Assessment Two_Proposed Structure Essays - Articles, Free Essays

Assessment Two_Proposed Structure Essays - Articles, Free Essays Assessment Two - Structure and further Support Below is the proposed structure for the report. You may include additional sections and/or sub-sections if relevant Introduction (Break down the assessment task and give us an understanding that you understand what you are expected to address in this assessment. DO NOT start with definitions . You can probably start with something like "The purpose of this assessment task is to .(read your assessment brief and take help to write the initial few lines and then give us an idea about your main argument that you plan to develop and how you have structured your discussion - give idea of the main sections that will follow the introduction ) Leadership and Management (or work groups and teams ) Power and Politics (or conflict and negotiation ) Organizational Culture (also give an idea about what theory /theories would best explain or support the cultural context of the organization that you have chosen and best fits your main argument and why - DO NOT describe all organizational culture theories one after another) Brief overview of your chosen organization (this section may also fit just after your introduction) How leadership and management (or work groups and teams ) and power and politics (or conflict and negotiation) impact on organizational culture of the chosen organization - make application of theories ( you have had prior discussion of the theories in section 2, 3 and 4 ) in this section to make the link between your chosen paired topic and organizational culture. Remember, i n this section your aim will be to synthesize information from section 2, 3 and 4 to develop arguments and logical conclusions that help establish the links clearly among the chosen topics and the chosen organization culture. You should bring in examples f rom your chosen organization as evidence to support your arguments . Conclusion ( s tep back and think through what comes out of the overall discussion? What are the key points emerge ? W hat would you want the reader to remember ? ) Reference s (Harvard Referencing Format in alphabetical order) Please also note the following : Please take the given feedback for assessment one into consideration Follow Harvard Referencing throughout your work (in your in-text citations and your reference list) T he work should be critical and analytical. This is a level 7 qualification . It is not too late to make aware of yourself about the level seven expectations. Wider research and reading is mandatory Use only academic, professional sources which are RELIABLE and RELEVANT - journal articles, books, information from Government websites ( REFRAIN from using information from Blogs, commercial websites such as tutor2.com, UK Essays, businessballs.com etc ..) Get someone to proof read or peer mark your work Be aware of issues related to plagiarism and academic misconduct. You can upload your work to NILE site prior to the deadline and view your similarity report. The focus of assessment two is to discuss how the chosen topics impact on organizational culture of the case study organization . This must be kept in mind when writing up your report. Focus on your academic writing and also ask yourself Does the introduction say what I am planning to do in my assignment? Does my work reflect critical and analytical thinking in relation to linking the chosen topic with organizational culture ? Have I addressed the assessment task? Any deviations? Does the conclusion link to my discussion and introduction? Please refer to learning and development and library support web pages for further support and guidance.

About Forest Fires

About Forest Fires Free Online Research Papers Forest fires can be caused by nature or by humans. But either way they can both threaten the lives of innocent people and animals. Not all fires are bad though some are set on fire on purpose. A few ways forest fires can be prevented is by having strict laws to do with fire. Such as camp fires, smoking or anything hazardous to becoming a fire. A great example where fire laws are strict is at Yellow Stone National park founded in 1872. There are hundreds of fires in yellow stone park a year. Even thought there are hundreds of fires there they continue to do controlled burns to remove non-native plants. Forest fires have negative affects to the home of humans and animals. They can destroy all the under brush and tress where animals live. They wipe out hundreds of homes and buildings. Some fires even kill innocent people who get trapped in the middle of the fires path. Although there are many negative facts about fire there are many positive affects to. For example if a are is crowded with tress or many old and dead trees it can clean things up by burning them leaving room for new trees. If an area is being over taken by a foreign plant then it will eliminate that plant and let the old one come back to life. Fires may also destroy bad tree diseases such as bark beetle. All in all I think forest fires are a huge part of are environment. As long as forest fires are controlled we can learn to live with them and to use them to our advantage. Maybe some day scientist of the future will use our research to find a stop the bad fires that can destroy thousands of acres. In conclusion forest fires can be very helpful but very deadly. Research Papers on About Forest FiresWhere Wild and West MeetGenetic EngineeringTwilight of the UAWHarry Potter and the Deathly Hallows EssayThe Spring and AutumnCapital Punishment19 Century Society: A Deeply Divided EraThe Masque of the Red Death Room meaningsBionic Assembly System: A New Concept of SelfThe Effects of Illegal Immigration

Animals and the Myriad Ways They Can Kill or Heal Us Essay

Animals and the Myriad Ways They Can Kill or Heal Us - Essay Example Bee venom is also referred to as apitoxin or bee sting venom. Scientifically, it is also known by such names as apis venenum and apitoxine among others (Stearns, 2012). As the name suggests, bee venom is a product of bees. As a matter of fact, it is the venom that makes it painful when a person is stung by bees. Nonetheless, bee venom should not be confused with honey, bee pollen or royal jelly. Basically, bee venom is a major product of the bees. These insects use it as a defense mechanism or a weapon to protect their territory. This article reveals that bee venom is not only feared but also does magic within human body. Bee venom contains some wonderful substances. In fact, it contains up to forty pharmacologically active ingredients. Some of them include mellitin, apamin, adolapin, dopamine and others. Each of these active substances has a different effect on our bodies. This means that once a bee stings a person, the pain dies after about one hour, and the venom left behind begin s to do wonders. Of course, the introduction (actual insertion of the bee sting into human body) is painful and feared by almost everyone. On the other hand, bee venom can be used to combat a number of ailments including insomnia, headache, inflammation, osteoarthritis, skin problems and others. In fact, it has been said that when a person has severe headache, he or she could have a quick relief via a bee sting. This practice is normally referred to as BVT (bee venom therapy). Astonishingly, bee venom has recently been found to contain a key ingredient that destroys HIV (human immunodeficiency virus). Perhaps, this is a breakthrough, especially considering that HIV/AIDS has continually killed millions of people without cure (Saini & Peterson, 1999). Bee venom has not only been shown to destroy HIV cells, but it also does so without harming other cells. This is very important in treatment of any other disease because the aim is not just to kill the bacteria but also to protect other body cells. Researchers have loaded the toxin (referred to as melittin) onto nanoparticles styled with bumpers that normal cells bounced off unaffected. According to the researchers, HIV cells are small enough and can fit between bumpers. This means that they can make contact with the surface of the nanoparticles where bee venom awaits (ScienceDaily, 2013). Consequently, melittin on these nanoparticles fuses with viral envelopes and ruptures them. Of course, this strips the virus’s shell thereby killing it. The difference between the bee venom technique and existing HIV treatment drugs is that the latter techniques attempt to slow down the virus’s ability to duplicate. It is worth noting that the virus has also evolved to evade most of these anti-HIV drugs. What is more, bee venom ingredients (in particular melittin) attack the virus’ natural structure. There is theoretically no mechanism to grow adaptive evasion responses to this. Altogether, ingredients found in bee venom are strategically placed to destroy HIV. The bee venom antiviral therapy has propositions for areas rampant with HIV. For instance, it can be used by women together with vaginal preventative gel. This prevents the initial infection. In addition, treatments could be devised for drug resistant HIV. Such treatments can be delivered intravenously, potentially clearing the blood of the virus. Let us not forget the possibility for this type of treatment being applicable for couples in

Business Management Essay Example | Topics and Well Written Essays - 3000 words - 2

Business Management - Essay Example These new people in the organization always bring in something that they give to the organization as well as learning from the organization at the same time. In today’s modern world technical skills have gained more importance and so has the need for the understanding of the behavior of these people (Kreitner, 2009). A study of organizations which encompasses different viewpoints and is based on multiple levels of analysis is termed as Organizational Behavior. The study involves the behavior of the people in the working environment (Schein, 2004). The importance of organizational behavior is seen in an organizations development. Organizational behavior is used to increase the performance of an organization wholly and individually. The role of organizational behavior is very important these days, many different types of people with varied ethnic backgrounds and cultures work together and hence its importance and popularity is increasing in the business community (Harris, 2001). It covers other fields like sociology, psychology, management and effective communication. Moreover organizational Behavior helps in the improvement of how the company can elevate its performance as well as the individuals that are working in it. Organizational Behavior covers topics like diversity of cultures, team intera ctions, and design of organization, influence, leadership and power. Organizational Behavior is all about the ability to manage as well as lead thereby increasing the output of the organization (Kreitner, 2009). The purpose of Organizational Behavior is to find out the factors that affect the company’s performance and the individuals that work in an organization are studied so as to find out the shortfalls in them that lead to the company’s downfall. The study is used to find out the factors that will increase organizations effectiveness

The implementation of Occupational Health and Safety Act Essay

The implementation of Occupational Health and Safety Act - Essay Example 1990, CHAPTER O.1 PART III.1; 32.1-32.4). The plant is covered under the Industrial Establishment regulation of the OHS act (R.R.O. 1990, Reg. 851, s.3.). The Ontario act and the regulations for industrial establishment The plant has an open layout. The layout is segmented into various sections where specialized work is carried out. The circular saw is located in the carpentry and joinery section. Although the plant employs 50 workers, only about 10 employees are trained in the use of the circular saw. The circular saw used is an electrically powered saw. It uses its own electrical outlet and cannot be operated by any other means. It was first installed about 8 years ago by the manufacturers and is fully owned by the company. There are 5 circular saws in the work area; two are with radius of about 10 inches and the others about 8 inches in diameter. The circular saw has procedures of use that details maintenance time-lines, hours of operation and troubleshooting. Above all the designers and manufacturers have outlined in the operation manual that only authorized persons should operate the equipment. The manufactures have also suggested a restricted work area. (i) Pre-use: there is no operational checklist prior to use of the circular saw. ... (i) The area is not clearly marked as a restricted area. Un-authorised personnel usually occupy it. (ii) The work area is not clear of debris such as dust and wood chips. The sanitation and maintenance is performed at the discretion of the operators, usually after long periods. (b) Employee Training The manufacturers (designers) have provided training manuals for the equipment. However, (i) Newly assigned workers including temporary workers do not receive the prescribed level of training before operating the saw. (ii) Workers from other sections of the plant frequently use the saws without training or supervision. (iii) Training updates on use of the saw is not scheduled for any of the workers. (iv) The manuals of operation for the section (including for circular saw equipment) are not in full display therefore are hardly referenced by employees. (c) Maintenance of Equipment Regular and periodic maintenance is prescribed by the manufacturer of the circular saw. The assessment of the equipment maintenance is as follows: (i) Pre-use: there is no operational checklist prior to use of the circular saw. Therefore the saw is not always checked for lodged bits and chips stuck under the blades. The saw is not checked for performance before use e.g. there is no testing of emergency stops. (ii) Post-use: Debris from operating the saw is not cleared from away. Guards are not always deployed to restrict blade movement during cleaning. Electrical power is not turned off during post operation use. (iii) Manufacturers have completed a scheduled maintenance of the equipment. (d) Personal Protective Equipment (PPE) The use of PPE is left to the discretion of the workers. An assessment revealed the following non-compliance: (i) The

Drug Prohibition in Australia: Critiques

Drug Prohibition in Australia: Critiques Introduction A prohibition notice prohibits a person from carrying on certain activities which involves a serious personal injury until corrective action is initiated. Consumption of drugs spoils lives is not a new thought but the same has not been seriously considered. One of the methodologies used globally is to implement prohibition. Several studies have suggested that the prohibition based approach have proved to be a failure and are futile. Needless to emphasize that unlawful drugs cause harm both physically and socially. Drugs are major headache for all states. Drugs corrupt people and undermine society. Drugs make people unfit for work, unfit for parenting and unworthy for citizenship. Prohibition leads to huge black market in illegal drugs (Pryce, 2012). Drug consumption has worse impact as its usage does not satisfy hunger satisfaction rather the users try to find alternatives. There may be different methods for reducing the consumption of illicit drugs but prohibition has been the most reliable method found by all countries. It is, however, observed that prohibition has not been able to provide positive outcome. The easy availability, increase in drug related crimes and ruining of number of lives having dependence on drugs evidence those innovative steps or multiple actions are required to curb the consumption of illicit drugs. The drug war has remained as a priority for all political parties but it appears that it has largely been misunderstood and no concrete steps have been taken to solve the ever rising problems. One section of the researchers suggested legalizing the use of drugs but this debatable issue especially considering all drugs cannot be legalized. Drug abuse remained as a serious issue in our culture as self medication remains in practice for long and depressed people self medicate just for tolerance purposes. Prohibition policy is becoming policy of violence as holding banned drugs will take consumers behind jails and if the drug abusers are strong there is risk of life for the regulating agencies (Vibes, 2012). Main Body All the drugs for consumption cannot be put under legally permitted because of the different characteristics. Prohibition of drugs is a fundamental issue but one segment of society suggests that concept of punishment is as old as Stone Age and prohibition is an inherently violent policy. There is suggestion for reforms in Drug Policy segregating which drug is more harmful than the other, how to prevent consumption of illicit drugs. To focus on drug problems in Australia, it is pertinent to refer that records indicate that 22% of Australian population during 1998 took drugs at least once a year which is five times more than the global average. After reviewing the seriousness, strategy made by Australian rulers was tough to reduce the drug supply and trafficking which caused reduction in demand and harm caused by drugs. Till 2008 there was significant decline in drug use levels. Review of Australian initiatives by amending drug policy indicates that drug use levels declined significant ly after 1988. One of the steps taken by United Nations Office on Drugs and Crime (UNODC) is to increase the body of knowledge available to policy makers to improve the global efforts to combat the threat posed by drugs. Alternative to prohibition is to implement better control over sellers accountability and drug safety. Needless to say those drugs are sold in black market when the prohibition is enforced and there is no accountability amongst the sellers. Second alternative is reduction in availability of drugs to children. Culture also plays an important part e.g. even if there is no legal age restrictions on alcohol, the societal and family norms will prove to be effective by preventing children from than a formal prohibition policy. Thirdly, the steps initiated by Government to encourage genuine treatment for addicts are to avoid the path of punishment to deal with the social problem of drug addiction. All these actions need to be implemented as prohibition is not able to prevent the harm rather it is causing more harm in some cases. Past research studies confirm that drug-related offences account for 6 per cent of criminal cases and about 11 per cent with punishment of behind the bars (Ergas, 2 012). Prohibition has been seen as a solution but the real causes have not been targeted and alternate solutions have not been implemented due to number of reasons influenced by political administrations. Law enforcement and criminalization are linked to prohibition though other possible options to focus primarily on the health and social effects of drug use have not been given consideration to large extent. History confirms that Governments in Australia often use harsh measures for the illicit drug use and drug users. It is not in line with the steps taken for two other psychoactive drugs in widespread use in Australia, nicotine and alcohol. They are not prohibited, though associated with health, social and economic costs to public and society than the currently illegal drugs. It has been observed that in case of nicotine there has been decline in use after the regulation, taxation and social control have been invoked. But neither drug is prohibited. Instead, they are controlled not by or ganized crime, but by governments. The impact of invoking certain regulations provide boost for policy changes. It is prompting public discussions about prohibition of drugs, searching alternatives to existing criminalization approach and acceptance of the one found to be effective and acceptable to majority. This is need of the time as large number of young Australian deaths cannot be allowed to continue. In addition to the young deaths, large number of people suffers the short and long term health consequences of drug dependence, unsafe injecting practices and infections. There is decline in social standards as families suffer due to these drug abuses. It has been, therefore, suggested to reopen the national debate about drug use, its regulation and control. As suggested by other countries, change in culture and need to link parents and young people in this cause will have a major shift away from prohibition and major decline in use of illicit drugs. There has been opposition to p rohibition in Australia and other countries. Public opinion is against prohibition which provides boost in production, distribution, and control of illicit drugs into the hands of criminals and increases their corruptive influence. There is more harm resulting from prohibition which overshadows the gains from efforts by police to curb the criminal drug industry. This is in fact accepted by many politicians, police, researchers and leaders of civil society across the world. Major drawbacks of prohibition are large number of young Australian deaths annually and loss of home and property. Internationally too, the war on drugs is lost by prohibition which has prompted them to look into rethinking of international strategies about prohibition and the treaties and conventions. Another factor is the huge profits from the black market trade in drugs, these amounts to an ounce of heroin costing many times more than an ounce of gold. It has made the criminals more resourceful than law enforce ment authorities which hamper the success that police can achieve to reduce the supply of drugs. Prohibition causes an increase in the price of drugs and an increase in criminal profits and activities. It is fact that after decades of implementing prohibition in Australia, there is an easy availability of the banned drugs in streets and prisons which confirm that young people are surviving these supplies. Huge public funds used for implementing prohibition laws have gone waste looking into the growth of drug use. Had these resources been allocated and directed for health and social issues the results could have been different. Social cause is one of the most important criteria for any country. With the use of drugs there are increased chances of harm to individual drug users and their families. Large portion of this public harm is towards the younger generation and their families, mainly due to failure of the national policy of prohibition and criminalization. It has been suggested that national drug policy should be based on what is beneficial to the country and society as a whole and what factors differ from international actions (Australia 21). Liberalization of drug policy is supposed to increase the number of drug abusers, though there are no studies to support this presumption. In fact the conclusion is otherwise as in case of Cannabis policy it is summarized that after liberalization USA, Canada and South Australia, the consumption level did not change and was at similar levels or decreased following liberalization. It is evident from the studies for all countries cited above, after having adopted liberalized cannabis policy; they have experienced a substantial reduction in law enforcement costs. Prohibition has not only faced failure in Australia but on the international scale too. The drug abuse is known to have serious impact in 80 countries and prohibition could not help in curbing the spread of drug abuse. The spread of use of illicit drugs is more prevalent in developing countries. There can be different reasons e.g. transport, distribution and financing of the illicit drugs trade is increasing and the difficultie s of trying to stop this trade are becoming more complicated with every passing year. In view of international failure of the policy of prohibition, it is not surprising that real alternatives to prohibition are being considered. In the United Kingdom, there have been relaxations in punishment of people caught with possession of certain quantities of drugs. People caught may not be charged if they are found to be first timers. Many countries including Netherlands and the Swiss are now moving slowly towards drug policy reform. In USA, there are number of reforms for the drug policies and there is less support for prohibition and there are number of steps to be materialized. Other issue is reforms in drug policies which remains debatable amongst the various segments of society and political parties. In spite of the fact that reforms are slow, these cannot be ignored as this is a major issue and needs to be given importance. Drug policy reform is thought to be major alternative to the prohibition. In one of the cases, heroin was prescribed by medical practitioners and the dispensing of this drug by pharmacists was put to the House of Representatives in Canberra. Suggestions that drug law reform led to reduction in drug abuse have been found to be more effective e.g. in The Netherland, Dutch people are found to be the lowest users of cannabis in Europe considering Netherlands policy being one of the most liberal in Europe. In UK, British crime Survey, the proportion of 16 to 24 year-olds using cannabis has declined from 28% in 2000 to 21% after the downgrading of the drugs to class C. It has been suggested that use of drugs by minors causes more difficulty in controlling prohibition. It is effective policy i.e. causing accountability to seller to ensure they only sell drugs to adults, specific drugs must be legalized and sellers are under given license. Prohibition has been providing opportunity to sellers to remain hidden and they remain underground to earn huge money (Kerlikowske, 2010). There has been large number of events in the recent years evidencing that national and international recognition of serious concern related to criminalization of drugs is producing more social and geopolitical harm than benefits. There is urgency for taking new approach with future policy based on community understanding and sound research. In the recent Sydney symposium organized by Fairfax, large number of excellent studies with regard to prohibition confirming the steps taken for social cause was debated. Based on the factors that the Australian drug policy has been shaped by a national strategy around three pillars, the requirements are to look into accountability part of the supply side by supply reduction to reduce the availability of drugs through legislation and law enforcement. Change in demand reduction can be through prevention and treatment services and social awareness about the adverse impacts of usage. Recommendations done at various forums are to develop various forums for the reopening of the debate about drug policy (Douglas, 2012). There had been various control measures in USA for curbing the practice of use of illicit drugs. In 1971 President Nixon had declared war on drugs but failed. The outcome was reviewed and made public that policy of full strength against the production, supply and consumption of illegal drugs has not worked. It is easy in the developed countries to buy these drugs as per wishes of consumer. It is multibillion dollar global industry having enriched mighty criminal cartels and also posing a threat to the countries. In view of the above, to quote statement of former president of Brazil that It is time to admit the obvious, and The war on drugs has failed need to be considered seriously. Change in society and culture is equally important. Responsibilities of the public is most important In Britain, more than half a million people aged 16-24 took cocaine last year and more than a third of all Britons aged 16-59 have taken drugs at some point in their lives; one in 10 in the last year. Thes e major portions of societies need a major cultural change as it can lead to addiction and enter in crimes to fund their habit. The solution of such problems does not lie in prohibition alone; some combined efforts are needed for all the countries impacted by this underground industry (The Observer, 2009). Conclusion Beyond doubt, all must acknowledge that prohibition is a failed policy. Even after spending billions of dollars in Australia on prohibiting drugs the country has one of the highest rates of drug usage in the world, including so-called party drugs used by young people. There are different arguments for reform, including its political bipartisanship. This has been highlighted by the experts from the Australia 21 forums confirming with the vast majority of doctors, welfare workers, lawyers and others who work at the coalface of drugs policy each day. It is hence a fact the prohibition alone is unable to stop rather it is literally killing, injuring and hurting young Australians who use illicit drugs because of our irrational obsession with prohibition. It is time to stop the prohibition process and initiate actions to produce policies that actually work. Over the past decade research studies have suggested that from chronological events, change in polices there is strong shift in public opinion in favor of drug policy reforms. This is in spite of the fact that there has been no public debate organized by countries or indulging in any independent enquiry in this serious issue. Contrary to this, there is still one section of public support for the continuation of prohibition of illicit drugs instead of legalizing and regulating the use of these substances. Such studies refer to incidents in USA also wherein 82% of those polled by the Family Research Association in 1998 were opposed to the legalization of heroin and cocaine in the same manner as alcohol is legal. Similarly, during the year 2009, a Gallup poll concluded 54% of those polled were against the legalization of cannabis. In Australia, which has had the highest levels of illicit drug use, in Organization for Economic Co-operation and Development (or OECD) countries do not support the legalization of heroin, cocaine and amphetamines, and 79% do not support the legalization of cannabis as per survey conducted in 2007. Experience of prohibition has not been successful in majority of countries. In fact conventional wisdom application helped more to frame and amend the policies on intoxicants prove to be effective. Prohibition in consumption of alcohol also failed and generally speaking that drug prohibition is destined to fail too seems to be in order. However, notwithstanding ones position on the success or failure of alcohol prohibition, there are key differences between that policy and modern-day drug enforcement that renders a comparison almost useless for serious policy analysis. Public opinion states that prohibition has failed and there is need for managed legislation to curb this practice. Experienced law firms opine that war on drugs is not responsibility of courts as courts only practice what is referred to in the laws. There is need for political will for not to create a harsh environment in relation to drugs. Politicians focus is wrong and the real cause of addiction needs to b e targeted. People suggest that drugs must be made legal for the use subject to terms and conditions. Domesticity and Motherhood in the UK: 1919-1939 Domesticity and Motherhood in the UK: 1919-1939 A  return to domesticity and motherhood in Britain in the years 1919-1939 This dissertation analyses the extent of women’s return to domesticity and motherhood in Britain in the years 1919-1939. Applying to the primary sources taken from women’s magazines, newspapers and novels and utilising the feminist approach and the social constructionist approach, the research identifies social, political and historical reasons to explain women’s position at the beginning of the twentieth century. The findings of the paper suggest that after the First World War the country began to revive the cult of domesticity, returning to the traditional stereotypes in regard to females. Those women who continued to work were rejected by society. However, British women managed to turn the principles of domesticity and motherhood into a new direction, combining their domestic duties with professional careers. Thus, some received results are consistent with the previous researches, while other results provide new findings, concerning the discussed issue. In this regard, the interwar revival of domesticity does not represent women’s loss of independence, but instead contributes to the creation of a new female identity. 1 Statement of the problem Although the beginning of the twentieth century in Britain demonstrated the rise of the suffrage movement and the implementation of the voting rights for females, the period of 1919-1939 revealed women’s return to domesticity and motherhood. Despite the fact that there were some tensions between the former ideologies and new principles of females’ independence, British women successfully coped with the existing domestic restrictions and renewed the ideals of motherhood. However, the conditions of domesticity slightly differed in middle-class and working-class families due to different social status of these groups. 2 Introduction During the First World War the usual females’ roles in Britain were exposed to some changes: women substituted men in munitions factories and other plants, achieving a certain degree of independence. They faced new perspectives and managed to acquire financial security. However, in the post-war period the cult of domesticity gained much strength, and British females were forced to return to domesticity and motherhood. This sudden shift in roles can be explained by various social and political events occurred within the country. British society that experienced considerable difficulties after the War began to idealise women who devoted themselves to a family and, on the contrary, expressed enmity to those females who wanted to work and acquire economic independence. Thousands of women were discharged from factories and they could not find another place of employment. According to Jude Giles, the popular British papers constantly advocated the principles of domesticity and motherhood, strongly criticising unmarried females who challenged the existing socialstereotypes1. British fiction and films depicted women within domestic sphere, while all other spheres were restricted for females. Although the voting rights for females were preserved, constant attempts were made by some politicians to introduce certain restrictions into the process of voting. Thus, British society gradually returned to the traditional division of gender roles; and, as Martin Pugh puts it, the period of 1919-1939â€Å"marked the start of a long-term trend towards marriage†2. However, women considerably changed their marriages and their relations with men, demonstrating independence and strength. The aim of the dissertation is to analyse women’s return to domesticity and motherhood in Britain in the years 1919-1939. The research is divided into several parts. Chapter 1 provides a statement of the problem that uncovers the principal thesis of the paper. Chapter 2 conducts a general overview of the discussed historical period and the position of women in Britain since 1900. Chapter 3 discusses the critical works that are written on the issue of domesticity and motherhood at the beginning of the twentieth century. Chapter 4 discusses the research methods that provide the basis for theoretical explanation of the changes in the position of both middle-class and working-class females. Chapter 5investigates in depth various aspects of the issue, such as the impact of historical events on women in the years 1919-1939, the social and political changes that resulted in women’s return to domesticity and the depiction of these changes in British literature and mass media of the twentieth century. Chapter 6 analyses the results of the research, while Chapter 7 points at the limitations of the dissertation and gives suggestions for further research of the discussed issue. 3 Review of the literature The issue of domesticity and motherhood in Britain in the years1919-1939 has been widely researched by critics. Deirdre Beddoes points out that it was the period when the â€Å"notion that women’s place is in the home† was revived3. The researcher analyses women of middle-class society, suggesting that they greatly changed the ideals of domesticity and motherhood after the First World War. Sue Burley goes further inhere analysis; she pays much attention to women of working class, trying to give â€Å"a synthesis which will give us [readers] an overview of twentieth century femininity in Britain†4 and demonstrating women’s difficulties in dealing with household duties and work. Burley regards the period of 1919-1939 as the times when a new family with a great emphasis on domesticity and motherhood was formed, but when many women were still engaged in various kinds of work outside home, such as military, banking, nursing and teaching spheres. Susan Kingsley Kent draws a parallel between the ideals of domesticity and various stages of the inter-war period. In particular, the researcher claims that at the beginning of the First World War British society adhered to the traditional division of gender roles, that is, women spent much time at home and men took part in the battle. Kent considers that, as the War progressed, women acquired males’ places, while men revealed passivity and became rather feminised5. In the post-war period the women’s suffrage was widely opposed and criticised by British society, while females’ domesticity was maintained by all possible means. However, Pat Thane challenges this viewpoint by stating that â€Å"there is reason to question the assumption that a reasserted ideology of domesticity was successfully imposed upon women in the 1930s†6.Applying to a detailed observation of social, historical, economic and political contexts of 1919-1939 Thane demonstrates that the First World War did not change the position of women, but only slightly improved it. Billie Merman demonstrates that the cult of domesticity in Britain was maintained through British media, especially through such famous newspapers as the Express and the Mail. As the researcher states, â€Å"From the beginning of 1919 the contemporary young woman was criticised on every conceivable ground. Her appearance was derided, her manners deplored and her newly gained freedom was regarded with suspicion†7.Melman considers that the British government was afraid of females ‘independence and made everything to eliminate it. The only possible way to decrease the spread of the suffrage movement and females’ employment was to force women to return to domesticity and motherhood. As a result, unmarried working females were accepted with great enmity, creating poor conditions of living for them, especially for working-class females. Sue Burley even claims that single British females â€Å"were vilified as useless members of society†8. Such a prejudiced viewpoint reveals the attempts of the British government to utilise gender differences for their own benefits. During the First World War females were treated as an important gender group that maintained industries, that is why working females were provided with certain rights. But the attitude towards working females was greatly changed in the post-war period, when it was necessary to improve an economic situation in the country and decrease the level of men’s unemployment. Deirdre Beddoes maintains the similar notion, as she states, â€Å"In the inter-war years only one desirable image was held up to women by all the mainstream media agencies – that of housewife and mother†9. However, Marcus Collins suggests that at the beginning of the twentieth century patriarchal marriages in Great Britain were replaced by marriages based on equality and freedom, despite the attempts of the British government to destroy this equality10. In view of such ambiguous critical opinions, further analysis makes an attempt to overcome these differences and evaluate the extent of females’ return to domesticity and motherhood. 4 Research methodology The research is conducted, applying to two theoretical methods – feminist approach and a social constructionist approach. These theories provide an opportunity to analyse the issue of women’s return to domesticity and motherhood in Britain at the beginning of the twentieth century from different perspectives and historical context. As a valid tool of analysis, the feminist approach observes women’s position in Britain in the inter-war period, demonstrating the changes within society. It is also aimed at evaluating various literary works through political, social, economic and historical contexts, trying to reveal truthful portrayal of females in both men’s and women’s writing. The social constructionist approach demonstrates that women follow the norms of society that assigns specific roles for both males and females. Thus, females’ sexuality is defined by cultural and social factors. 5 Discussion 5.1. Historical Background Until the end of the nineteenth century British women had been prohibited any display of free will and independence; instead, they had to follow the existing social norms that defined them the roles of wife and a mother, depriving females of the opportunity to receive education or work. This especially regarded women of the upper and middle classes who had to subdue males in everything, because men controlled all aspects of social, cultural and political life in Britain. They also controlled family’s property, thus a wife received nothing, if she decided to divorce; even her children remained with husband. In view of such norms, it was a disgrace for a man, if his wife expressed a desire for work; as Jane MacDiarmid puts it, â€Å"Middle-class women were ladies for whom waged work was demeaning, indeed a slur on middle-class manhood†11. However, the position of British women began to slightly change with the rise of the suffrage movement, on the one hand, and the inability of females to find inappropriate match, on the other hand. Some females made weak attempts to receive education and achieve independence, but in the majority of cases parents did not allow them to acquire specific professions. Gradually, the number of British women who did not have any occupation and could not marry became so intensified that British society realised the necessity of providing women with some occupation and professional skills. But as Althea Cullen reveals, â€Å"the question of creating employment for needy gentlewomen posed severe social problems in a period when ‘lady’ and ‘work’ were contradictions in terms†12. The fact is that British patriarchal society continued to impose restrictions on females’ occupation, wishing to preserve their position of a wife and another and forbidding them to interfere into males’ jobs. As â€Å"the majority of girls in Britain received a crucial part of their education in the home†13, they could only work as governess, nurses or teachers. If women in Britain wanted to receive another occupation, such as drawing or banking, they had to acquire specific vocational training. Although some educational establishments, like Bedford College, the Female School of Design and Queen’s College were established to provide females with necessary knowledge in teaching skills and art, the number of women in these colleges was disastrously low. British society continued to maintain its previous stereotypes and considered it inappropriate for females to be earnestly engaged in such activity as art or writing, because â€Å"the serious pursuit of art was incompatible with the demands of marriage and domesticity – it unsexed women†14. When the First World War began, British females received an opportunity to replace men in the working places. Women of the middle-class society were mainly engaged in civil activity, while females of the working-class society worked on munitions factories and other industries. As Pugh states, in 1918 more than 110,000 females worked indifferent places15. However, by 1919 the situation in Britain had changed and women started to gradually return to domesticity and motherhood. On the other hand, this return was different for working-class females and middle-class females. The first group of women had used to work before the First World War and their position did not change much in the post-war period, except some improvements unemployment. But the second group of females â€Å"entered occupations which they would have never dreamt of pursuing in normal circumstances†16. As a result, some of them abandoned the work after the end of the First World War, while others continued to perform their professional duties, though the British government made everything to suppress such females ‘activity. 5.2. Domesticity and motherhood in Britain in the years 1919-1939 The First World War aggravated the living conditions of British people and intensified the problems that had already existed in the country in the pre-war period. For instance, the spread of venereal diseases began to threaten women’s fertility17, and various social changes inspired by the War resulted in the decrease of the country’s power, especially in the sphere of economics. The conditions of females and children in Great Britain were especially complex. In the absence of men, females began to realise that they had to take responsibility for their homes and children on themselves; however, they were also forced to substitute males on their working places. In addition, those males who were not killed in the War were psychologically destroyed by the war experience and the difficult economic conditions, with which people collided in the post-war period. As Sally Alexander puts it, â€Å"After the War, the sexual division of labour was again a source of friction†18. Thousands of British males who came back home in 1919 realised that their jobs were taken away by females. Thus, men could no longer support their families in inappropriate way and women refused to abandon their jobs. Such a shifting economic positions of women and men resulted in men’s unemployment that was proved by the official data of the twentieth century19. Some men had to send their children in search of a work to South or even sell them, this especially regarded young girls of British miners who lost their jobs in the post-war period. Men started to experience the lack of dignity that usually resulted in the destruction of a family or their own personalities. The situation was complicated by serious economic depression of 1921that was a direct consequence of the First World War, as many industries in Britain were destroyed. Besides, the country that lost great part of male population during the War was impaired and required fresh force to cope with the negative consequences of the War. As Kent claims, â€Å"marriage and marital sex bore the brunt of restoring social harmony in post-war Britain†20. The British government understood that it was crucial to restore the traditional division of gender roles. As women returned to domesticity and motherhood, they were gradually transformed into new females. In the pre-war period British women occupied lower legal, cultural and social position than males, but the changes inspired by the War and the suffrage movement resulted in the improvement of women’s conditions21. In particular, females turned from passive creatures to active figures, while men changed into indifferent personalities. In addition, â€Å"the British parliamentary franchise was extended to women aged 30 years Andover who were occupiers, or wives of occupiers, of land or premises of not less than five pounds annual value†22. It was also given to those females who had a university degree. This was an important change in females’ position, because since 1832 franchise had been given only tamales in Britain, according to the Great Reform Act23. New females made constant attempts to improve their marriages and their education, following the ideas of freedom and equality. For instance, they managed to create a great number of Women’s Clubs and gathered there to discuss various females’ issues or oppose some legal decisions. The fact is that, although British government provided females with the voting rights, it still restricted their participation in certain spheres of political, economic, cultural and social life24. Some British politicians considered that young females would support only one political party, thus they challenged the necessity to give legal rights to women, instead suppressing their freedom of actions and choice. As a result, â€Å"the impact of women as voters on politics and policy was slight, except possibly to reinforce conservative and Conservative Party values, including traditional values ofdomesticity†25. However, as women began to succeed in both domestic and working spheres, they proved their abilities to combine professional careers with the position of a wife and a mother. Females realised that family is their main responsibility, but according to Rhea Dorr, â€Å"Home is not contained within the four walls of an individual home, Home is the community. The city full of people is the Family. The public school is the real Nursery. And badly do the Home and the Family and the Nursery need their mother†26. If British females failed to prove their rights in peace negotiations with political leaders, they turned to active military actions that usually ended in their imprisonment. The years 1919-1939 in Britain are characterised by the spread of hunger-strikes among women that were usually suppressed by the government. Therefore, these women passed the way from ‘the gallant girls’ of the eighteenth century to ‘domestic women’ and feminists of the twentieth century. Some females worked as hard as men both during and after the First World War, running the risk of miscarriage, starvation or death, though British media, as Deirdre Beddoes claims, concealed these facts, instead introducing the stereotypic ideals of females that were changed from time to time due to social, cultural and political changes27. The British government continued to implicitly oppose women’s involvement into the working industrial process, maintaining the notion that if married females earned money, they deprived men and unmarried females of the opportunity to earn theirliving28. Such a viewpoint can be understood, if taken into account serious unemployment in Britain in 1920s. As a result, the greater part of married British women was unemployed in the period of 1919-1939. Even in 1928 when females managed to achieve equality in voting rights, their â€Å"political involvement declined still further, reinforced by powerful and effective social pressure upon women to give primacy to their domestic roles†29. Specific official policies were implemented in Britain to make women return to domesticity, as the First World War wasover30. Those married women who still worked were exposed to social rejection and punishment; in other cases, women were driven over the edge, as owners of industrial companies made them perform the same amount of work as men who were physically stronger than women. As one female worker claimed, â€Å"He [husband] might as well have a wooden woman. We’re that tired by the end of the evening we’re fit for nothing†31. As a result, many British companies preferred to hire men for different kinds of work, especially in factories, while women were hired only for seasonal or temporary activities, if there was shortage of man power during complex periods of manufacturing. As British women received training only in housekeeping and crafts, they were not allowed for qualified jobs in offices or banks32. Infect, they were suited only for household work, especially if women were more than thirty. Young girls were more appropriate for a job, because they required less salary than men and older women. Thus, women had no choice but to fully involve in domesticity and motherhood, finding new interests in this routine. It was only in 1939 that the attitude towards women began to change, and many industries preferred to hire women rather than girls or men. The formation of trade unions in Britain greatly contributed to these changes. However, British women were still forbidden to work at night and, in this regard, their earnings were comparatively low33. Such a situation had existed until the end of the twentieth century. British literature of the twentieth century reflects the conditions of women after the First World War, simultaneously revealing that women’s return to domesticity and motherhood did not deprive females of the opportunity to take part in certain occupations, especially, art, writing, home design, nursing, gardening, banking34. For instance, in Diary of a Provincial Lady Elizabeth Monica Delafield creates a woman who lives in English countryside in the midst of Two World Wars and who tries to combine her household duties with her attempts to become writer. This female character has to deal with a lazy and tedious husband, disobedient children, quarrelsome servants and other arrogant people who surround her in the village, such as Lady Bakeshop and Lady Boxed. She tries to please the members of her family in all possible ways, but receives nothing in return, except complaints and whims. In particular, her husband Robert constantly keeps silence and ignores her, as the Provincial Lady claims, â€Å"Speak of this to Robert, who returns no answer. Perhaps he is afraid of repeating himself?†35Robert is used to sit lazily and read a newspaper or a book, while his wife controls everything in the house: â€Å"Robert comes very late and says he must have dropped over the Times†36. Robert makes no attempt to understand his wife and does not want to help her; instead he is absorbed in his inner world, in his thoughts and affairs. However, the Provincial Lady is truly devoted to Robert and her children Robin and Vicky, although she tries to conceal her feelings from other people, especially her neighbours. Delafield shows that British society does not understand such devotion and love; instead, it forces people to adhere to strict norms and act like machines that possess no emotions and feelings. When the Provincial Lady talks with Lady B. about Robin, she states that â€Å"I refer to [him]in a detached way as ‘the boy’ so that she shan’t think I am foolish about him†37. In fact, the Provincial Lady implicitly criticises society, in which she lives, when she uncovers her inner thoughts through her diary. On the other hand, Delafield embodies her ideals of domesticity in the character of the Provincial Lady, portraying her as an ideal mother, a wife and a woman who successfully copes with all affairs, including children’s upbringing. The writer intensifies these images of domesticity and motherhood by contrasting the Provincial Lady with other characters, such as Robert, Lady Boxed and Lady Bakeshop. As the narrator claims at the beginning of the Diary, â€Å"Plant the indoor bulbs. Just as I am in the middle of them, Lady Boxed calls. I say, untruthfully, how nice to see her†38.These words reveal that the Provincial Lady tries to maintain good relations with everyone, including her family, friends, relatives and neighbours, but simultaneously they demonstrate that she is overwhelmed with household duties, while other people lead lazy existence. Although her family belongs to middle-class society, the Provincial Lady considers that it is her responsibility to take control over her household. She realises that in such a complex inter-war period she needs all her strength and wit to support her family and save it. On the contrary, her husband avoids any household work, failing to realise that his wife is the only person who tries to save her family from destruction. In this regard, the Provincial Lady proves to be stronger than her husband who is portrayed as a passive creature without any hopes and desires. However, the principal female character perceives reality with enthusiasm and understanding. It is an unusual sense of humour that helps the Provincial Lady to perfectly deal with various people and events. For instance, when she goes to her son’s school for a meeting, she ironically describes this visit: â€Å"Find that history, as usual, repeats itself†¦Discover strong tendency to exchange with fellow-parents exactly the same remarks as last year, and the year before it†39. In this regard, this female character demonstrates not only a complete devotion to her family, but also wit and politeness. The latter features also allow her to write essays and sketches for The Provincial Lady Goes Further. Although this woman is used to live in middle-class society that is obsessed with gossips and secrets, she constantly reveals her difference from other members. The Provincial Lady often challenges daily life of women throughout the narration, claiming that she is not able to understand them and their style of life. According to the feminist approach, women were usually misrepresented in literature40; however, such female writers as Elizabeth Monica Delafield, Jan Struthers and Virginia Woolf make attempts to overcome the traditional image of women, instead introducing a truthful portrayal of middle-class females. The female character of Jan Struthers’s literary work Mgrs. Minivan is also a symbol of British domesticity before the Second World War. Portraying daily life of Mgrs. Minivan, the writer uncovers the tensions between domestic ideologies of 1919-1939 and the feminist movement that emerged at the end of the nineteenth century. However, through the principal female character that belongs to the middle-class society Struthers reveals that at the beginning of the twentieth century women managed to overcome domestic restrictions by reviving domesticity and motherhood, but not by opposing these ideologies. In fact, Struthers demonstrates the attempts of females to balance new domestic ideology with traditional domesticity. Similar to the Provincial Lady, Mgrs. Minivan describes her household duties and her struggle for independence in the inter-war period. As Jan Struthers herself managed to combine her duties of a wife with a career of a writer, she was well aware of the inability of some females to accept the pressure of social norms. In Mgrs. Minivan the writer depicts domestication through the character’s privacy and self- respect. She is an ideal of a good woman and a wife who is not destroyed by household duties and children’s upbringing. Instead, Mgrs. Minivan utilises domesticity to shape her personality and improve her inner world. As Judy Giles puts it, â€Å"educated women may have enjoyed a degree of privacy, directly connected to the home and its pleasures, in which to nurture forms of selfhood unknown to either their mothers or their daughters†41. Despite the fact that Mgrs. Minivan has fewer servants than she used to have in the pre-war period, she has more freedom and more opportunities. After the War middle-class society lost their servants, as they were young girls who began to work on factories; however, some devoted servants remained in the disposition of these people. As Mgrs. Minivan does not have to work hard to earn her living, she utilises her knowledge to reveal herself through domestic activity, including cooking, upbringing, childcare and interior design. Gradually, a woman manages to create a true home, ‘a private room of one’s own’, as Virginia Woolf claims in her essays42. As a housewife has much free time, she is able to improve her skills income occupations. A woman no longer feels herself in a prison, but instead she transforms her home into a sacred place; such a change is obvious throughout Struthers’s narration. As Mgrs. Minivan states, â€Å"Not that she didn’t enjoy the holiday: but she always felt†¦ a little relieved when they were over. Her normal life pleased her so well that she was half afraid to step out of its frame in case one day she should find herself unable to get back†43. The principal female character does not make an attempt to run away from reality, but she finds many pleasurable things in her home, unlike females of the nineteenth century who suffered much under the control of their parents and husbands. Domesticity becomes an important part of her soul; the writer describes her domestic activities in much detail to reveal Mgrs. Minivan’s obsession with her work: â€Å"Tea was already laid†¦ Three new library books lay virginally on the fender-stool†¦ The clock on the mantelpiece chimed, very softly and precisely, five times†44. Mgrs. Minivan, similar to the Provincial Lady, likes her home and is truly devoted to her family. She manages to find her independence in domesticity and motherhood; besides, she receives an opportunity to think much about her life and the world around her. Mgrs. Minivan’s domestic activity satisfies her needs, although she collides with difficulties from time to time. But the character’s intelligence allows her to create an unusual approach to domestic affairs: â€Å"she managed to keep household matters in what she considered their proper place. They should be no more, she felt, than a low, unobtrusive humming in the background of consciousness: the mechanics of life should never be allowed to interfere with living†45. Mgrs. Minivan follows such an approach in everything, even in children’s upbringing. She reveals certain respect towards children – Judy, Vin and Toby and provides them with freedom of actions, simultaneously maintaining her own independence. This viewpoint positively contributes to her relations with a husband Clem, because Mgrs. Minivan considers â€Å"every relationships a pair of intersecting circles†46. Although Mgrs. Minivan is really close to her husband, she is also separated from him, as she preserves some parts of her identity to herself. Therefore, this female character is portrayed as a splendid mother and wife, but she is also a great individual, because she does not allow domesticity to destroy her identity, although many females were psychologically destroyed by household duties in the nineteenth century. Mgrs. Minivan strives for privacy; thus almost nothing is known about her, except her thoughts and humour. However, it is through her words, domestic affairs and relations with other people that Struthers uncovers Mgrs. Minivan. Applying to the character of Mgrs. Minivan, the writer wants to prove that domesticity provides an opportunity for self-development. In this regard, domesticity is not a barrier to independence and growth; on the contrary, as the feminist approach demonstrates, it can bring many positive results for both a woman and her family, if a person knows how to rightfully utilise them47. does not lose her sense of humour, her power and independence even under really complex conditions. When the Second World War begins, she makes constant attempts to preserve her home and save the members of her family. The character does everything with enthusiasm and reveals unusual spirit in all affairs. When Mgrs. Minivan goes shopping, she observes other people; when she does some work, she tries to diversify this daily routine. Similar to the Provincial Lady, Mgrs. Minivan mainta

Identify a personal hero and articulate the influence this person has h

Identify a personal hero and articulate the influence this person has had on you I learn Spanish literature from a petite, sophisticated woman who has yet to appear in anything less that pearls, a well-cut suit and carefully scraped-back hair. Nevertheless, not one class has gone by without her eventually sitting cross-legged on her desk, eyes intent behind wire-rimmed glasses, hair slipping from her ponytail as if in agreement with her insistence that Spanish is exciting and all-encompassing, that Spanish literature is life reflected. At first, I thought she was a lunatic, ranting about "El simulo," "las metaforas," and "el tema." I spent the first week getting accustomed to her quick Iberian way of speaking, catching every other verb or noun, frantically trying to piece together what exactly she wanted from me. Each time she would veer her gaze in my direction, I would bend my head down to my note pad, furiously scribbling down some non-important point in the hopes that she wouldn't call on me....

Briar Rose

Stories have an Intriguing effect on life. They can Inspire, teach and comfort. Gamma, Abaca and Josef from the novel Briar Rose have all been affected and shaped through stories. Today, Ill try to help you all get an idea of how these three characters have been affected by stories and the results that come from it. These ideas have been supported through many literary techniques including symbolism, imagery, irony and allegory, all of which help convey the importance of stories for not Just these harassers, but also for us.The story â€Å"Sleeping Beauty† represents Gamma and all the hardships she had faced in the past. She consistently repeats her story, despite Sylvia and Shania's protests in order to show how much it means to her, but at the same time, how she doesn't fully understand it herself; it's just like you repeating something until you understand it. The use of allegory and symbolism effectively links the story of â€Å"Sleeping Beauty' to Gamma's past and more I mportantly, the Holocaust.A clear example which shows his technique is when Gamma describes the bad fairy as â€Å"the one in big black boots and silver eagles in her hat. † The initial meaning to this is the description of the bad fairy, but as the story progresses, we find out that it was in fact a Nazi, given away by symbolism on the silver eagles. The use of allegory gives not Just a literal meaning to the antagonist depicted, but also a historical reference to the Nazi's during WWW.Therefore, the Importance of stories to Gamma was vital, because even though It was en as Just a fairy-tale, It represented who she was. The experiences she had and the challenges she faced. Furthermore, as we learn more about Gamma's story, we start to empathic with her experiences which contributes towards the development of our understanding Stories have played a large role In Beech's actions and emotions. The story â€Å"Sleeping Beauty' helps by serving as a catalyst and answer to the pr oblems she faces along the Journey.During Beech's meeting with Josef where they fill In each others stones, wrought the use of imagery, they explore the conditions that Gamma and Josef experienced during the Holocaust. An effective example is when Josef discovers the heap of bodies that were gassed and tossed away, and describes one of his findings as seeing â€Å"a child no more than 3 or 4†¦ On the very top of the heap(IPPP). † This example highlights the horrific experiences and conditions that were happening during the holocaust, as well as the Inhumane treatment of humans, regardless of age and gender.Hence, stories have played a vital role in Beech's life as it opened her mind to the realities of life; where there are traumatizing acts happening around the world that even her own grandma was a part of it. And as for the effect on readers, through imagery we are able to connect to the text at an emotional level to understand and sympathies with the feelings that Aba ca goes through. Closure of Gamma's past is found. As a character, Josef is depicted as the Prince due to the action of â€Å"kissing† Gamma to wake her up.This links back to the story of â€Å"Sleeping Beauty', through the princess waking up from a kiss. This is shown when Josef is performing â€Å"it was into Josef mouth that she, at last, sputtered and coughed. † In this case however, a sense of irony is present. Josef is a homosexual, which contradicts with the stereotype image of a prince, being a man that's attracted to women. The use of irony contests the standard image of a prince, questioning the sexuality while also giving off a bit of humor. But not only does Josef sexuality provoke irony, but also touches on the historical context of the Holocaust.It highlights he fact that Jews weren't the only ones that suffered during the way, different ethnic groups and homosexuals were also victims of the holocaust. Through the vital role of stories, Josef is able to reconnect with his past and be content knowing Gamma continued to live on in America. And as for the readers, we are once again further educated with the holocaust, specifically realizing that Jews weren't the only target. Through these three characters, with the aid of imagery, irony, allegory and symbolism, it is clearly shown their lives were shaped and influenced by stories.

Ecological Theory And Child Development Social Work Essays

Ecological Theory And Child Development Social Work Essays Ecological Theory And Child Development Social Work Essay Ecological Theory And Child Development Social Work Essay Analyse the part of Ecological theory to our apprehension of typical and untypical kid development, and discourse this theoretical account in relation to the factors and possible intercessions for kid maltreatment The importance of penetration sing the parent/child bond has ever been a constituent of societal services usage, but the significance has non ever been indentified of the interaction that the environment plays on a parents ability to move in their kid s best involvements ( Department of Health, 1999 ) . A important discovery in the cognition of kid maltreatment appears to hold emerged through the application of an ecological theoretical account of child ill-treatment, The ecological paradigm is presently the most comprehensive theoretical account we have for understanding kid maltreatment ( Gallagher 2001 ; 76 ) . Such a position has by and large been derived from theory based on Bronfenbrenner s ( 1979 ) open uping work, in which he defines to which The ecology of human development involves the progressive, common adjustment between an active, turning human being and the altering belongingss of the immediate scenes this procedure is affected by dealingss between these scenes and b y the larger contexts in which these scenes are embedded . ( Sidebotham, 2001 ; 105 ) . The importance of an ecological point of view in the perceptual experience of maltreatment is, foremost, that it widens the boundaries of the unfavorable effects of ill-treatment on kids beyond merely the parent-child relationship to see the familial and societal context in which such maltreatment occurs. Second, the ecological theoretical account is transactional ; in the sense that it acknowledges the person and the immediate and broad influences as actively interacting with each other. However, it should be noted that this political orientation holds some restrictions in the sense that it would non look to account really good for kid sexual maltreatment. Any partner offing together of appositions signifiers of behavior as occurs with child maltreatment or child ill-treatment , is bound to ensue in some loss of specificity It would be foolish to believe that ecological theoretical accounts are the concluding word on kid maltreatment there is non individual solution to mistreat ( Gallagher 2001 ; 77 ) . Specific risky factors contribute to parents mistreating their kids. Although ill-treatment does non frequently occur without countable of these factors interacting in the same family at the same time. First, the hazard of maltreatment additions in any family exposed to important emphasis, irrespective if this emphasis arises from unemployment, poorness, neighbourhood force, a deficiency of societal support, or an particularly demanding baby ( CDC, 2006 ) . Bronfenbrenner s prevailing bed, or microsystem, refers to the coactions that occur within the kid s immediate environment. The kid s ain familial and societal features affect the wonts, behavior and forbearance of their equals, For illustration, a temperamentally boring baby could estrange their parents or even make clash between them that may be sufficient to damage their matrimonial relationship ( Belsky A ; Crnic, 1995 ) . Besides, the relationship between any two persons in the microsystem is likely to be influenced by the d ebut of a kid. Fathers, for illustration, clearly influence mother-infant interactions, merrily married female parents who have close supportive relationships with their hubbies tend to interact much more patiently and sensitively with their babies than female parents who experience matrimonial tenseness, small support from their partners, or experience that they are raising their kids on their ain ( Cox et al, 1992 ) . In respects to the accent on household, the impression to which a parent respects their competency and rates the public presentation of their parenting function is besides a relevant affair. Rearing competency has been noted as debatable among opprobrious parents ( Marsh A ; Johnston, 1990 ) and linked with increased maltreatment possibility. Whilst admiting that betterment of rearing capacity is an of import nonsubjective one must be cautious in reasoning that improved competence in rearing straight consequences in a decrease in child ill-treatment as observations on interactions based under experimental conditions seldom reflect in day-to-day life ( Gallagher,2001 ; 248 ) . Direct exposure to mistreat can hold a unsafe impact as abused kids tend to work less adaptively than their non-abused equals in many countries ( Cicchetti, Rogosch, 1993 ) . Harmonizing to Hipwell et Al ( 2008 ) Children in a lovingness and loving environment experience more secure in their immediate environments in respect to the microsystem, they develop greater assurance, are selfless and demo higher marks of being empathic. These kids are besides shown to hold larger IQ s throughout their schooling life, and demo lower degrees of choler and delinquent behavior. As Bronfenbrenners ecological theoretical account would show, higher grades of fondness can even buffer a kid against the negative deductions of otherwise unstable environments ( Bartley A ; Fonagy, 2008 ) . Several surveies of kids and teens turning up in hapless, unsafe vicinities show that the individual ingredient that most clearly distinguishes the lives of those who do non go delinquent from those who do is a high degree of maternal love ( McCdord, 1982 ) . The Mesosystem is the connexions or interrelatedness among such microsystems as places, schools, and equal groups. Bronfenbrenner argues that development will be increased by supportive and strong connexions between Microsystems. For illustration, kids who have instigated attached and unafraid relationships with parents have a inclination to be accepted by others and to hold near, supportive equals during their development ( Perry, 1999 ) . Harmonizing to McAdoo ( 1996 ) a kid s competency to larn in a schooling environment is dependent upon the quality of the instruction provided and besides the grade to which their parents place value upon instruction capital and how they interact with the instructor and vice-versa. However, this can besides impact negatively at this degree as when aberrant equal groups or friends of the kid devalue pedants, they will be given to sabotage that kid s school public presentation in malice of instructor and parents best attempts. Countable research has revealed that exposure to mistreat had a terrible negative impact upon a kid s academic operation. Schwab-Stone et Al ( 1995 ) concluded that as the consistence of ill-treatment increased this had a direct negative correlativity with academic public presentation. Likewise, Bowen ( 1999 ) found in a sample of over 2000 high school pupils that exposure to community and school force put restrictions on school attending, behavior and consequences. Warner and Weist ( 1999 ) revealed that kids from low income households who are informants to household and neighbourhood force demonstrated untypical symptoms of PTSD, anxiousness and depression. The symptoms continue upon the latter to include untypical projecting behaviors such as choler, inability to organize relationships and a diminution in academic public presentation. Surviving on a low income in a bad vicinity does non do it impossible to be the lovingness, fond parent of healthy, sociable kids. But it does, undeniably, do it more hard ( Utting, 1995, p. 40 ) . Children from low-income families may expose more behavioral problems than their better-off equals. However, harmonizing to Gorman-Smith ( 1998 ) household factors, including parenting patterns do non foretell kids s exposure to force. He suggests that other community factors instead than their household income will act upon and run on kids and those household factors are non powerful plenty to intercede or chair their effects. Such surveies have frequently found at that place to be an of import correlativity between communities in which citizens have described a high degree of community coherences and kids safety, with an addition in child maltreatment being linked with a negative sense of community individuality. Self-care has the most negative effects for kids in low-income vicinities with high offense rates ( Marshall et al, 1997 ) . Children who begin self-care at an early age are more vulnerable to older self-care kids in their communities who can damage or mistreat them. These kids are more likely to hold accommodation jobs in school and are more likely to utilize after-school with socially aberrant equals who do non value school and undergo condemnable activities. Predictably, so the positive effects of organised after school plans on academic accomplishment are greater for kids in low-income vicinities ( Mason A ; Chuang, 2001 ) . Bronfenbrenner s penultimate bed, or exosystem, consists of contexts that kids and their equals may non be cognizant although however will act upon their development. For illustration, parents work environments are an exosystem influence. Children s emotional relationships at place may be influenced well by whether or non their parents bask their work ( Greenberger, ONeal, A ; Nagel, 1994 ) . In a similar manner, kids s experiences in school may be influenced by their exosystem, by a societal integrating program taken on by the school council, or by occupation cuts in their community that consequence in a diminution in the school s gross. Negative impacts on development can besides ensue when the exosystem breaks down. For illustration, Sidebotham ( 2002 ) has shown that families that are affected by unemployment, hapless lodging and hapless societal webs are more likely to be involved in increased happenings of kid maltreatment. Whose remarks are justified following to Beeman ( 19 97 ) who concluded that a deficiency of societal support and a high consistence of negative attitudes towards available webs all contribute towards the opportunities of child ill-treatment. The bulk of the research on the impact of female parent s employment concludes towards a little positive influence on most kids ( Scott, 2004 ) . Children whose female parents are in employment are more confident and demo more esteem for their female parents in contrast to those female parents who do non work. The consequence of the female parents work on act uponing attitudes and consequences in school become less evident, with many surveies demoing no difference ( Gottfried, Bathurst, 1994 ) . Muller ( 1995 ) in his big survey on the latter subject distinguished a little but comprehendible negative difference on the consequence on maths consequences if that kid s female parent was in employment. However, this difference seemed to be based on the fact that female parents who do non work every bit much are less captive with their kid s work and are less likely to supervise the kid s work continuously after school, instead than from a durable shortage brought approximately by maternal employment in the early old ages. Therefore, working female parents who find ways to supply such supervising and who remain involved with their kids s schools have childs who do every bit good as kids whose female parents are housewifes. Research grounds intuitively shows that when a adult male becomes unemployed, it places a strain on his matrimony ; which in bend leads to an addition in matrimonial struggle and both female parent and male parent show more marks of depression. The effects of these struggles finally show the same features as households who are sing divorce ; both parents appear less consistent in their attitudes towards their kids, become less loving and less effectual at supervising them. Similarly, kids, in bend respond to this state of affairs as they would during their parents divorce by exhibiting a series of untypical behaviors which can include depression, choler or going involved in delinquent behavior. Harmonizing to Conger et Al ( 1992 ) , the likeliness of maltreatment at all degrees, shows an addition during times of families unemployment. However, harmonizing to Berger ( 2004 ) parents who are sing divorce but who have a supportive model and emotional support from friends are progressive ly more likely to supply a safe and fond environment for kids in comparing to those who are occupied in societal isolation. Gorman-Smith and Tolan ( 1998 ) , in their survey of the effects of divorce, did non happen that household construction and other familial influences had an independent engagement towards the anticipation of exposure to mistreat in comparing to that of other hazard factors such as the dislocation of traditional societal procedures in the community. Low income parents are characterised by lending towards their kid s untypical development as Evans ( 2004 ) concludes that parents of such a nature are less likely to pass on with their kids, pass less clip prosecuting with them in intellectually stimulating activities and in bend are harsher and more aggressive in their subject techniques. Not all kids follow the same development tracts and there are certain factors that influence their development. For illustration, kids below the poorness line are half as likely to remember the alphabet and have the ability to number by the clip they enter the first old ages of schooling. This developme nt harmonizing to Brooks-Gunn ( 1995 ) besides applies, and is maintained through to adolescence as older kids in poorness are twice every bit likely as their opposite numbers to reiterate a twelvemonth of school and are less likely to travel onto higher instruction. In maintaining with Bronfenbrenner s theoretical account, parental values on the best manner to cover with subject will be mostly in coherency with the larger civilization in which they reside. Harmonizing to Lockhart ( Ecology of Development ; 345 ) , by striking a kid it will normally halt the chid from reiterating the behavior. Although research grounds suggests that kids who are spanked, like kids who are abused at subsequently ages are less popular with their equals and demo higher degrees of aggression, lower self-pride, more emotional instability, higher rates of depression and hurt, and higher degrees of delinquency and subsequently criminalism ( Mostow A ; Campbell, 2004 ) . Bronfenbrenner s reasoning bed is that of a macrosystem which entails a wide, overarching political orientation in which the kid is embedded, and whose rules dictate how a kid should be treated and how subject should be distributed. These rules differ across macrosystems ( civilizations ) and sub-cultures and societal categories and can hold a direct influence on the types of experiences a kid will hold in all degrees of their ecological system. To mention one illustration, Belsky ( 1993 ) discusses how the incidence of kid maltreatment in households ( a microsystem experience ) is much lower in those civilizations ( or macrosystems ) that discourage physical penalty of kids and recommend nonviolent ways of deciding interpersonal struggle. Similarly Clarke ( 1997 ) revealed how at the degree of the macrosystem, a Government policy that ensures parents have the option to take paid or unpaid leave from their occupations to see to household affairs could supply a important intercession towards child abuse leting parents more free clip to detect their kid s development and decide troubles that may originate within their kid. The argument that encircles the environing links between civilization and kid maltreatment is a complex impression, which has resulted in a myriad of concerns. For case, recent statistics of kid ill-treatment has indicated that cultural minority kids are well more at hazard of maltreatment than their Caucasic opposite numbers ( U.S Department of Health, 2006 ) . However Lassiter ( 1987 ) has countered, demoing that these minorities may be over-represented to the relevant services. Lassiter argues that biased statistics do non take into consideration other act uponing factors such as socioeconomic position and the degree of schooling received. Without sing socioeconomic factors that may besides act upon the parent and kid, research hazards unwittingly reasoning that factors that addition abuse possible are because of race or ethnicity, or are cosmopolitan. The contextual hazard variable that looks to hold the biggest portion in calculating child ill-treatment is holding a household member who has besides been a direct victim of some signifier of old maltreatment. For illustration, A parent enduring from the emphasis of holding been victimised herself or holding another household member who has been victimised may be overwhelmed and more disturbed by the kid s behavior and may, hence, have a lower threshold for sing the kid s projecting behavior as debatable. Primary or cosmopolitan support targets the community as a whole, with generic enterprises, runs and community-based services that support parents and households without entry standards. Their purpose is to forestall jobs such as kid maltreatment and household dislocation ( Healy A ; Darlington, 1999 ) . MacMillan ( 1994 ) in depicting kid maltreatment intercessions found it necessary to separate between the differing signifiers of bar, including that of primary intercession to which he describes as any tactic that is provided to the general population or a sample of the general population or a sample of the general population to cut down the incidence of child ill-treatment ; , and secondary bar, early sensing of a status with the purpose of shortening the continuance of the upset , and third bar, prevention of return of ill-treatment and impairment ensuing from maltreatment . MacMillan farther explained the troubles in bar in respects to psychological and emotional ill-treatment, which accounts for a high figure of reported instances but trouble arises when grounds needs to be collated, and if emotional maltreatment is accepted as a signifier of maltreatment, so the differentiation between primary and secondary bar or so third bar becomes less clear. Osofsky ( 1995 ) in his research on primary bar has called for a countrywide run that would turn to to alter the attitudes toward ill-treatment and lower peoples tolerance of kid maltreatment. Support for an ecological attack to child public assistance is apparent in the Framework for the Assessment of Children and their Families ( Department of Health et Al, 2000 ) , which stresses the demand to see non merely the factors associating to the kid and their parents, but besides the wider context in which kids live when measuring their demands, admiting the impact of societal and community factors on kids s public assistance. This is besides justified through the Every Child Matters papers which refers to the construct of Making a positive part ; being involved with the community and society . Involving local communities in the bar of kid maltreatment was acknowledged by Nelson and Baldwin ( 2002 ) who asserted that the Every Child Matters theoretical account has the possible to affect communities enthusiastically in partnership with bureaus in placing jobs and seeking solutions and that the procedure can assist to construct communities which are more informed, cognizant and thoughtful about child protection . Although the presence of hazard factors, such as a hapless environment or unsupportive relationships with primary health professionals, or being looked after outside the household, increases the likeliness of a negative result for the person, surveies of competency and resiliency have shown that, irrespective of background, kids are by and large resourceful. Competence has been shown to be a mediating variable that predicts positive or negative results ( Smith, Cowie, Blades, 2001 ; 569 ) .

Poverty and Education

Poverty and Education Free Online Research Papers A young boy gets out of bed in the morning still hungry from the night before. There wasn’t any food in the house because Daddy has been out of work for almost a year and they don’t have money to buy the basic needs. A few days ago he witnessed strangers coming into the house and taking the furniture because Mom and Dad couldn’t pay the balance on a loan. He gets dressed for school by putting on clothes that are two sizes too big for him. Today is PE and he is supposed to have gym shoes but the only shoes he has are oversized â€Å"clod hopper† boots Mom picked up somewhere for free. He knows he will be teased by his classmates for his dress and derided by his PE teacher for his boots. He is hoping there is at least some cornmeal to make mush for breakfast because he is really hungry. There isn’t. He needs speech therapy because he stutters so badly sometimes his parents cannot understand him. Teachers get frustrated with his speech and ign ore his questions. Where is the money to come from? Mom and Dad can’t buy enough food for him and the other five children much less luxuries such as doctors, dentists and speech therapists. He goes to school hungry, feet hurting, and dreading interaction with his schoolmates and teachers. He only goes to school because he is forced. The highlight of his day is lunch because he is a lunch room worker and his lunch is free. This is a real life scenario that is repeated each and everyday across the nation. Families and individuals so steeped in poverty they don’t have a place to live, food to eat or clothes to wear. According to Maslow’s hierarchy of needs education takes a backseat in meeting the basic survival needs of food, shelter and safety. (Boeree, 2006). These are not the only problems associated with low socio-economic status (SES) that affect a child’s learning abilities. Low SES has an effect on a child’s education from the time he/she is conceived throughout his/her life. Low SES families do not have access to sufficient health care therefore a mother will not get proper prenatal care. Low SES children suffer from other diseases and illness such as uncorrected vision, hearing problems, and other maladies, all which disrupt cognitive development (Slavin, 2006). Low SES families lack resources to help or reinforce a child’s education. They don’t go on vacations, visit museums or other activities that help middle and upper class families prepare their children for or reinforce what they learn. Many low SES families are from different ethnic backgrounds whose parents do not speak English. Also low SES parents have low educational expectations for their children and do not or do not know how to award their children for academic achievement. A set of behaviors also accompany low SES that besets education. As a child progresses through school he falls further behind in academic achievement. As this happens he/she becomes frustrated and eventually gives up on learning. Attendance becomes a problem. Truancy leads to delinquency which leads to a myriad of other problems such as drug and alcohol abuse, and teen pregnancy. If they come to class they come unprepared and or unwilling to learn. But, in my opinion, the biggest hurdle to educating at-risk children is the teacher. Many teachers have preconceived notions about low SES children and prejudge them based on those notions. Many times they focus on the student’s undesirable behavior and not on ways to help the student learn. Some lower the standards and alter their curriculum to an extreme slow pace that keeps the student forever behind. Some teachers discount or refuse to acknowledge low SES problems in their students and make no modifications to help these students (Young). With the curve balls and sliders life throws at these low SES students, how can we help them succeed not only in attaining an education but in life? First and foremost teachers must overcome there own prejudices and cease discrimination against low SES students. That takes great determination and sometimes Herculean effort on the teacher’s part. If a student perceives any type of discriminatory behavior from the teacher he/she will refuse to learn. The phrase â€Å"the teacher hates me† becomes a reality and barriers are thrown up in defense. What a waste! Teachers must foster a safe and secure classroom environment. Teasing and derision must not be allowed. A student should feel safe to raise his/her hand to answer and ask questions without fear of derision from other students or the teacher. More than likely they receive such at home. At the beginning of the year teachers need to let students know what the rules are in the classroom. The rules should be clear, concise, relevant and should not be excessive (Slavin, 2006). The rules should be accompanied by consistent reinforcers. At the very beginning of the year students need to know what the standards are for the class. These standards should be high but attainable. Teachers must not lower the standards for an individual but must work to ensure the individual meets the standards. This may require the teacher to modify his/her teaching methods or even the curriculum but never lower the standards. To ensure success the teacher must take the time and become acquainted with each and every student in the class. As the teacher becomes acquainted with the students the teacher discovers what motivates the student to become engaged in learning. Half the battle of a teacher is learning how to motivate students to learn. Part of the student’s motivation is dependent on his/her SES. Teachers should remain cognizant of this fact in their search for motivation factors and develop strategies to engage the student in learning. A very effective technique of motivating students is the Pygmalion effect (Tauber, 1998). A teacher who portrays a belief that a student can attain high standards results in the same belief in the student. The belief becomes self-prophetic and the student will meet standards. Teachers must be flexible in their teaching strategies. Teaching strategies may include constructive techniques, cooperative or collaborative teaching. For some individuals, extra time in a one-on-one situation may be necessary for the student to learn. As students learn and meet standards feedback and reinforcement are necessary to maintain classroom achievement and progress. My experience has been that many times praise in the classroom is the only praise a student receives. This too is a great motivator for many students. To help a student learn it may be necessary for the teacher to coordinate with other departments in the school or agencies in the community. If a student has a very low reading ability then coordination with the special education department is necessary to coordinate strategies to help the student. If the community has several after school programs the teacher can encourage the student to participate in those programs. If need be, the teacher should attend the first meeting to help relieve the student’s anxiety. As many tools as teachers have to help them teach they cannot do it alone. Parents/Guardians must become involved in the learning process. Teachers can involve parents through parent/teacher conferences, inviting parents into their classroom and phone calls home. Most parents receive phone calls from teachers only when their child misbehaves but a phone call telling the parent about their child’s success is a great reinforcer and reaps far more benefits. Communities need to get involved. Big Brothers and Big Sisters is a great community organization that provides tutoring to at-risk children. Teachers can encourage students to participate in the local summer reading program and the public library. This will also help prevent the â€Å"summer slide† experienced by low SES students (Slavin, 2006). Poverty is a vicious cycle without mercy. As teachers we are able to influence and change lives. Teachers cannot save all their students and many teachers become discouraged. But if they can help one person break the cycle then they have helped future generations. I am one of those. The story in the first paragraph is my story. I know what it is like to be hungry, to not know where the next meal comes from, and to share one bedroom with 5 other siblings on one bed. â€Å"At-risk† was not in a teacher’s vocabulary back then; you were â€Å"slow†, â€Å"stupid†, or â€Å"retarded†. My stuttering is almost extinct now because of a Sunday School teacher who studied public speaking in college. I was twelve years old when I was in her Sunday School class and she wanted me to give a talk. I told her no. She made a deal with me, she would teach me to give that talk without stuttering if I were to accept the assignment. She was so persistent I co uldn’t say no. She kept her word and so did I. That same year, while riding my bicycle, I discovered the public library and the Hardy Boys therein. Reading opened a whole new world to me and the library became my refuge. I will forever be grateful for all my teachers, good and bad, for the bad taught me how not to be, in and out of the classroom. Boeree, C. (2006). Abraham Maslow. Retrieved November 15, 2006, from Personality Theories Web site: http://ship.edu/~cgboeree/maslow.html Slavin, R. (2006). Educational Psychology Theory and Practice (8th ed.). Boston, Massachusetts: Allyn and Bacon. Tauber, R. (1998). Good or Bad, What Teachers Expect from Students They Generally Get. Retrieved December 23, 2006, from eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/2a/2c/f2.pdf Young, J. (n.d.). The Examination of Low Socioeconomic Students and Effective Educational Motivational Strategies. Retrieved December 15, 2006, from http://dept.lamar.edu/lustudentjnl/Archived%20Editions_files/The%20Examination%20of%20Low%20Socioeconomic%20Students%20and%20Effectiv%E0.pdf Research Papers on Poverty and EducationStandardized TestingInfluences of Socio-Economic Status of Married MalesPersonal Experience with Teen PregnancyThe Effects of Illegal Immigration19 Century Society: A Deeply Divided EraHip-Hop is ArtRelationship between Media Coverage and Social andBook Review on The Autobiography of Malcolm XEffects of Television Violence on ChildrenMarketing of Lifeboy Soap A Unilever Product