`` White Noise `` By Jack Gladney - 2312 Words

Jack Gladney teaches death, destruction, and devastation, he surrounds himself by the legacy of chaos perpetuated by Hitler. Death did not stop Hitler, he continued to live on by securing his place in history. Jack struggles to secure his own place in history, rather he attaches himself to the important figure. The ever present fear of death affects Jack and his family are differently, causing them to find their own ways of dealing with it. While some are encouraged to pursue outrageous feats, others attempt to cure themselves of the fear, and some try to defeat death itself. Throughout the novel, White Noise, Jack is forced to look past the distractions of daily life and face the looming fear of death that plagues his thoughts, and he learns how that fear prevails even in the modern world. Despite death, many powerful and popular individuals continue to live on. One individual, Hitler, used his persona to gain political power which spawned a myth, that grew larger than life and larger than death. Jack learns, studies, and lives through Hitler, through his appraisal of Hitler, Jack realizes the insignificance of his own death. His attachment to Hitler helps Jack ward off the overwhelming fear and anxiety about being forgotten after his own death. In a discussion about Hitler and Elvis, Murray notes, Elvis fulfilled the terms of the contract. Excess, deterioration, self-destructiveness, grotesque behavior, a physical bloating and a series of insults to the brain,Show MoreRelated Narrative Technique in DeLillo’s White Noise Essay4184 Words   |  17 PagesNarrative Technique in DeLillo’s White Noise American literature has evolved extensively over the course of the history of the republic, from the Puritan sermons which emphasized the importance of a solid individual relationship between the individual self and the omnipotent God to the parody of relativism we find in Joseph Heller’s Catch-22. One of the recurring concerns of American fiction, though by no means restricted to American writing, is the position of the self with regard to the otherRead MoreAnalysis Of Don Delillo s White Noise1664 Words   |  7 Pagestitle of DeLillo’s eighth novel White Noise brings forth many assumptions towards the overall meaning of the book. 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The culture that’s represented in the novel adds to the loss of individualism, but also adds to the figurative death of the characters introduced in the novelRead MoreTelevision Language of White Noise Essay1736 Words   |  7 PagesTelevision Language of White Noise Television, in our culture, is by far the most dominant medium of communication and stimulation. The fears, the joys, and the horrors of the world are all channeled through television. As seen in the Rodney King police beating videotape, television can incite in a population sheer and utter rage and dark hostility. That same footage; however, can also detract from the very anger it incites. After countless times of viewing the footage, in a never-ending SimulacrumRead MoreEssay on Theme of Death in White Noise1107 Words   |  5 PagesWhite Noise Death is probably the most feared word in the English language. Its undesired uncertainty threatens society’s desire to believe that life never ends. Don DeLillo’s novel White Noise tells the bizarre story of how Jack Gladney and his family illustrate the postmodern ideas of religion, death, and popular culture. The theme of death’s influence over the character mentality, consumer lifestyle, and media manipulation is used often throughout DeLillo’s story.   Ã‚  Ã‚  Ã‚  Ã‚  Perhaps, the characterRead MoreDon Delillo s White Noise841 Words   |  4 PagesDon DeLillo’s White Noise demonstrates the fictitiousness of capitalist ideology, thereby implying the ignorance of the public towards their oppression under the corporate aristocracy. Consequently, DeLillo displays the self-propagation of the mercantile system as the ultimate form of material freedom, and accentuates the use of marketing to create false needs for commodities, which appear according to Karl Marx’s definition in his A Contribution to the Critique of Political Economy. Three aspectsRead MoreRhetorical Analysis Of The Novel 1480 Words   |  6 Pagesand appearance to gain more prestige, the change they make is pretentious as it is the same name only without one letter, â€Å"we finally agreed that I should event an extra initial and call myself J.A.K Gladney† (16). DeLillo continues to ridicule society and its principles by exposing absurdity such as Jack not knowing German despite being the founder of Hitler studies and his college requiring all Hitler majors to understand some of the language, â€Å"I had long tried to conceal the fact that I did not knowRead MoreDon Delillo s White Noise1239 Words   |  5 PagesDon Delillo’s White Noise is a novel set in twentieth century Middle America. The story follows the life and journey of Jack Gladney, a teacher of Hitler Studies at a liberal arts college, and his family through their lives, which are invaded by white noise, the constant murmur of American consumerism. The narrative follows these characters as they struggle to survive, distracting them from their sense of reality. White Noise explores a host of characters’ deep underlying fears and uncertaintiesRead MoreBright Lights, Big City And White Noise1934 Words   |  8 Pages Comparison Paper: Bright Lights, Big City and White Noise Bright Lights, Big City Bright Lights, Big City, is an American narrative, by Jay Mclnerney. The narrative is among America’s most notable novels, presented in the second person. In the book, Mclnerney presents the narrator as a worker for highbrow magazine. He depicts the narrator as party maniac, and cocaine user, who intends to literally lose himself in the profligacy (hedonism), of the yuppie party scene (McInerney 213). The narratorRead MoreWhite Noise By Don Delillo Essay2372 Words   |  10 Pages Don DeLillo throughout White Noise confirms through his characters that the individual is capable of expressing feelings instantaneously, but for the most part are calculated in their actions, and give off a faà §ade. With the vast use of characters, from Jack Gladney to the nun, we can take a closer look at the individuals in the world filled with white noise. There is truly the possibility for human kind to be honest down to the bone, for instance what Gladney expresses love for his children, eve n

Comparing A Worn Path by Eudora Welty and A Rose For...

Comparing A Worn Path by Eudora Welty and A Rose For Emily by William Faulkner In the pages of the short stories, A Worn Path and A Rose For Emily we are able to see a similar side and connection between the two. As we look at the theme, tone, and morals we are able to better grasp the conflict in these two stories, while detecting whether the two protagonists, Miss Emily and Phoenix Jackson are mentally crazy. The main moral in A Worn Path is the love, and life of Phoenix Jackson. The path she travels across interrupts her life. Her love is the love and affection she has for her grandson. If we read the story closer then it may lead us to the conclusion that Phoenix really does not have a Grandson. Phoenix complains†¦show more content†¦Miss Emily?s father used to chase away all of her boyfriends or men she had feelings for. She became adapted to this life of only having her father and when he dies then she feels alone and doesn?t want to ever be alone again and she has not the knowledge to maintain her own boyfriend or husband. So she decides to kill her current crush and she keeps him in a locked room until the day she dies. When you compare the two books they have a very similar tone. Though the locations different they still connect through the same tone. Phoenix Jackson is on a trail walking to town to buy some medicine for her Grandson, while Miss Emily is locked up in her house with a dead man. If you were to not focus as much on the location and put your attention to their state of mind then you can see that they are in the same atmosphere. The tone in A Worn Path is for Phoenix to accomplish the task of getting medicine for her grandchild, while the reader can look at the path as the challenges of her life. Miss Emily on the other hand is just looking to not be so alone. They both know that if they set their mind to their goal then they can accomplish anything they wish to. The theme is slightly different however. Miss Emily and Phoenix both have goals, but in A Worn Path Phoenix?s life is portrayed so much by the path itself. The path in the story tells the life of Phoenix. While Miss Emily is just a woman who sits at home and does not go out in public too often, she just wants to

Sample for Meeting Minutes Free Essays

Minutes of Meeting of Events Organizer Team Date: 1 Nov 2012 Time: 12: 00 p. m. Venue: Bilik Kuliah 2, PBPI Present: 1. We will write a custom essay sample on Sample for Meeting Minutes or any similar topic only for you Order Now Phang Yuen Jun 2. Juani Eyat Juleng 3. Tiang Leh Mei 4. Tan Hooi Gia 5. Kanagah A/P Raman 6. Siti Fatimah Abduh Razak 7. Yap Paul Yin 8. Sam Chee Xin In attendance: Madam Nadiah bt Zainal Abidin 1. 0 Objective Determination The team discussed about the objectives and event to be held. As a result, the team decided to organize a new year party for 2013. 2. 1 Event Description Title: 2013 New Year Celebration Party Objectives: To celebrate and welcome the new year with UTeM big family and the community * To promote the interaction between UTeM citizens and non- UTeM citizens * To promote and introduce UTeM to the community Venue: Main Hall, Main Campus, UTeM Attendee: Anyone (Al l UteM Citizens and outsiders) 2. 0 Roles Distribution in the Team The roles of the team were determined according to individual’s willingness and team’s agreement. The roles distribution is as below: Chairman: Siti Fatimah Abduh Razak Secretary: Tiang Leh Mei Treasurer: Tan Hooi Gia Food and bev erage: Juani Eyat Juleng (decide the menu) Set Designer: Phang Yuen Jun Event Planner: Kanagah A/P Raman Publicity: Sam Chee Xin Sponsorship: Yap Paul Yin 3. 0 Other items to be discussed and decided The chairman asked the team members to do research on their individual role’s corresponding tasks. For the coming meeting, each of the members is able to propose his or her plan for the food menu, set design, events and publicity. They need to plan for the budget for each related field too. 4. 0 Date of next meeting The next meeting will be scheduled on 8th Nov 2012, 11am at Bilik Kuliah 2, PBPI. 5. 0 Closing address The chairman summarized the decision made in the meeting and thanked the advisor and the team members for having commited themselves to the project. The meeting was adjourned at 1:00 p. m. UTeM Events Organizer Team-2013 New Year Celebration Party AGENDA Date: 8th Nov 2012 Time: 11:00 a. m. Venue: Bilik Kuliah 2, PBPI Order of business: 1. Chairman’s address 2. Minutes of the previous meeting 3. Matters arising out of the minutes 4. Reports from each sub-committees: * Food and beverage * Set Designer * Event Planner * Publicity * Treasurer * Sponsorship 5. Special business 6. Any other business 7. Date, time and place of next meeting 8. Close How to cite Sample for Meeting Minutes, Papers

Golden Rice Essay Example For Students

Golden Rice Essay Golden Rice Essay At one time, golden rice was just a wild idea that Ingo Potrykus thought up. Optimally, golden rice would improve the lives of millions of the poorest people in the world. The rice would contain beta-carotene which is the building block for vitamin A. However, imagining golden rice was one thing and bringing it into existence was another. He struggled for years with his colleagues to deal with the finicky growing habits of the rice they transplanted to a greenhouse near the foot hills of the Swiss Alps. Potrykus and his colleagues became successful in the spring of 1999. By creating golden rice, Potrykus wanted to be sure it would reach malnourished children of the developing world; those for whom it was intended. He knew that would not be easy because of the fact that the golden grains also contained snippets of DNA borrowed from bacteria and daffodils. Being a product of genetical engineering, Potrykuss product was entangled in a web of hopes, fears, and political baggage. Until now, genetically engineered crops were created to resist insect pests or to control the growth of weeds by using herbicides. However, in this circumstance the genetically engineered rice not only benefits the farmers who grow it, but primarily the consumers who eat it. These consumers include at least a million children who die every year because they are weakened by vitamin-A deficiency and an additional 350,000 people who go blind. In addition to this concern, there is another. It is prospected that by the year 2020, the demand for grain, both for human consumption and for animal feed, is projected to go up by nearly half, while the amount of farmable land will probably dwindle, thus introducing a whole new series of problems. There is only a short four step process that enables one to produce golden rice. The genes that give golden rice is its ability to make beta-carotene in its endosperm come from daffodils and a bacterium called Erwinia uredovora. These genes, along with promoters (segments of DNA that activate genes), are inserted into plasmids that occur inside a species of bacterium known as Agrobacterium tumefaciens. These agrobacteria are then added to a Petri dish containing rice embryos. As they ;infect; the embryos, they also transfer the genes that encode the instructions for making beta-carotene. The transgenic rice plants must now be crossed with strains of rice that are grown locally and are suited to a particular regions climate and growing condition. There are a few concerns with product such as golden rice. All foods created through genetic engineering, are potential sources of allergens. The genes that are transferred contain instructions for making proteins, in which all proteins are not created equal- some proteins cause allergic reactions. Genetic pollution is another major concern. Pollen grains from wind-pollinated plants as corn and canola, for example, are carried far and wide. Transgenic canola, for instance, grown in one field can very easily pollinate nontransgenic plans grown in the next, obviously causing problems. Ecological concerns also exist. Entomoligist John Losey performed an experiment by dusting Bacillus thuringiensis (Bt) corn pollen on plants populated by the monarch butterfly caterpillars. Many of the caterpillars died. Bt has different strains of which produce toxins that target specific insects. Bt is claimed to be a safe and effective natural insecticide that is popular with organic farmers. Like anything, genetically engineered rice will have its pros and cons. Bina Robinson stated ;the Food and Drug Administration seems to have left safety considerations up to biotech companies, who see nothing wrong with snipping genes out of one species and inserting them into a completely unrelated one, thus blurring distinctions between plants and animals. This constitutes a nightmare for people with food allergies or religious or ethical concerns about eating animals. We need to evaluated genetic engineerings products more carefully before turning them loose in the environment and in peoples stomachs. Hunters Gatherers Essay; In my opinion, genetical engineering is wrong. It is a radical new technology, one that breaks down essential genetic barriers- not only between species, but between humans, animals, and plants. By blending the genes of unrelated species, permanently transforming their genetic codes, organisms are created and will pass the genetic changes onto .

The North And South . Many People Think Of The Essays -

The North and South . Many People think of the Civil wars as just another war. Where somebody was trying to settle some kind of argument . Well it was not, it was to free men and it proves that no matter what we are all-equal in some way or another. Many people to date still question the power of slavery towards the black race. Many in fact still hold that thought of being owned but know one deserves to be treated that way. The North and the south. Who was considered good and who was ignorant? The North . The North was known as the Union against slavery . The North was was known as the rebels. Abraham Lincoln was the President for the Northern states (Union). Lincoln came up with some thing of his own power , his Inaugural address. The Contents were "Apprehension seems to exist among the people of the Southern States , that by the accession of A Republican Administration, their property, and their peace, and their personal security, are to be endangered. There is no reasonable cause for such apprehension." ( Civil War Years pg.34 Lincoln's Inaugural address) The South. Their the ones who made the Confederacy and who wanted to continue to run slavery as far into the ground as possible. Many believe in the words of all who say "Ignorance is bliss, so come knock the smile off my face" (Zack De Loroacha Rage Against The Machine.") Those are the much anticipated Words of hate from which one person thinks when they hear Civil war. That is pretty bad when still to date the practices of wrong are still brought up in the 1990's society. To get back on track with topic the South stood as the Yankees. ( Civil War Years pg.100) Jefferson Davis of Mississippi became the President of the Confederate States of America. Jefferson had served the Mexican wars.(Civil War ,pg30). War comes. In the last days of 1860 the majority of the people of the North refused to believe that the Union was headed for complete dissolution.(Correspondents of war, pg28). With in the first Month of the new year 1861 many Southern States followed the lead of South Carolina. Mississippi naturally by supreme ordinance of secession declared its self out of the Union on 1-9- 1861. Florida along with the following and proceeding in the order by date from the ninth of January was Louisiana, Georgia, and Texas all broke from the Union. (Civil War pg29) These states along with others not mentioned formed the Confederate States of America. On February 9, 1861 the well now known Confederate Congress choose Jefferson Davis as the new President for the Confederacy as mentioned earlier in the report. (Civil Correspondents) The Northern Generals. Lieutenant General Windfield Scott was a long time veteran of the war of 1812 and he was also a hero of the Mexican war, at this of the war Windfield was 75 years old. Next is General Irvin McDowell who's forces behind him consisted of 36,000 men with the reserve of 10,000. The Generals first battle at Bull Run was a run of bad Luck. Major General McClellan born eighteen-twenty Six (1826) and died in eighteen-eighty-five (1885). In July eighteen-sixty-one (1861) he had Command of the Army of the Potomac, and later that year was given the Supreme command. His hesitation in taking on the Offensive and his failure to take Richmond lead to his dismissal. McClellan was reinstated and failed to follow his success at the Battle of Antietam and was dismissed again in eighteen-sixty-two (1862). In eighteen-sixty- four (1864) he ran for Presidency against Abraham Lincoln and was unsuccessful. (Webster's International Encyclopedia ,pg.689). The Southern General's. General Thomas Jonathan Jackson better known as "Stonewall Jackson". General Jackson was born eighteen-twenty-four (1824) and died Eighteen-sixty-three (1863). He was an Confederate general in the American Civil War. He earned his nickname for his stand against the Union forces at the first battle of Bull Run in eighteen-sixty-one (1861). In May-June 1862 in the Shenandoah Valley campaign he fought brilliantly at the battles of Richmond, the Seven Days Battle, Cedar Mountain, the second battle of Bull Run, Antietam, and Fredericksburg. General Stonewall was fatally wounded at Chancellorsville from an accidental fire from his own troops. (Webster's International Encyclopedia, pg.563). Fourth ranking Officer Joseph Eggleston Johnston was born in Eighteen-seven (1807) and died in Eighteen-ninety-one (1891). He was considered the Confederate

Growing Up A Reflection Essay On Life essays

Growing Up A Reflection Essay On Life essays Growing Up: A Reflection Essay on Life -Michael Hof Do you remember your world when you were a small child? Can you picture a single day as a 3rd Grader? Better yet, can you picture one as a kindergartener? Do you remember your old views and dreams? I do. I remember my past so very vividly: the games, the friends, the hopes, the ignorant bliss. I remember playing house with the girl who would be my first love. We would make Witchs Brew in the back and play Olympics in the front. I remember playing twisted games of Ghost in the Graveyard with the rest of the kids on my street. The rules didnt make sense, but werent those the funnest games of all? I remember thinking that smoking, drinking, swearing, gangs, and guys getting their ears pierced were all bad things. I remember my friends agreeing with me. Things change, though, dont they? Whether you want them to or not, they change. As you get older you make little exceptions. Just this once. One more little thing. This is the absolute last thing!, and everyones favorite, Maybe this wont be so bad. It never really stops. Change happens without asking, too. Friends move. You move. Fights occur. People just drift apart. People die. Change happens. All of this tends to shape that perfect future you once had. My life changed way more than I ever wanted it to. I have changed. My family has changed. The city I grew up in has changed. But most important, my friends have changed. The girl I played with, the girl I loved, shunned me. We havent spoken in forever. I havent heard from the guy I ...

Babylon Essay Research Paper In what today

Babylon Essay, Research Paper In what today is Iraq, there one time was a great civilisation known as Babylon, which at one clip could hold ruled the universe and was home to the 2nd admiration of the universe, the Hanging Gardens. Babylon was located in an ancient part surrounded by the Tigris and Euphrates River called the Mesopotamia country ( now southern Iraq near the terminal of the Fertile Crescent ) . This great civilisation foremost initiated around 3500 BC and began to crumple after the twelvemonth 323 BC. The Babylon civilization was successful because of the advanced citizens, cultural metropoliss, their engineering, and both political and legal systems. The capital of the Babylon Empire was a big metropolis in Babylon, which were place to 10,000 to 40,000 Sumerians and Semites ( names of Babylonians ) . The metropolis was discreet by a big wall to guard off any aggressors. Inside the walls there were several brilliant castles and temples utilized for mundane worship. The remainder of the metropolis had typical houses that had a cardinal courtyard established in every room. Narrow and writhing streets outside the wall at gaps located the houses where open-air markets at the bizarre took topographic point. Many people arising from two major civilisations populated Babylon: the mobile Sumerians and the cryptic Semitic. The Sumerians were the first people to settle in Babylon, after go forthing their fatherland in Sumeria, but bit by bit united with the Semitic. The Sumerians made the land into a great country to farm, rise farm animal, construct swamps, and irrigate canals. These lessons taught by the Sumerians instituted themselves in to Babylonian life. The Babylonians understood the proficient accomplishments of the Sumerians in irrigation and agribusiness. Keeping the system of canals butchs, weirs, and reservoirs exercised by their predecessors required considerable technology cognition and accomplishment. All of the tools and readyings the Sumerians used were inaugurated into Babylonian history. Due to Babylon? s location, agriculture was a methodical business necessitating great foresight, diligence, and skill. As in The Ancient Babylonian ( Davis: 4 ) , a papers written in Sumerian, but used as a text edition in the Babylon schools is a regular husbandman # 8217 ; s farmers calendar. It records a series of instructions and waies to steer farm activities from the lacrimation of the Fieldss, to the sifting of the harvested harvests. Babylon? s civilization is rather amazing. Law and justness were indispensable constructs in the Babylon manner of life. At the caput of the political construction was the male monarch, a more or less absolute sovereign who exercised legislative and judicial every bit good as executive powers. Justice was upheld by the tribunals, each of which consisted of from one to four Judgess. Often the seniors of a town constituted a court. The Judgess could non change by reversal their determinations for any ground, but entreaties from their finding of facts could be made to the male monarch. Evidence! either of statements from informants or of written paperss. Babylonian legal constructs have been inherited, in one signifier or another, by many civilisations around the universe. Babylonian art and arch itecture continues to astonish modern-day historiographers. To guarantee that their legal, administrative, and economic establishments operated efficaciously, the Babylonns used the cuneiform system of composing developed by their Sumerian predecessors. To develop their Scribes, secretaries, archivists, and other administrative forces, they used the Sumerian system of formal instruction, under which secular schools employed as the cultural centres of the land. Throughout Babylon? s history, it stayed as an independent state. However, near its terminal, others began to occupy and suppress this great civilisation. Babylon was portion of the Persian imperium from 539 B.C. until 331 B.C. when Alexander the Great took over the imperium. Alexander the Great loved Babylon so much he was able to do Babylon the capital of his imperium, but he? expired? in 323 BC and after that point the Babylon imperium began to crumple everlastingly. For case, Babylonian influence is permeant throughout the Bible and in the plants of such Grecian poets as Homer and Hesiod, in the geometry of the Grecian mathematician Euclid, in uranology, in star divination, and in heraldry. More than 1200 old ages had elapsed from the glorious reign of Hammurabi to the subjection of Babylonia by the Persians. During this long span of clip the Babylonian societal construction, economic organisation, humanistic disciplines and trades, scientific discipline and literature, judicial system, and spiritual beliefs underwent considerable alteration, but by and large merely in inside informations, non in kernel. Grounded about entirely on the civilization of Sumer, Babylonian cultural accomplishments left a deep feeling on the full antediluvian universe, and peculiarly on the Hebrews and the Greeks. Even contemporary civilisation is indebted culturally to Babylonian civilisation to some extent. On the other manus the Babylonn imperium has left us with many great promotion in many Fieldss and besides made their imperium sucessful. In decision the Babylonn imperium was one of the greatest civilisations of all time on this planet. 1.Breasted, James 1959 Development of Religion and Thought in Ancient Babylon Harper and Row, New York 2.Budge, E.A. Wallis 1973 Babylon Civilization Dover Publications, Inc. , New York 3.Budge, E.A. Wallis 1976 Babylonian Ideas of the Future Life Kegan Paul, Trench, Trubner A ; Co. , London 4.Davis, A. Rosalie 1982 The Ancient Babylonian Routledge A ; Kegan Paul, London 5.Davis, Charles H.S. 1894 The Babylonian G.P. Putnam? s Sons, New York 6.Jaynes, Julian 1976 The Origin of Consciousness in the Breakdown of the Bicameral Mind Houghton Mifflin Company, Boston 7.Wenke, Robert J. 1990 Patterns in Prehistory Oxford University Press, New York 8.Jantzen, Steven L. and Kringer and Neill. 1990. World History: Positions of the Past Houghton Mifflin Company, Canada. 9.Boersma, Jay 1998 Exploring Ancient World Cultures hypertext transfer protocol: //www.watson.org/rivendell/historyBabylon.html 10.Michael Smith and Sandeep Aggarwal, 1993 Ancient Civilizations hypertext transfer protocol: //home.echo-on.net/~smithda/

Business Questions on Ethics, Strategic Plan etc Essay

Business Questions on Ethics, Strategic Plan etc - Essay Example Religion is not just about beliefs. In fact, the religion guides its followers towards a complete way of life that is ethically justified and is meant to spread peace in the society. The different standards of ethics amongst communities dwelling in the same place fundamentally arise from the difference of religious teachings of the different communities. People living in a certain place have their customs, values, and traditions that are a reflection of the geographic, political, and socioeconomic history of that place. Over the time, the customs and traditions approved by a vast majority of the people are recognized as ethics in that society. Ethics play a very important role in the business today. There is a lot of evidence to suggest that the world today is not as healthy and clean place to live in as it once was. This is primarily attributed to the false and objectionable business practices that have been in place over a long time in the history. There is a greater emphasis from the society upon healthy business activities to reduce the negative environmental effects of the business. The term used for environment-friendly businesses is â€Å"green business†. Companies are encouraged to compete with one another to become greener as it is seen as one of the pre-requisites of success for the company. On the other hand, businesses today are expected to fulfill the demands of corporate social responsibility, which essentially means that a business that is only profitable to the business owner today is not sufficient. In order for the business owner to be successful and gain competitive advantage, it is imperative that the business benefits the society as well. It may benefit the society in a number of ways that include but are not limited to reducing unemployment, finding the cure of diseases, creating knowledge, and doing research and development for the benefit of the society. Over the time, people have become more conscious about their health and safet y which has imparted a need for the regulatory bodies to oblige the entrepreneurs to abide by the rules of ethics so that the business can be made greener, and its positive role in the development of the society as a whole can be enhanced. Q. 2 Answer The strategic plan can be considered as a kind of business plan, though there are certain differences between the two. The main purpose of making a strategic plan is to implement an organization’s strategic direction and manage it, thus it is made once the organization or business has been established already whereas the business plan is required at the stage of starting a new business, gathering the required funds, and directing its operations. In this way, the strategic plan is helpful for the businesses that are already established but need to be expanded but the business plan makes an entrepreneur prepared to commence a new business. â€Å"The business plan examines the business’ potential for success, the competing industry and the business’ competitive advantages† (Smith). The timeframe covered by the strategic plan is different from that covered by the business plan. While the time covered by a strategic plan ranges from three to five years in general, the business plan is commonly made to last for a year only. The strategic plan is critical to enlarge the revenues and maximize the return on investment of a business as it prioritizes the resources while the business plan is needed when the entrepreneur needs funding. The strategic pla

What is the role of the Arab League and Saudi Arabia in settling the Essay

What is the role of the Arab League and Saudi Arabia in settling the conflict between Hamas and Fatah - Essay Example Hamas became more popular than its rival party, Fatah (McGeough, 2009). In the January 2006 elections, Hamas amassed majority seats in parliament and became the lead player in the Palestinian government. However, the West and the US have viewed Hamas as a terrorist group due to its violence activities directed towards Israel and its allies. Fatah, founded in 1965 by the late leader of the Palestine Liberation Organization Yasser Arafat, is the mainstream Palestinian nationalist movement. It has run the Palestinian Authority since 1994, when it took control of the Palestinian areas following the Oslo accords. Fatah, whose strongest support base lies in the West Bank, recognizes Israels right to exist and is formally committed to peace talks with Israel. But growing disenchantment with the leadership among ordinary Palestinians led to the party losing Palestinian elections to Hamas in January 2006 and becoming part of a coalition government. Since June 2007, its authority has been confined to the West Bank (JÄ miÊ »at al-Kuwayt, 2011). The interest of the Arab League in the Palestinian cause has continued, despite the apparent impotence and loss of credibility in making applicable decisions, and effectively implementing them on the ground. ‘Amr Musa, the Secretary-General of the Arab League, has been concerned with the Palestinian cause as the central Arab cause in the Arab world, But the complexities brought to light the official Arab regime incapacity to adopt a unified stance on its implications. This had an impact on the Arab Summit Conference held in Damascus, which was boycotted by some Arab countries. In its meetings, the Arab League has been calling for lifting the siege on the GS, reopening the crossings, and achieving national reconciliation between Hamas and the PA in Ramallah, without achieving any of these objectives (JÄ miÊ »at al-Kuwayt, 2011). The failure of the Arab official regime to play an active

Moral, Social, and Political Philosophy Comparison Essay Example for Free

Moral, Social, and Political Philosophy Comparison Essay Philosophy is a vast subject area to talk about. It is already known that philosophy involves the way people think about different things and how we questions things around us. The primary goal of philosophy is to obtain knowledge. To get and understanding of knowledge and question knowledge is what philosophy is all about. Philosophy has been studied by philosophers for years and every philosopher has his or her own take on what philosophy means to them. Sometimes there are agreements and sometimes there are disagreements within the philosophy community but with the debates being raised goes the rise to the knowledge that exists in philosophy. Through studies and debates philosophers have found that there are many different types of philosophy. Three very important types of philosophy are moral, social, and political philosophy. These three philosophy types are examined over and over by many philosophers. There is a lot of insight that can be learned by all three philosophy types. To get a more insight into moral, social and political philosophy one must compare and contrast the differences and similarities in the three types. Moral philosophy is the philosophical study of moral judgments- value judgments about what is virtuous or base, just or injust, morally right or wrong, morally good or bad or evil, ,morally improper or proper. (Moore-Bruder, 2005) For example, if you see an older lady with a lot of groceries in her hand then one would say it would be morally right to help the woman with her groceries. So it would be morally right to help those that are in need of help. Many philosophers study this type of moral philosophy. Asking questions about what makes something wrong or right morally. There are also three different ideas about morals which are skepticism, relativism, and subjectivism. Skepticism would be when people feel that having moral knowledge is not humanly possible. Basically we do not know what moral standards are. This means that any thing goes and there is no right or wrong belief. Relativism is the fact that different cultures have different beliefs and have differences on what is morally right or wrong. Subjectivist basically is what is right or wrong depending on what you might believe as an individual person. Within moral philosophy there is also the use of egoism which is putting your self-interest in front of everything else. The pursuit of pleasure is hedonism. (Moore-Bruder, 2005) Knowing how to seek put pleasure and embracing it is a description of this type of moral philosophy. There is also what is called social philosophy which goes hand in hand with moral philosophy. In social philosophy we bring up questions about social behavior. Basically how is the behavior of a person in different social settings? The legitimacy of different laws socially and the breakdown of revolution. There is the break down of social questions when it comes to things like demographics, culture, and science. Social philosophy helps with understanding changes and different patterns within societies. Then you have what is called political philosophy. This means finding the best form of political existence. (Moore-Bruder, 2005) It helps give an understanding to the nature of political relationships and also authority. This means that there are questions rose like How do you determine whether someone is to go to jail or pay a fine? Such questions like that tap into the political environment of philosophy. In political philosophy it is said that the philosopher Aristotle was an ethical naturalist and because of that he was sometimes viewed as the source of natural law political theory. (Moore-Bruder, 2005) That means that there a questions are answered through natural law which is suppose to determine right or wrong. In political philosophy there are four kinds of law which are eternal law, divine law, natural law, and human law. Now eternal law is the idea that God rules over everything and divine law puts people in the direction of his or her supernatural goal which is eternal joy. Natural law is the eternal law God which could be described as happiness on earth or the natural goal of man. Last, human law is the laws that are made through the thoughts and ideas of man. These all show different aspects of political philosophy. Different rights one would have come along the lines of political philosophy. In conclusion, the depth of philosophy goes far beyond each of our understanding and that is why studying the different aspects of philosophy gives those better insights into things that are questioned. Moral philosophy deals with what is morally right or wrong in different individuals eyes. Social philosophy deals with the social aspect of questioning social ideas and changes. Whether it is laws, science, culture, or demographics, these ideas can bring forth socially motivated questions. Last, political philosophy deals with the different political questions of what is right and wrong and how we determine this through political questioning. All three of these political philosophies are dissected through constant study and debate on what is really the basis of philosophy. Reference:Moore, B. N. , Bruder, K. (2005(. Philosophy: The Power of Ideas (6th ed. ). Boston: McGraw-Hill (Packaged with PowerWeb). Retrieved: January 14, 2009.

My Philosophy on Education Essays -- School Learning Philosophies Essa

My Philosophy on Education My philosophy on education is a bit of Essentialism and Progressivism. I know these are two drastically different philosophies, but they both have certain points of view I agree with. For example, strictness (Essentialism) should be used with the idea that students need to find their own way (Progressivism). As I discuss my own Philosophy on education, these different views on education will be incorporated. Students are children who feel trapped into going to school. This feeling eventually turns into acceptance. They have acceptance that they must go to school to better themselves. Many students fall into the trap of being forced to "make good grades", and end up learning in the process. These students come to college to realize it takes time, some disappointment, and harder work than they were used to in Public Schools. Some never receive a desire to learn and are passed on year by year without proper knowledge of the subject matter. These students eventually drop out, or may graduate without plans of education themselves further. They feel that they did their time, and they want to go ahead and live life. Then there are those exceptional students who yearn for knowledge. They received gratification from an early age that learning is fun and rewarding. My goal is to turn all students into thirsty learners. As I observed in a local elementary school, all three types of these students can be found in a classroom. The ones goofing off in the back of the class have no support from parents. Students who quickly finish their work and suck up to the teacher are often pressured at home to be the best. A thirsty learner’s parents simply want their child to do his/her best. These students... ...ing it daily, while "The Gettysburg Address" was quickly forgotten after reciting it one. Reinforcement and progression of knowledge are key, and year-round schooling would be the doorway to a better education for students. I plan to join the Teacher’s Union when I enter the work force. The backing of a group would be helpful throughout my career. I would not like to be stuck in surprising situation (i.e. suing parent), without the assistance of the Union. Education has been the center of my life with both of my parents being teachers. This will never change, and I am now developing my own view on education. Essentialism is important because we would not have made it thus far without it. Progressivism is important because this may be the future. I hope I can integrate both of these philosophies and my view points I’ve mentioned into my teaching career.

Vacant Chapter 4 Questions

We sit in silence for quite some time, and I can tell she's nervous about telling me what's going on. I don't want to force her. When she's ready, she'll let me know. As I wait, I realize it's the first quiet night I've had since she moved in. I really don't want to make assumptions because things aren't always what they appear. However, as I sit playing protector to this girl, scenarios run rampant through my mind. She has very few clothes. Irregular bathing does not bother her. She is careful, but trusting – not at all shy. She's young and alone; she has no furniture and no utilities. All evidence points to her being parentless and homeless. I can relate. Don't get involved. Keep things simple. Take care of yourself! _ Don't get involved. Keep things simple. Take care of yourself! _ Don't get involved. Keep things simple. Take care of yourself! _ No matter how many times I recite the mantra in my head, it's useless. This life isn't suited to girls who are alone, no matter how equipped they are to deal with the shit life flings at them. Women are taken advantage of in the blink of an eye when the opportunity is given. I make a mental note to be sure Emily doesn't suffer the same fate, particularly by my hand. I'm sitting on Emily's mattress, my head against our shared wall. She's leaning into my side, quiet, in what I hope is peaceful sleep. After thinking this situation over for a while I shake my head, realizing I've already talked myself into this, into helping Emily; I find it nearly impossible not to now. Eventually, I drift off with determination and the realization I've opened a big-assed can of worms†¦ for both of us. Hours later, my inner alarm clock wakes me. There is a little drool on my shoulder and it's kind of gross. I lay Homeless Girl down on her bare mattress and make note to bring over an extra set of sheets. Who knows where she even got the mattress? I'm sure it's infested with who-knows-what. I may be poor, but I like clean. There are some things that shouldn't be bought in used condition. Shoes, underwear, and mattresses quickly spring to mind. During my run, I think about the upheaval I'm getting myself into, and the reality of the situation is weighing heavily upon me. As a kid, I was lucky enough to be moved to a safe place where all my basic needs were met. I never had to fend for myself in the physical sense; emotionally, though? That was another story. I run an extra two miles trying to process everything. I decide this is my chance to pay it forward. I ignore my mantra as it only serves to confuse me further at this point. The fact remains I've already gotten involved, and I try to rationalize how much trouble one small girl can really be. Part of me feels like it's none of my business what her personal situations is, but if I'm going to help her, then I want some basic information. She doesn't have to tell me her life story, but I need to know her circumstances. After I get home from work and knock on the bedroom wall, I chuckle to myself thinking it may as well be a shower curtain for all the privacy the thin, flimsy wall provides. I yell, telling homeless neighbor girl I've ordered pizza and she should come join me for dinner. â€Å"You're the best! I can't believe you got us pizza!† She won't stop gushing about how nice I am or how â€Å"awesome† the pizza is. When she came over, she looked a bit skeptical, like she wondered what I wanted from her in return, but I didn't even want to think about what that might mean. Food, clothes, shelter. That's all†¦ As we eat, I try to think of the best way to bring up her state of affairs. I find that being direct is the best solution. I watch as she inhales her third slice of pizza, I rationalize I need to start referring to Emily by name. Calling her Homeless Girl and Neighbor Girl isn't helpful for either of us. I need to see her as a meaningful person, not a ‘problem from next door'. Emily needs to hear her name, if for nothing else, so she knows she exists. â€Å"So, I have a couple questions. I've been thinking about this since last night,† I pause making sure she is receptive to my inquiry. She nods indicating her permission. â€Å"Question number one: Where are your parents?† She eyes me quickly, and then takes a bite of pizza, chewing slowly. She's stalling. â€Å"I don't know my dad, and my mom passed away recently,† she says quietly. I take her answer at face value because I know how difficult the loss of a parent is. â€Å"Where were you living before?† This time she's a little quicker to answer. â€Å"We lived in shelters for a while. Then my mom got sick.† She takes another bite of her dinner then continues. â€Å"I know how things work. Since I'm almost eighteen, there isn't too much the state will do for me. I would live in a home for a few months then get tossed out on the street. I figured I might as well get a jump on living, you know?† I wonder how she's able to be so light-hearted about this. Emily's smiling which she tends to do on a regular basis. This girl – almost woman – has had some terrible circumstances, yet almost every time I see her, her smile brightens the room. I find her positive outlook on life is rubbing off on me. â€Å"My next question was your age, but you've already answered that. When do you turn eighteen?† â€Å"In a month,† she replies. I take several minutes to think about the information she's just told me while finishing my own slice of pizza. Living in a shelter would explain her lack of inhibition. There is no such thing as privacy when you live with fifty other people. She's used to being watched. â€Å"Hey, I went to the grocery store you work at today and filled out an application. I looked for you, but you must have been on break or something.† I just nod; I don't need this complication spilling over to my work. As soon as I think it, though, I regret the thought. I can't think of Emily as a complication. â€Å"They said they weren't hiring right now, but will let me know if something comes up. On my way home I stopped at the convenience store on Jamison. I found out they are hiring, so if the grocery doesn't work out, I could do that instead,† she finishes, and then takes a fourth slice of pizza. I know my face pales, and she doesn't have a clue why. I have no idea how to tell this girl I don't even really know, occasionally uses my shower, and who I just referred to as a complication, that I don't want her to work in a convenience store because Dad was shot in the parking lot of a 7-Eleven.

North and South Poles

Humans need fresh water. We use it for drinking, for washing and to water our plants. Industries need it to power the chemical reactions that produce our modern lives.Even if more than 60% of the Earth's surface is covered in water, this is salt water which is not adept for the purposes we listed above. Of the freshwater in the surface, a vast majority of it is locked in ice caps at the North and South Poles.Moreover, human activity has also slowly contributed to the degradation of surface freshwater sources such as rivers and lakes. Because of this, groundwater is slowly becoming an important source of freshwater for daily use.The search for aquifers would need to draw on some geological concepts. First, aquifers would need a source of groundwater. This groundwater usually comes from rainfall meaning that areas with higher amounts of rainfall are much more likely to have aquifers than areas which don't have as much rain.Some aquifers may be found in areas which do not have much rain . The water in these aquifers are prehistoric water which came from the previous ice age.While useful, these aquifers are not good sources as the water in the water table is not anymore replenished. Second, aquifers rely on th existence of semi porous rocks to store water. Knowledge of the composition of the rock in an area will help identify possible aquifers if the kind of semi porous rock needed for aquifer formation is found.Lastly, I'd also prioritize valleys and plains over hills and mountains. Specifically, I will choose low lying areas near open bodies of water as these areas would have more accessible ground water as the surface of the ground is not very far from the water table.Incidentally, I would avoid areas near the sea as the groundwater in these places are suspect for saltwater intrusion. Also, I'd be wary of human activity in the area as the aquifer may be located in an area such as a former landfill, chemical disposal, or city. These things may contaminate the grou ndwater and make it unsafe for drinking.BibliographyThompson, G.. & Turk, J. (2007) Earth Science and the Environment 4th edition. New York: Thomson Brooks Cole

Free sample - Appeasement and the Munich. translation missing

Appeasement and the Munich. Appeasement and the Munich1. How did Chamberlain defend the Munich Agreement? What was he trying to achieve? After tension continued to rise in European continent, because of the speech that was delivered at a Nuremberg by Herr Hitler, the ministers started to examine the tension of the whole situation in the light of this speech. They tried to maintain the state of peace at all possible means. The aim of this speech was the fact that Hitler wanted to attack Czechoslovakia and further continues to attack the upper east. Nevertheless, Hitler knew that it would be hard to conquer and he had to do this as fast as possible before France and the Great Britain could have taken effect. Chamberlain after discovering the acts that Hitler was planning he identified himself with the circumstances and after considering the possibility over the sudden and dramatic step that would have saved the situation he decided that he should inform Hitler that he should go to Germany and see him so that he could calm the situation. After the preparation, he thought that it was better if he persuaded Hitler that â⠂¬Å"Hitler had an unequalled opportunity of raising his own prestige and fulfilling what he has so often declared to be his aim, namely the establishment of an Anglo-German understanding, preceded by a settlement of the Czechoslovakian question† and that he shouldn’t guarantee that â€Å"Dr. Benes would accept this solution, but I should undertake to put all possible pressure on him to do so. 2. What alternatives did Churchill offer to the Munich Agreement? How realistic were these alternatives? On the other hand, Churchill contributed a lot to the Munich agreement despite facing a motion of no confidence Churchill continued to provide a very strong leadership even though the war continued to go bad for the Britain and a couple of defeats. However he continued facing critics because of mending in the military matters and the fact that he continued to be advised by some of his friends rather than his own military commanders. It is said that one of the major contributions that he accomplished was, â€Å"his ability to inspire the British people to greater effort by making public broadcasts on significant occasions†. It is reported that he was a very brilliant orator and a very tireless source of all the sufferings of the blitz. More so played the part of the creation of Bolshevism that actually brought about the formation of Russian revolution which was an n international part of the atheistic Jewish. However, Clynes sates that Churchill â€Å"was and has always remain ed, a soldier in mufti. He possesses inborn militaristic qualities, and is intensely proud of his descent from Marlborough. He cannot visualize Britain without an Empire, or the Empire without wars of acquisition and defense. A hundred years ago he might profoundly have affected the shaping of our country's history. Now, the impulses of peace and internationalism, and the education and equality of the working classes, leave him unmoved†. This shows the character that Churchill posed and the fact that he was a man of the people. 3. Does awareness of this history change your assessment of the Munich Agreement? If so, how and why? At the end of 1918, cultural German delegates from Bohemia and Moravia discarded enclosure in Czechoslovakia and as a substitute declared the combination of German-majority expanse (such as the Sudetenland) with Austria. In response, the new Czech government mobilized its army to enforce its boundaries- even though these boundaries contained over three million ethnic Germans. This awareness did change the Munich agreement because each country learnt to live by its own and protect its people and its country. In the note, this aspect Munich agreement separated most Germans and thus the countries separated from one another in fear of war arising amongst them.

Comparison of two works in Museum of Modern Art Term Paper

Comparison of two works in Museum of Modern Art - Term Paper Example The paper "Comparison of two works in Museum of Modern Art" compares Fernand Leger’s "Woman With a Book" with Meret Oppenheim’s "Red Head, Blue Body". Painters use the techniques they employ in their paintings and the features of the society they portray in the same. The discussion below therefore analyses features of two paintings developed in different times with the painters employing particular techniques in ensuring the efficacy of the artifacts. Woman With a Book painted by Fernand Leger in 1923 and Red Head, Blue Body painted by Meret Oppenheim in 1936 have fundamental differences and similarities that help portray the social, cultural and technological development in the art within the decade that separates them as the discussion below portrays. Just as the name suggests, Woman With a Book, is an artistic oil on canvas painting of a woman holding a book. The painting depicts the painter’s artistic intuition and urge to create a new style in painting there by debuting the mechanical age. In the painting, Fernand Leger portrays his artistic skills as he employs particular elements in developing the painting. He employs such elements as appropriate shapes and colors thereby developing effective foreground, middle ground and background in his artifacts. These enhance his communication as he envisioned the final artifact. The choice to use oil on canvas is appropriate, as it has contributed to the longevity of the painting in the museum. Oil on canvas was a major discovery in the early years of art.

Republicans stand on Stem Cell Vindication Essay

Republicans stand on Stem Cell Vindication - Essay Example Earlier the leaders could easily maintain a fake impression with the people. But with today’s media and online facilities, thee public is more than aware and are able to know the in depth truth and hence there is less chance of making false pretences. Nowadays, Democrats have to prove – â€Å"Government by the People† and republicans â€Å"Government based on laws†. Peoples choice of democrats or the republicans changes instantly with various issues. A human mind is fast changing and a real leader needs to maintain a homeostasis of the things he does to maintain his stance in the minds of people. That is why politics is a tough job. No democrat can be convinced of republican thoughts or vice versa as Laurence J.Peter says - â€Å"A Man convinced against his will is of the same opinion still† – A leader still can’t be so sure of his republican/ democratic ideology can surely fulfill people’s wishes. He does it solely on the hope though he would have a bit of confidence too, as Martin Luther said, â€Å"everything that is done in the world is done by hope† Maybe someone be a democratic or republican, it is his ideology which makes him win and rule over. But still a democrat runs on the ideal of government by the people, of the people and for the people. So he amends laws, bends rules for the people, whereas a republican has laws, human laws as his ideals which are on a global perspective common to all humans. A democrat may bend rules in his country for his people’s sake, but a republican has human ethics as a background of his ideals. So republican is more global in his thought and leads the country to a more civilized environment. Definitely not, a better and good democrat can bring up a better environment with his ideals too. This marks the success of a leader, may be a democrat or a republican.

Volkswagen Commercial Essay Example | Topics and Well Written Essays - 250 words

Volkswagen Commercial - Essay Example The little boy dressed like the super heroes at Star Wars and the concept of trying to use inward force to move things was creatively used. If I were the director of this commercial I would compare the new Volkswagen Passat with another car taking good care not to show the brand of the other car. Instead of the little boy trying to give life to the doll, make the dry cleaner work or trying to move the dog I would prefer he tries to make a similar car from another company start its engine. Since it would fail to start, the dad would arrive and when the little boy tries to use his assumed internal force in the car, the dad would ignite the car using his remote control. I would explain to the client that this commercial is easy to understand than the previous one. The comparison of the two cars would give a clearer concept of force than the use of toys and other things in comparison with a

Outline the Ways in Which Factors Essay Example for Free

Outline the Ways in Which Factors Essay There are many ways in which factors in children’s home background which may lead to differences in achievement between ethnic groups. The first way is from cultural deprivation, with the socialisation experience of children, values, expectations and norms transmitted at home. Driver and Ballard 1979 argued that high achievement in some Asian groups might be linked to the presence of close knit extended families. However with some ethnic groups many tend to have low income, which may explain why black pupils tend to underachieve as many children from low income black families lack intellectual stimulation and enriching experiences. Some cultural deprivation theorists argue that many children from low-income black families lack intellectual stimulation and enriching experiences. Evidence suggests that those ethnic groups who tend to underachieve also tend have low incomes. The Joseph Rowntree Foundation 2007 estimated that 70% of Bangladeshi and over 50% of Pakistani children grow up in poverty, compared to 20% of the white population and 30% of Indians. Unemployment is 3 xs higher in African and Bangladeshi/Pakistani people than for whites and Pakistanis are 2x more likely to be in unskilled/semi skilled jobs compared to whites which can lead to material deprivation. Moynihan 1965 said that many black families are headed by lone mothers and may experience poor care due to the lack of money. Some may have material deprivation because they cannot afford to pay for books and other materials that the child needs to do their work, and many may not have the room to do their work if they live in a cramped home meaning they may not be able to concentrate. This becomes a vicious cycle as if the child receives inadequate socialisation which equals in them failing at school meaning they may become an inadequate parent, which will repeat. Also some theorists say that some black children are socialised into a subculture that instils a fatalistic ‘live for toady’ attitude that does not value education and leaves them unequipped for success. There are other factors which effect different group’s educational achievement, with there being ways in which the education system may encourage separation between children of different ethnic backgrounds, such as labelling and teacher racism, many teachers label their students and sociologists found out that many teachers labelled black children as disruptive and they didn’t want them in their class. Troyna and Williams describe the curriculum in British schools as ethnocentric because it gives priority to white culture and the English language which causes separation between white pupils and other ethnic pupils.

The Psychological contract

The Psychological contract The psychological contract has been defined as the implicit relationship between an employee and their organization which outlines what each should expect to give and receive in the relationship (Gakovic Tetrick, 2003; pg 236). Rousseau (2000; pg 9) has defined psychological contract as the terms of an exchange agreement between individuals and their organizations. It can also be regarded as an individuals beliefs regarding the terms and conditions of a mutual exchange agreement between the person and the organisation (Saks, 2006; pg 613). Researchers have suggested that psychological contract can be shaped by personal/individual factors, past job experience and personality of employees. Saks (2006) suggests that early life experiences also shape an employee, influencing values about fairness, hard work and reciprocity. The study looks into the concept of psychological contract and determines the importance of this in the management context. It analyses the consequences of breaching the psychological contract and the effect it can have on the organisation. The purpose of this essay is to discuss whether managing the psychological contract is a core task. Discussion and Analysis The concept of psychological contract is led by the norm of reciprocity which implies that an individual, who provides benefits to another, obligates him or her to discharge these obligations by furnishing benefits in return (Wright et al., 2005; pg 409). It refers to employee expectations towards his job/organisation. Stemming from sociological and social exchange theories, the concept has recently extended to employee-employer relationships. In the psychological contract literature, employees exchange the treatment they receive from their employer by adjusting their perceived obligations and fulfilment to the employer (Ingham, 2006; pg 22). Similarly, employer perceptions of employee fulfilment of psychological contract have been shown to influence employer obligations and increase the likelihood of the fulfilment of these obligations (Lewis and Taylor 2001; Coyle-Shapiro 2001). Psychological contract is perceptual in nature and defined as a set of expectations held by the individual employee. There is a tendency to confuse psychological contract with other emotional attributes like job involvement and employee engagement (Rousseau, 2000; pg255). Psychological contract is different from organisation commitment or the feeling of desire, need or obligation to remain in an organisation. It also differs from job involvement. The feeling of fulfilment of expectations differentiates psychological contract from positive or negative evaluative judgments of the job, as in the job satisfaction construct, which is a result of fulfilment of psychological contract (May et al., 2004; pg 32). Over the years several researches have been carried on psychological contract and a consensus has developed within the research community that the psychological contract is an important determinant of employees behaviour and attitudes (Ashton Morton, 2005; pg 30). The concept of psychological contract provides a popular framework for advancing understanding of employees attitudes and behaviours in contemporary management research, mainly due to the much discussed changes in the employment relationship (Conway Briner, 2002). Employee engagement is closely linked to psychological contract and employees are cognitively engaged when they are aware of their mission and role in their work environment, have what they need at work and have opportunities to feel an impact and fulfilment in their work (Johnson J OLeary-Kelly, 2003). Employees are emotionally engaged when they perceive that they are part of something significant with co-workers whom they trust, form meaningful connection wit h and experience empathy and concern for, and also have chances to improve and develop. In an organizations psychological contract with a manager or the managers psychological contract with the organization, either side can have a major effect on the benefits derived from their mutual relationship. Additionally, either side can also affect the ability of an organization to attract and retain high quality managers. Management of psychological contract is important because modern organizations cannot succeed unless their employees agree to contribute to their mission and survival. In order todo so, workers and employers need to agree on the contributions that workers are expected to make to the firm, and vice versa. Understanding and effectively managing psychological contract can help firms thrive. Turnley et al., (2003) showed with his research that there has been a shift in workers psychological contract in the last few years, moving from a relational contract, based on trust to the company to a transactional relationship of limited duration, focused on economic exchange and limited worker involvement in the organization. This has largely been led by the rapid industrialisation of most economies. Macro Economic developments like technological changes, downsizing and restructuring and other social and labour market changes have forced individuals to change organizations many times throughout their career (Agee, 2000; pg 12). The changing organisational dynamics has meant that psychological contract is even more important proposition than it was some time ago. Vos et al. (2003; pg 419) suggest that a vital component of psychological contract theory is the concept of breach, defined as the cognition that ones organization has failed to meet one or more obligations within ones psychological contract in a manner commensurate with ones contributions. Researches done in the past have also shown that psychological contract and the breach of them can result in several consequences depending on the category of the employees. E.g. The most valuable employees, who possess the marketability to negotiate better deals in other companies, are those most likely to leave (Ashton Morton, 2005; pg 29). Study conducted by Chen Fang (2003; pg 2) argue that besides the general organization-employee psychological contract, there also exists a separate psychological contract between an organization and its managers. Several researches suggest that psychological contract breach is associated with increased intentions to leave the organization. Indeed, quitting ones job is one of the most frequent responses to a situation in which employees perceive that their employer has wilfully violated the deal (Rousseau 2004). Ingham (2006; pg 20) believes that the most defining character of social exchange in contrast to economic exchange is that it entails unspecific obligations. While there is a general expectation of return, the nature of the return is not stipulated in advance as in a strictly economic exchange. What makes matters difficult in order to manage psychological contracts is that there is no clear understanding of what the commitments are or how they can be fulfilled. When an employee believes that the organization has not kept its promises, then the employee perceives psychological contract breach which has a negative effect on a wide range of employee attitudes and behaviours, such as job satisfaction, organizational commitment, trust in the organization and employee motivation. All this can lead to lower productivity and result in the employee leaving the organisation. All this makes psychological contract a very important proposition to manage. Pate et al. (2003) indicate that the advent of the psychological contract is positively related to low job satisfaction and high turnover rates. Hui et al. (2004) further investigated and found that the psychological contract is positively related to employees exit and neglect and negatively related to employees loyalty. Employees are considered a source of competitive advantage and ways in which people work make a crucial difference between successful and unsuccessful firms. Psychological contract is recognised as a process for developing and retaining ability. Cassar (2001) suggests that if employee engagement affects financial outcomes and the bottom line, disengaged employees uncouple themselves from work, withdraw cognitively and emotionally, display incomplete role performance, put in less effort and become automatic and passive. This is a costly proposition for organisations and it is imperative for them to understand what employees primarily want. The psychological states of employees are key factors in determining their behaviour and responses at work. It is at least in part through the management of these psychological states that organisational effectiveness can be achieved. Management of psychological contract is an important management activity and it is important for both managers and organisation to believe in the concept of psychological contract at the beginning of the relationship. Employees with a history of psychological contract breach are more likely to view their psychological contracts in economic terms (Deery et al., 2006, pg 167). Previous research on psychological contract breach has also shown how breach perceptions reduce employees trust in the employer (Deery et al., 2006, pg 169). Contract breach perceptions undermine the social exchange basis of the relationship, eventually leading employees to watch over their investments and monitor closer the balance in the relationship (Turnley et al., 2003; pg 187). On the other hand, psychological contract fulfilment by the employer in turn presents a payback and provides value for the employee investments by bringing the exchange into a balanced state. What makes challenging for the management to manage the psychological contract is the fact that psychological contract lies in the eye of beholder. This means that even if the same deal (benefits, rewards) is offered to every employee, its psychological contract towards the organisation may vary. Also, psychological contract of employees evolves over a period of time as a result of experience and organisational policies. The recommendations for those trying to manage the psychological contract are to assess the implicit expectations from the employee at the interview stage. Also, at the same time, brief employees on the internal work environment and the organisation as much as possible. Some organisations make interviewees interact with employees so that the interviewee can informally discuss issues around working conditions, implicit rewards and expectations. The objective is to let the interviewee find out as much about the business and working conditions as possible. The roots of psychological contract formation lie in the recruitment process. During recruitment, employers should only make promises to their prospective employees, which the new employees expect them to uphold. In case an employer fails to do so, the employees may believe that their psychological contract has been violated. One of the ways of fostering psychological contract at the recruitment stage is the use of a realistic job pre view which tries to ensure that newcomers have accurate expectations about their new job and employer and thus avoid the experience of feeling short-changed thereafter. Managing of psychological contract can partly be done through training and development. Training is important in the make-up of psychological contract, not only in terms of employer expectations who consider the development of highly trained workers with firm specific skills a major factor for securing competitive advantage, but also because it acts as inducement for employees to maintain their commitment to the organisation (Lester Kickul, 2001; pg 10). The more employees perceive violation of organisational obligations with regard to providing skills and career development, the less satisfied they will be with their jobs. Conclusions The growing management interest in psychological contract can be attributed to the fact that the construct has the potential to predict employee outcomes, organisational success and financial performance (Pate et al., 2003; pg 558). Employee-employer relationships influence the economic as well as the behavioural outcomes of the organisation. Psychological contract is a multi-dimensional construct and unlike other constructs it is not only an affective but also a cognitive and physical state of involvement in ones job. It also focuses on the emerging issues in employment relationships. They are constructs that understand the concerns about employment relationships The review of literature suggests that psychological contract is extremely important for organisations to manage as it has an impact on job satisfaction, organisational commitment, intention to quit and organisational citizenship behaviour. What makes psychological contract more important is that as a construct, it has the potential to integrate a number of key organisational concepts. However, at the same time, its very difficult to manage something which is not clear. More so, because the psychological contact and the expectations might change in due course because of external and internal circumstances. The study concludes that it is important to manage the psychological contract and human resource practices significantly impacts employee development as well as assessment of psychological contract fulfilment. When employees are recruited, when they go through performance appraisals, when they evaluate their benefits packages or receive recognition for their efforts, they interpret the experience and the interpretation will influence how they react to it. The failure of a company to comply with its obligations (as perceived by an employee) can erode the employment relationship. References Agee J. (2000) Understanding psychological contract breach: An examination of its direct, indirect, and moderated effects. Unpublished doctoral dissertation, State University of New York at Albany. Argyris, C (1960) Understanding Organisational Behavior, The Dorsey Press: Homewood Ill. Ashton, C, and L Morton (2005) Managing Talent for Competitive Advantage, Strategic HR Review, Vol 4, No 5, pp 28- 31. Cassar V. (2001). Violating psychological contract amongst Maltese public service employees: Occurrence and relationships. Journal of Managerial Psychology, 16, 194- 208 Chen M, Fang M. (2003). The impact of psychological contract breach on employees work behavior: An example in high-tech industry. Fu Jen Management Review (in Chinese), 11, 1-32. Conway N, Briner RB. (2002). Full-time versus part-time employees: Understanding the links between work status, the psychological contract, and attitudes. Journal of Vocational Behavior, 61, 279-301. Coyle-Shapiro J, Conway N. (2005). Exchange relationships: Examining psychological contracts and perceived organizational support. Journal of Applied Psychology, 90, 774-781. Deery S, Iverson R,Walsh J. (2006). Toward a better understanding of psychological contract breach:Astudy of customer service employees. Journal of Applied Psychology, 91, 166-175. Gakovic A, Tetrick LE. (2003b). Psychological contract breach as a source of strain for employees. Journal of Business Psychology, 18, 235-246. Hui C, Lee C, Rousseau DM. (2004). Psychological contract and organizational citizenship behavior in China: Investigating generalizability and instrumentality. Journal of Applied Psychology, 89, 311-321. Ingham, J (2006) Closing the Talent Management Gap, Strategic HR Review, Vol 5, No 3, Mar-Apr, pp 20-23. Johnson J, OLeary-Kelly AM. (2003). The effects of psychological contract breach and organizational cynicism: Not all social exchange violations are created equal. Journal of Organizational Behavior, 24, 627-647. Lester, S, and J Kickul (2001) Psychological Contracts in the 21st Century: What Employees Value Most and How Well Organisations are Responding to These Expectations, Human Resource Planning, Vol 24, No 1, pp 10-21. May, D, A Gilson and L Harter (2004) The Psychological Conditions of Meaningfulness, Safety and Availability and the Engagement of Human Spirit at Work, Journal of Occupation and Organisational Psychology, Vol 77, pp 11-37. Pate, J, G Martin, and J McGoldrock (2003) The Impact of Psychological Contract Violations on Employee Attitudes and Behaviours, Employee Relations, Vol 25, pp 557-573. Robinson, D, S Perryman, and S Hayday (2004) The Drivers of Employee Engagement, Institute for Employment Studies, Brighton. Rousseau DM. (2000). Psychological contracts in the United States: Diversity, individualism, and associability in the marketplace. In Rousseau DM, Schalk R (Eds.), Psychological contracts in employment: Cross-national perspectives (pp. 250-282). Thousand Oaks, CA: Sage Saks, A (2006) Antecedents and Consequences of Employee Engagement, Journal of Managerial Psychology, Vol 21, No 7, pp 600-618. Turnley, W H , M C Bolino, S W Lester, and J M Bloodgood (2003) The Impact of Psychological Contract Fulfilment on the Performance of In-Role and Organisational Citizenship Behaviour, Journal of Management, Vol 29, pp 187-206. Vos, A, D Buyens, and R Schalk (2003) Psychological Contract Development during Organisational Socialisation: Adaptation to Reality and the Role of Reciprocity, Journal of Organisational Behaviour, Vol 24, No 5, pp 537-559. Wright, P M, T M Gardner, L M Moynihan, and M R Allen (2005) The Relationship between HR Practices and Firm Performance: Examining Causal Order, Personnel Psychology, Vol 58, No 2, pp 409-38.

Iroquois Essay -- essays research papers

Nothing is so fundamental yet so important to the freedoms we enjoy as Americans as the United States Constitution, which guarantees our right to do and say as we please so long as it does no harm. The Iroquois Federation preamble describes the purpose of the government set up by the government in their statements the emphasis is placed on perfect peace for the welfare of the people. Their focus was fighting for, the liberty of the people. Among the Indian nations whose ancient seats were within the limits of our republic, the Iroquois have long continued to occupy the most conspicuous position. The Iroquois flourished in independence, and capable of self protection, long after the new England and Virginia races had surrendered their jurisdictions, and fallen into the condition of dependent. Nations they now stand forth upon the canvas of Indian history prominent alike for the wisdom of their civil institutions of the league. Only the Iroquois had a system that seemed to meet most of the demands espoused by the many parties to the debates the Iroquois certainly have a considered the influence on the drafty of our own constitution, and we present day Americans owe them a very large debt. At the time of the founding of Iroquois League of nation, we have only the early stories, which was passed down from generation until such time as a written language existed. We only have stories that were passed down form generation to generation until such time as there was a written language and interprets available to record that early history. Early explores and colonist found the Iroquois well establish as they had been for many generations with a democratic government, with a form at religion that acknowledged a creator in heaven; with a strong sense of family which was used on, and controlled by their women.   Ã‚  Ã‚  Ã‚  Ã‚  In 1744 an Iroquois leader, Canassatege, had an idea. In presenting the idea to his assembly, he realized that no one was listening to what he had to say. He suggested that they should form an umbrella group that consisted of thirteen colonies. The thirteen colonies were derived from the thirteen cousins of the Iroquois people.   Ã‚  Ã‚  Ã‚  Ã‚  He mentioned each colony could keep his authority and the thirteen colonies could speak to each with one voice. Many years later the United States family developed this idea... ...ded for quick land acquisitions on order to serve the interests of the restless white frontiersmen.   Ã‚  Ã‚  Ã‚  Ã‚  Working the legal structures of the United States as well as through demonstrative activities, the Iroquois nations are trying to regain some of their land and protest their rights. They are people with tremendous sense of endurance and inner strength. Their persistence as a viable and cohesive culture is a monument to human values that have meaning in spite of persecution and defeat, by a military strong culture. The league of the Iroquois lives on a testimony to freedom, for all that care to examine it. Its spirit endures as a vision and a good for betterment of mankind. References  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Lathom, Earl: The Declaration of Independence and the constitution. Revised Edition- Copyright 1956  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  www.law.ou.edu/hist/iroquois.html  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Guide Jr., Donald A: The Iroquois and the founding of the American Nation. Copyright 1977  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Morgan, Henry Lewis: League of the Iroquois  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The American Journey

Developing Learning & Development Activities Essay

Training Plan The purpose of my training session was to equip delegates with the right skills and knowledge to understand the changes auto-enrolment brings and what they need to communicate to their employees. Prior to my training session I emailed the learners to gage their existing knowledge on auto enrolment. There was a mix in responses with a couple of people saying their knowledge was around 3 on a scale of 1 to 10, a few sitting on the fence who have an awareness of auto enrolment but did not know all the legalities, and a couple who’s companies had already gone through the process. From this feedback I decided to cover the basics of the auto enrolment process, as trying to aim my training session at those with an existing knowledge would therefore make it confusing and above those with less knowledge. My view is that even if you know what you’re doing, it never hurts to go back over the basics to ensure you’ve not missed anything so that was what I aimed to do with my training session. The principles of adult learning include getting the learners involved in the planning and evaluation of the training and making sure they understand the reason for learning something. I feel these principles were reflected in my training session by communicating with them prior to the session to gage their knowledge; this meant they knew what to expect and by giving their feedback it helped to mould what level the session would be aimed at. The main resource available for the session was the whiteboard. I used this as the foundation of my training session by creating a PowerPoint presentation to use as a visual aid and form the basis of the session. I used both forms of assessment methods within my session; for a formative assessment I created a quiz on the categories of employees. I went through the theory and the facts first then tested what they had understood by putting the theory into practice. By the end of the quiz all learners were getting the questions right and ensured me they had a clear understanding on  the different categories. As a summative assessment I asked them to what extent they thought the training session had given them a better understanding of the pension changes on my feedback form. Comparing this to their knowledge rating from my email prior to the session, I can evaluate that everyone has benefited from the session as scores were either 4 or 5 on a scale of 1 to 5. Structure and sequence Trying to cover the basics of auto enrolment in 30 minutes was certainly a challenge, so I tried to structure my activities to ensure we moved through the various activities quickly whilst ensuring they were still all effective. Firstly I welcomed the group and created rapport (by tempting them with chocolate!), then spent a couple of minutes explaining the learning outcomes of the session. The first part of my teaching was to explain the four different categories as this is the foundation of auto enrolment. I covered the theory first with the PowerPoint acting as a visual aid then put the knowledge learnt into practice. I firmly believe Confucius was correct when he said ‘I hear and I forget, I see and I remember and I do and I understand’. My learners heard the theory, they saw the different categories on the chart and could probably remember the names, but when I tested their knowledge in the game it was the ‘doing’ that ensured they remembered the differ ent categories. Individual and Environmental Factors When planning my training session a factor that influenced it was my own knowledge of auto enrolment. Like others I taught, I had already gone through the process at work so had learnt the basic principles, however at my workplace we split the process out to make it easier. My role at work was the communication side, whilst the payroll manager was responsible for making sure all eligible employees were enrolled. In case my learners asked questions I did more research into auto enrolment to ensure that I had sound knowledge. To create the legal requirements in communications I also researched other company’s communications to get a feel of ‘best practice’.  By doing this I ensured I was confident in what I was teaching and was not afraid to allow questions from learners. Another individual factor was to adapt my teaching style to suit adult learners. Training does not fall within my remit at work, and the only experience I have of leading sessions is through Girls’ Brigade. Whilst I have attended many training sessions these have all covered the methods of engaging children rather than adults. My initial thought for my training session was to create a ‘corner’s game’ for learning about the categories of employees and getting people up moving around the room. However I tried to put myself in my learner’s shoes and think what I would feel comfortable doing, and instead realised that running around the room and standing in the right corner is what children prefer doing. Therefore I adapted my game to be done with flashcards to ensure there was still an element of fun in my training session but I wasn’t making anyone feel uncomfortable. An external factor that influenced my session was the time limit. This affected all my preparation and planning as I was constantly thinking of ways to make things shorter so I could ensure I covered everything thoroughly. Had I had more time to play with I could have covered the basics in much more details but instead I decided to try and wet the appetite of the learners, then give them instructions of where to find out more. The layout of the room could have been changed (with some difficulty) but prior to the session I decided that leaving it in the horseshoe layout was the best option. This ensured everyone had a good view of the PowerPoint and during the quiz I was able to quickly glance around the group to ensure everyone had the correct answer. This was also another factor of why I decided to change the quiz to flashcards from the corners as the tables would have proved difficult to move to ensure there was enough room for everyone to move around safely. Positive learning environment In my training session I ensured I created a positive learning environment by creating rapport with the learners at the beginning of the session. I feel this is the key to a good training session as unless you’ve established a  relationship with the trainer, learners are unlikely to speak up when they do not understand something or if there’s an issue. Another way of ensuring there was a positive atmosphere was making sure I had thought over the principles of adult learning before deciding on the elements of my session, as had these been aimed at children instead of adults I could have easily made my learners feel uncomfortable and therefore not engaged in the training session. Feedback from learners All of the feedback I received from my learners was positive. As mentioned previously, all of them said they had a better understanding of the pension changes because of my training session. There was mixed responses from the question ‘how likely are you to apply the knowledge learnt today in your workplace’, but those who have scored lower on this question left a comment explaining that it’s because it doesn’t fall within their remit at work. When asked ‘what was the part of the training they enjoyed the most’, all of the learners said either the quiz or the legal requirements. These were the two learner activities in my training session which shows that the activities that got the learners doing something practical was the best way of learning. When asked for improvements to the session, the only comments I received were ‘more time’ and ‘the handout at the beginning would have been useful – but I understand why this was not done’. As I had included the quiz answers on the presentation I made the decision to not give the handout until the hand, otherwise it would not have been as effective. On reflection, I could have omitted those slides from the handout so they could have had it from the beginning to make notes from if they wished. Effectiveness of the activity My own perception of the training session was that it was a good mix of activities and tutor input. My past experience is that just listening to a trainer for 30 minutes is ineffective as after around 10 minutes most adults switch off, especially if it is something they are not 100% interested in. I put this into practice in my session as I know myself that auto enrolment is  not the most interesting subject, so had I stood and talked to the learners for 30 minutes most of them would have been asleep! However, by asking for participation – and warning them about that up front – meant that they stayed engaged throughout the session. Recommendations for the future Were I to use this training session again in the future I would extend it to an hours session to allow more time for questions and answers and to expand more on key points. Although I felt I covered the basics in a short space of time quite well, I could have emphasised more on the ‘anomalies’, like temporary and zero hour contract employees. I quickly glossed over the subject but would have liked to spend the time discussing it in more depth with the learners. As mentioned earlier, my other change would be to adapt the handout so it was suitable to give out at the beginning of the session. This would allow the learners to have something to make notes on and move through at their own pace. As they make their own notes, it does often open the time up for more questions from learners meaning you can meet their needs more thoroughly.

Personal experience with banking concept of education Essay

Education, the process of taking in and applying information, is an important part of life that directly impacts an individual’s judgement and reasoning of both themselves and society. A person’s educational experience has the ability to influence their life despite their intelligence level or home life situation. In Paulo Freire’s book, The Pedagogy of the Oppressed, two major learning styles, the â€Å"banking† concepts and the â€Å"problem-posing† methods of education, and their effects on students are discussed. My personal early education was within a public school system in the small town of Canton, Massachusetts. While public schools are often stereotyped as being both diverse and inferior compered to private schools, my high school was mainly white and Roman Catholic and it contained many students that were academically focused and capable of getting accepted to prestigious colleges such as the University of Miami. In my experience, certain teachers within this school system have helped me to see, through a process of trial and error, the best way I take in new information. My education has undoubtedly been molded by a combination of both the â€Å"banking† concept and the â€Å"problem-posing† method and has allowed me to develop into the person that I am today. Being from a public school of a relatively small suburb in the Northeast, I have been pressured since the start of my education to learn in order to pass a government issued exam. Even as early as third grade, the focus of my teachers was to prepare their students for the dreaded statewide MCAS exam. The majority of my school memories from elementary school are of me practicing for the essay portion of this exam and being taught to use â€Å"50 cent† vocabulary words that would catch a grader’s attention and help us students gain a higher score. Yet, at this age, I did not really give my education too much thought. I automatically assumed that this type of mechanical drilling was the only way to do well in school and ultimately to make my parents and the people I cared about proud of me. As I grew older, I have realized that I will never know the true reason that my teachers chose to teach to standardized tests. Their reasons for this may have been purely self-interested and inspired by incentives such as receiving an extra pay bonus. Still, I personally believe that the intentions of my earliest teachers were mainly benevolent and helped to prepare me for my later education. As a starting point for learning, elementary school teachers are expected to tell students what they needed to know. Even though a large portion of this process may include having the â€Å"receive, memorize, and repeat† information as if they are almost robotic, this instills them with a set of skills that will become critical in the later part of their education (Freire 260). While it may seem that an elementary school teacher who teaches with this method would have little to no impact on how a student will succeed in life, these educators taught me educational techniques that I still value to this day. Many of the experiences that I have had with these teachers have taught me the importance of personal management. If my teachers had not placed an emphasis on the importance of organization and structure, and its relationship to success, then I would not be able to handle having a large study workload. Also, by introducing me to the importance of competition at a young age, I have been motivated to accomplish more academically and outside of the classroom than I would have without their guidance. Even though the initial principles of this â€Å"banking concept of drilling information into students may appear to be oppressive and constrictive, the benefits received by both the instructor and the student typically serve their best interests and satisfy what the student is looking to gain from their education. Therefore, I believe that it is slightly inaccurate to deem this educational method purely as a means of depositing information from one person to another. I am thankful that a portion of my education has been similar to that of the â€Å"banking† concept because it has given me the framework to pursue more advanced studies. Although a portion of my academic career has been somewhat impersonal and standardized, I was fortunate enough to take a class that gave me a chance to both think critically and cognitively while learning new material. In my junior year of high school, I was able to take an Advanced Placement history class that has brought my style of learning to a more advanced level. In this history class, the teacher gave us a schedule of what we would be doing each day of the current unit we were in that was very similar to a college syllabus. Each day of class we came prepared with background information on the topic we would be learning about which was reinforced by the teacher giving us an almost daily quiz. Although at the time taking these quizzes was tedious, it allowed for the class to discuss numerous historical topics in a short period of time. Our teacher, with the use of technology, presented different copies of primary sources to the class which led to a natural and flowing discussion of different topics. That history class was unlike any other course I had taken in the past and, while it was still challenging, I was able to do well and I scored a high grade on the AP test. I believe that the reason for both my personal success and that of many others in my class was due to the fact that my teacher combined methods of both the â€Å"banking† concepts and the â€Å"problem-posing† methods that were presented in Freire’s article. Instead of pretending to know all of the answers, my teacher posed problems to us students that we were able to work together to solve (Freire 265). While I was challenged academically to think on a critical and comprehensive level, there were certain aspects of that type of learning that required me to simply fill my brain with information. Without taking the time to learn basic facts and concepts of a certain subject, I would have never been able to insightfully discuss or give a knowledgeable opinion on it. Only by putting in a substantial amount of individual effort was I able to grasp anything that my teacher or classmates would say during a lecture or discussion. Although this experience may appear to solely support the â€Å"problem-posing method†, without the initial instruction of my early teachers to be self motivated to learn and do well in my classes, I would have believed that spending time studying outside of the classroom was pointless and that without a teacher I would be incapable of learning anything. Therefore, my academic growth that occurred during my junior year would not have been possible if I did not have such influential elementary school teachers. My educational experience over the past twelve years has definitely established me as the student that I am today. While many aspects of growing up in a small town in the Massachusetts with many similar types of people surely affected my education, it is certainly my teachers who have made the largest impact on me. With both the initial guidance from my elementary school teachers and with the introduction of critical thinking that was introduced by my history teacher, I have developed a style of learning that feature aspects of both the â€Å"banking† concept of education and the â€Å"problem-posing† method and this has proven to be successful for me in the past. Still, I hope that as I begin to continue my education at the University of Miami and possibly even in graduate school, that I will continue to grow as a student. In the future, I plan to take many different courses and be exposed to new types of thinking that will help me to develop intellectually. If I follow this path one day I may possibly be able to perfect my learning style and develop an efficient method that will help to bring me both success and knowledge in the future.