that is going to be used is very important in getting your lesson through to the students. Remember, it is not how you start, but how you finish. I have had classes that started slow in the beginning and ended well in the end and vise versa.From the feedbacks from one of my students, she said, â€Å"I like it better when we have fun towards the end of the class. † The student said that leaving the class in a high spirited and enthusiastic feeling made her anticipate for the next session. When I say activities, I do not mean a simple crossword or a word jumble worksheet. The teacher needs to take the next step and put some creativity into the activity so the students will appreciate the effort that has been put into it.There are various other activities like Pictionary, Mime activity, Role playing a certain scenario, etc. Teaching beginners requires effort from the teacher as well as the student for the lesson to be effective. So remember the technique and methods for teaching, problems that may arise from teaching, and activities that can be used to increase the interest of the lesson. ——————————————– [ 2 ]. ITTT, Unit 19 Teaching special groups, pg1. [ 3 ]. Chelsea Lee, oral interview, 14 February 2013, student’s home in Seoul, Korea.

Isolated figures denied Essay

‘Isolated figures denied the fulfilment they crave by forces that appears to conspire against them’. To what extent is this true of the characters’ lives from your understanding of The Melancholy Hussar of the German Legion? This short story is based on two love triangles, at the apex of both being Phyllis, a secluded young woman who lives alone with her father, a failed doctor in an isolated farmhouse outside Weymouth. It is described as an â€Å"obscure island nook† which encapsulates the fact that there was no fresh work for the failed doctor, Phyllis’ father. One day Richard Gould, a failed businessman, turns up at her door and after a short courtship asks for her hand in marriage. The father immediately accepts this offer as he gets the impression that Gould is of higher social status than him and as the sole benefactor he would profit from their marriage. However, his intentions were well made and although convenient, Gould’s act had forced her father into a mistaken calculation. In his pursuit of illusions, he misses several points, such as the fact he had made her father’s acquaintance before he made hers, giving the impression that he was looking in desperation for a bride. Despite of first impressions, Gould is, in fact, â€Å"poor as a crow† but he gives an impression of having class status. The marriage arrangements were not based on love but were simply a convenience, which results in it being for material security rather than a romantic affair. Gould is then forced to leave to for Bath, an excuse about his father covering up his â€Å"pecuniary condition† leaving Phyllis bemused. The date of his return passed and winter arrived. This change of season is a metaphor, which represents the colour of Phyllis’ mood, described now as â€Å"lonely in the extreme† as she had no knowledge of why her husband to be had delayed his return. The change back to spring represents a change in Phyllis’ fortunes. Although Gould had kept in contact with her through â€Å"regular yet formal† letters, there was still an uncertainty in her condition. Phyllis’ loyalty however did not waver, which is meant to represent the passivity of women at that time in a male-dominated society. At this change, however, a new influence invades her life, which â€Å"charged all youthful thought with emotional interest†. This is the presence of the York Hussars, a military regiment taken from Germany to serve in Britain. They were renowned for their â€Å"foreign air and mustachios which drew crowds of spectators wherever they travelled† which shows Hardy’s evident eye for detail that appears time again throughout the story. Phyllis was sitting on top of a wall at the base of her garden, apparently a favourite spot for her from childhood, when she sees an alien figure walk up the path. One of the soldiers from the Hussars camped nearby was walking up the path, with the manner of â€Å"someone who wishes to escape company†. He is in contrast to the splendid men who usually are the visual front to the Hussars and it seems as though this soldier wished to escape the rigours of military life. The soldier notices Phyllis on the wall, who was dressed in â€Å"white raiment† typically the colour of innocence and inexperience. She is captivated by him and falls in love at first sight. After a few days of this they start talking. She finds out his name is Matthaus Tina and how he was forcibly removed from his home to join the army and had quickly reached the rank of corporal. He was well educated and had soon proved himself in the strongly class-based society of the army. These â€Å"interviews† occurred on a daily basis; soon the conversation spread to his life at home and his longing for his mother. Hardy introduces a scholarly influence by comparing her pity of him to that of Desdemona, a character from Othello, a tragedy by Shakespeare. This is an apt comparison, as the piece itself will eventually turn into a tragedy full of mistaken judgements, well-intentioned actions and undeserved misfortune. The wall is a metaphor for the boundary between them; it is described as being in disrepair, which indicates the unstable base for their romance and the lack of unity. All through the story this wall remains between them until finally when Phyllis attempts to break free. She learns that although the regiment appears happy in fact it was â€Å"pervaded by a dreadful melancholy† powered by a longing for the return for their home showing a background of natural prejudice. This need was driven for a hatred of their English officers and English attitude in general. Matthaus is said to suffer one of the worst from this â€Å"home-woe† and Phyllis pities him but still declined any form of physical contact or even permit him to cross the boundary line of the wall. Coincidentally news reached Phyllis of Gould through the village of how he only had a half-understanding of their current arrangements and that it was still not finalised. Now as this was still a rumour, it would be indecent of Dr. Grove to approach Gould but it overshadowed all previous thoughts of marriage. This rumour was also backed up with the fact that Gould’s letters had become more infrequent. Phyllis’ â€Å"heart sank within her† as she recognised the fact that her engagement had come to nothing. Despite of this father had noticed her attachment to Matthaus, he warned her not to go outside the boundary in her purpose of pursuing him, effectively making her a prisoner of her own home. However, she had no intention of leaving the garden however and the meetings continued as before. Then one evening an unforeseen accident destroyed her plans said to be decided by â€Å"fate†. She had been delayed by chance and Matthaus waited at the gate for her. The time he was due back in camp came and went but still he stayed. When she finally met him he was extremely late and on his return she heard that he had been stripped of his rank. The tragic consequence of this was that the chances of her father letting her marry him if Gould did not materialise had been slim but now they were practically nil. It was at this point that she makes one of the greatest decisions of her life. Matthaus had suggested that he was planning an escape from the army with several close companions and return to Germany and his mother. At first she seems amazed but then uncertainty steps in â€Å"I fear I am ruining you and your prospects†. However eventually she was persuaded but questions their route to freedom and how they propose to achieve it. Their scheme included stealing a boat and crossing across the channel to France. Here they would hike to Germany using their army wages to buy food and shelter. He asks to meet her just off the highway (symbolic of a turning point in her life) from where they should flee. He tells her that a friend of his, Christoph would also join them along with two others not named but who detested British authority. Coincidentally when she returned home, however, she found out that her father had spotted her with Matthaus. A confrontation occurred but her father had already decided she should go to her aunt’s to resist the temptation. He had still not given up faith on Gould, as he believed it was in best interest for her to marry him showing a paternal domination of his family. Her heart died within her as she heard this news and the house became like â€Å"a prison to Phyllis†, so she let her mind fly to the prospects of Matthaus’ scheme. Her confidence in Matthaus was fulfilled. On her return, she arranged to meet him at a junction off the main road the following week and when the time arose she waited just off the road hidden in a position where she could see any passers-by. The symbolic junction of the main road represents another turning point in Phyllis’ life where she has an option of which path to choose. She then hears a carriage come down the hill and stop nearby and as fate would have it Humphrey Gould, long awaited, stepped out. The carriage came down the hill as though Gould was lowering himself to Phyllis, in terms of class status. He talked to the driver about a present he had bought for Phyllis and he admits to treating her â€Å"rather badly†. In a rush of indecisiveness, Phyllis tries to make up her mind; should she be loyal to her father and Gould and return home or follow her instincts and leave to a new life. This again represents Phyllis’ lack of decisive action and passivity of women at that time and this concept is repeated several times throughout the story. At this point Matthaus climbs over the gate behind her and â€Å"presses her to his breast†. This is the first time that the metaphorical boundary of the wall has not divided them in their relationship. Phyllis left with them and after a long night of travelling to the coast they meet with the friend, Christoph, just before sunrise. At this point Phyllis makes her final decision and they separate for the last time on a hill overlooking the sea, dooming their relationship itself a metaphor as the sea represents freedom and this is simply describing how close she has come yet as it is dark she is still blind to it, her future an uncertainty. After she returns to her house, she finds Gould with an expensive gift – a looking glass which â€Å"won Phyllis’ admiration† and until that point she had regretted leaving Matthaus. However, things were to take a turn for the worse tragically after Matthaus had left. She finds out that whilst he had been away he had met a new lady, who would be a much better choice as she came from the same upper class background as Gould yet another example of class distinction which was obviously very powerful at that time. This shows how the value of money dictates Gould’s priorities. It is an irony that she finds this out on that day, as she would then not have hesitated to run away with Matthaus. Phyllis was shocked at this because she viewed Gould as a person who would confide every last detail of truth with her judging by the information in his letters. She retreated to the only place where she could be alone – the old wall-where she dreams about what her life could have been like had she taken the other route. One morning those dreams are brought to an abrupt halt. On a morning described as being â€Å"broke in fog and mist† behind which the faint outlines of tents and the camp were visible from the wall and this is against the permanence and regularity of the natural landscape. The mood is also set in an almost slow-time as Hardy describes in minute detail the landscape, such as â€Å"every blade of grass was weighted with little golden globes†, an image captivating the idealistic morning. As she watched in â€Å"melancholy regard† she sees a procession led by an English colonel, who represents the cultural background of Anglo – German hostilities. Two prisoners are led in front of a firing squad, clearly Matthaus and Christoph. After a prayer, they were executed in front of the entire regiment and their bodies ordered to be turned out of their coffins as an example to the men by the English Colonel, resented by the men. Tragically it turned out that they had stolen the boat as planned, and at first sight of land thought it was France and went ashore. It turned out it was Guernsey and the men were arrested and sent back to England so it was ironic that this mission that this mission seemed doomed to failure. It was simply undeserved misfortune they had arrived in the wrong place and a fault in navigation. On arrest, they had sacrificed themselves for the two other comrades by claiming to be ringleaders. Whilst the others had received a flogging, the punishment for desertion was death and so this order was carried out. As a consequence Phyllis symbolically died of a broken heart and was buried near where the two men lie. The idea of the love triangles that was stated at the start of this essay are the heart of the story. At the centre of both is Phyllis but on one is Gould and Dr. Grove her father. On the second is Matthaus and his mother, who Phyllis longs to be with. This story is an example of the number of external factors that can shape peoples destinies in life. It shows how chance events, such as Phyllis sitting on the wall at the time of Matthaus’ arrival along with tragic circumstances that arise, can affect the course of change. The idea is that we are powerless to control our destiny, and seeming coincidences may appear to be pre-ordained but fate is out of our control.