Rose For Emily Essays (825 words) - A Rose For Emily, Emily Grierson

Rose For Emily Only when the present has become the past can we reflect on what we could have or should have done. Yet our society is so obsessed with keeping track of time that we spend millions of dollars a year to keep a set of atomic clocks ticking the time. These clocks are so accurate that they must be reset once a year to correct for the earth's imperfect orbit. Our base-60 measure of time is an abstract idea dating from the Babylonians. All this, and what most human minds intrinsically understand about time is the past, present and future. I say most minds, because not every mind does comprehend these abstract ideas. Many people are able to survive in the present, but give little or no thought to the future, and these people usually live in the past. Such a mind is the mind of Miss Emily Grierson in William Faulkner's A Rose for Emily. Emily Grierson survives in the present, but lives in the past. The morbid ending is foreshadowed by the story's opening with Miss Emily Grierson's death and funeral. The bizarre outcome is further emphasized throughout by the symbolism of the decaying house, which parallels Miss Emily's physical deterioration and demonstrates her ultimate mental disintegration. Her life, like the house which decays around her is a direct result of living in the past. Part of living is death, and the future conjures life, the past, and death. Emily's imbalance of past and present causes her to confuse the living with the dead. Perhaps the most prominent example of Emily's confusion is the carcass of Homer Barron lying in the honeymoon room of Emily's house. This division is exemplified by the symbolic imagery of Faulkner. The rose colored room, a color of life, is covered thickly with dust, a symbol of death. Of course, this is not the first time we learn of Emily's confusion. Previous to Barron's discovery, her father dies, and she denies that he is dead. Faulkner gives the reader a taste of this confusion early on when Miss Emily instructs the town tax-collectors to consult with Colonel Sartoris about her taxes, though he had been dead for ten years. At this foreboding point in the story, Emily seems to be a senile old maid; this could not be further from the truth. The external characteristics of Miss Emily's house parallel her physical appearance to show the transformation brought about by years of neglect. For example, the house is located in what was once a prominent neighborhood that has deteriorated. Originally white and decorated in "the heavily lightsome style" of an earlier time, the house has become "an eyesore among eyesores". Through lack of attention, the house has evolved from a beautiful representative of quality to an ugly holdover from another era. Similarly, Miss Emily has become an eyesore; for example, she is first described as a "fallen monument", to suggest her former grandeur and her later grotesqueness. Like the house, she has lost her beauty. Once she had been "a slender figure in white"; later she is obese and "bloated, like a body long submerged in motionless water with eyes lost in the fatty ridges of her face". Both house and occupant have suffered the ravages of time and neglect. The interior of the house also parallels Miss Emily's increasing degeneration and the growing sense of sadness that accompanies such decay. Initially, all that can be seen of the inside of the house is "a dim hall from which a staircase mounted into still more shadow" with the house smelling of "dust and disuse". The darkness and the smell of the house connect with Miss Emily, "a small, fat woman in black" with a voice that is "dry and cold" as if it were dark and dusty from disuse like the house. The similarity between the inside of the house and Miss Emily extends to the "tarnished gilt easel" with the portrait of her father and Miss Emily "leaning on an ebony cane with a tarnished gold head". Inside and out, both the building and the body in which Miss Emily live are in a state of deterioration like tarnished metal. Finally, the townspeople's descriptions of both house and occupant reveal a common intractable arrogance. At one point the house is described as "stubborn" as if it were ignoring the surrounding decay. Similarly, Miss Emily proudly overlooks the deterioration of her once grand residence. This motif recurs as she denies her father's death, refuses to discuss or pay taxes, ignores

Service of the Goddess essays

Service of the Goddess essays Charles Joseph Natoire painted The Toilet of Psyche around the year 1735. The New Orleans Museum of Art (NOMA) houses this composition in the French Art Exhibit. This painting is approximately 78 in. by 66.5 in. The media used is oil on canvas. Natoire painted this artwork two-dimensionally because of its flat surface and style of brush strokes. This piece of art shows the goddess, Psyche, being served and pampered by many other female servants. This artwork is realistic because of the way the artist portrays the people and objects in such a natural and authentic way. All the objects in the painting are recognizable. For example, the woman holding the vase in the lower left corner is sitting in water while holding a platter with a vase on it. Although the painting consists of mostly organic figures since the predominant objects in the artwork are people, the vases and columns in the top right corner, are two of the few geometric figures. Charles Joseph Natoire shows a variety of shapes in this painting. Geometric shapes are used with the trays and vases that are being held by the servants. Geometric shapes are also used in the columns, which is a combination of ionic and Corinthian orders. Organic shapes are shown throughout the entire painting. The human figures and the drapery that are displayed on the women are excellent examples of organic shapes. Hanging above the goddess and her servants is drapery that is displayed to be organic. The eight human bodies in the painting are portrayed as positive space. The negative space is the drapery, trees, clouds and beds. There are several different lines in this artwork that portray the line of sight. For example, the way the servants are looking toward their goddess or the object they are holding. There are many implied lines with the drapery and the beds, also with the clothes against the bodies shown. Actual lines are shown with the outline of the columns and around the pool. Simul...

What Freezing Point Depression Is and How It Works

What Freezing Point Depression Is and How It Works Freezing point depression occurs when the freezing point of a liquid is lowered or depressed by adding another compound to it. The solution has a lower freezing point than that of the pure solvent. Freezing Point Depression Examples For example, the freezing point of seawater is lower than that of pure water. The freezing point of water to which antifreeze has been added is lower than that of pure water. The freezing point of vodka is lower than that of pure water. Vodka and other high-proof alcoholic beverages typically dont freeze in a home freezer. Yet, the freezing point is higher than that of pure ethanol (-173.5Â °F or -114.1Â °C). Vodka may be considered a solution of ethanol (solute) in water (solvent). When considering freezing point depression, look at the freezing point of the solvent. Colligative Properties of Matter Freezing point depression is a colligative property of matter. Colligative properties depend on the number of particles present, not on the type of particles or their mass. So, for example, if both calcium chloride (CaCl2) and sodium chloride (NaCl) completely dissolve in water, the calcium chloride would lower the freezing point more than the sodium chloride because it would produce three particles (one calcium ion and two chloride ions), while the sodium chloride would only produce two particles (one sodium and one chloride ion). Freezing Point Depression Formula Freezing point depression can be calculated using the Clausius-Clapeyron equation and Raoults law. In a dilute ideal solution, the freezing point is: Freezing Pointtotal Freezing Pointsolvent - ΔTf where ΔTf molality * Kf * i Kf cryoscopic constant (1.86Â °C kg/mol for the freezing point of water) i Vant Hoff factor Freezing Point Depression in Everyday Life Freezing point depression has interesting and useful applications. When salt is put on an icy road, the salt mixes with a small amount of liquid water to prevent melting ice from re-freezing. If you mix salt and ice in a bowl or bag, the same process makes the ice colder, which means it can be used for making ice cream. Freezing point depression also explains why vodka doesnt freeze in a freezer.

Nora Sakari - Case Assignment Example | Topics and Well Written Essays - 750 words

Nora Sakari - Case - Assignment Example Owing to the smaller size of Sakari, it would expand and increase its market share. Nora is likely to furnish the JV with its long-term good working affiliation with Japanese associates. By entering into a JV with Nora, a larger company, Sakari would benefit from the JV through enhanced marketing capability, which would in turn reinforce its market position. As it appears, Sakari, even though smaller, is the best partner for Nora because it provides Nora with exactly what it needs and each have a working idea of the other because they have been negotiation partners. b) Nora-Sakari’s negotiations failure can be attributed to mutual unawareness about their respective cultures. There was strong opposition from negotiating camps from both Nora and Sakari. First, Sakari seems to have no trust on Nora’s objective of forming the JV as they insinuate that Nora would duplicate their technology, thus becoming a major rival in the market. Coupled with internal politics, the negotiation was deemed for failure. Second, there was a tussle regarding the split of equity ownership. Sakari proposed Equity split of 49% and 51% for Sakari and Nora respectively. On the contrary, Nora gave a counter proposal of 30% and 70% equity split for Sakari and Nora respectively. Third, Sakari proposed that it provides the JV with digital switch basic structure while Nora wanted the digital switch basic structure to be made from the JV Company in order to gain contact with the switching technology. Fourth, Sakari’s proposal for royalty payment was 5% of gross sales while Nora proposed 2% of net sales of the JV. Fifth, there was inconsistency on salaries and perks suggested by the two companies. Last, Nora and Sakari could not agree on where to resolve the negotiation stalemate. The failure to understand variations in national culture and organizational politics played a huge role

Financial Accounting Concepts Essay Example | Topics and Well Written Essays - 500 words - 1

Financial Accounting Concepts - Essay Example As the paper declares after analyzing and comparing the Working Capital of both the companies, the result clearly indicates that L.L. Sams Company’s current condition is much superior to that of Garcia Career Services. Hence, the bank’s decision should be to give loan to L.L. Sams Company as this company seems to be the most appropriate for the loan and has the greatest assurance that its liabilities can be paid out of the current assets. This essay discusses that in an assessment of the overall liquidity of the current assets, the current trend of sales in an important factor. Since it takes sales to convert inventory into receivables or cash, an up trend of sales indicates that the conversion of inventories into more liquid assets will be easier to achieve than what sales remain constant. Declining sales, on the other hand, will retard the conversion of inventories into cash. When we measure the net income earned by a business we are measuring its economic performance— its success or failure as a business enterprise. Decision making processes of loan allocation requires a great variety of data processing, a wide range of reliability, and relevance to the decision at hand. The information used includes data on general economic conditions and on industry trends, as well as data on intangibles such as the character and motivation of the management group.

Critical Review of three Scholarly Journal Articles Essay Example for Free

Critical Review of three Scholarly Journal Articles Essay One of the most important finding generated by this paper is the effects of race on the view that police is biased on race. This includes racial profiling of police where Black or minority group in general are most like stopped by police than White American. In all four models, blacks and Hispanics are more likely than whites to believe that police bias is a problem (Weitzer Tuch, 2005). Blacks however, according to this article perceives police bias more of a problem than Hispanics. One interesting subset of this is that Blacks tend to perceive police discrimination against Hispanics than Hispanics see themselves. So that Black Americans tend to see that Hispanic drivers are being racially profiled compared to white drivers. Another important finding presented by this article is the role of media in shaping the perceptions of people regarding racial discrimination. People who frequently hear or read about incidents of police misconduct, as transmitted by the media, are inclined to conclude that the police engage in racial profi ling, are prejudiced, and discriminate against minority individuals and neighborhoods (Weitzer Tuchs, 2005). The data gathering method and analysis technique used in this article is solid considering that it is based on a national survey of national survey of 1,792 white, African American, and Hispanic adult residents of U. S. metropolitan areas with at least 100,000 population (Weitzer Tuch, 2005). The survey results where advantageous in the sense that oversampling African Americans and Hispanics, in contrast to the small number of minority respondents common to other surveys. Another advantageous factor is the tapping of both attitudes toward police and personal and vicarious experiences with the police. Another very important correction factor they have added is idea that there are differences in the number of households with phone access from the three different races, Black, Hispanics and White American. This is very important consideration since the data was collected using random dialing of phone numbers. So in general the data was very reliable. Race-Based Policing: A Descriptive Analysis of the Wichita Stop Study Unlike the previous article which discusses racial discrimination of policing in a wider perspective, this article focuses on racial profiling. The results of this rigorous effort put on the analysis of enforcement pattern do not prove race-based policing. The result of this document instead provides guidance for what are needed on studies to determine if race is a significant determinant for police to decide whether to stop them for inspection or not. According to this article, in order to fully understand the results of these decisions we must document the process by which these decisions are made (Withrow, 2004). Unfortunately, nothing in this data-set or any similar data-set is capable of such an analysis (Withrow, 2004). Although important findings emphasized by this study is that police awareness of the incorrect conceptions of well-established beliefs regarding race plays an important role in dealing with this sensitive police profiling issue. It is however certain that by asking the appropriate questions police administrators have a real opportunity to raise their department’s level of sensitivity to the issue (Withrow, 2004). One important finding that supports this idea is the result of this study that the proportions of searches that produces contrabands does not vary with race. The data gathering method used in this study is based on qualitative information recorded on every police stops from the Wichita Stop Study Dataset and the analysis technique are based on logical reasoning. In late July 2001 representatives from the Wichita Police Department provided the author with a data-set representing the first six months of collected information including 37,454 stops (Withrow, 2004). What is interesting about this data is that to date (relative to this article) this is the largest qualitative data set of this type. This provides reliability of the data gathered and provides validity of the results of this study. Perceptions of Racial Profiling: Race, class and Personal Experience The important result study is to provide a significant basis for the need to examined both race and class determinants of citizens’ relation with the police. In the discussions provided by the author, it was indicated that disadvantage black are more likely to believe that police are abusive of African American because of their personal experience. Another very important point generated in the discussion is with regard to racial profiling. We found that better educated African Americans are more likely than are less educated to disapprove of profiling, to view it as a pervasive practice, and to say that they have personally experienced it (Weitzer Tuch, 2002). The authors argued that the reason for this is that higher education fosters greater exposure to media and information related to profiling problems. The data gathered were collected from a nationwide random-digit-dialing telephone survey of 2006 respondents conducted by the Gallup organization between September 24 and November 16, 1999 (Weitzer Tuch, 2002). This offers reliability on the data gathered and considering it has the same strength of oversampling African Americans. Couple this data with various related literature from refutable sources, the data collection are quite valid. The analysis employed in the discussion where supported by citations from previous studies which further validates the ideas presented. CONCLUSION The important results generated by these documents suggest that minority group and Black American in particular, perceives that racial discrimination in the form of racial profiling is an issue. Through proper police awareness of incorrect conceptions that race is a factor that determines people tendency to commit crime, the sensitivity of this issue can be controlled. Couple this with the important role of education in providing proper understanding of the situation there is a possibility of correcting this perception. References Weitzer, R. Tuch, S. (2005). Racially Biased Policing: Determinants of Citizen Perception. Social Forces from the University of Carolina Press, 83 (3), 1009-1028. Withrow, B. (2004). Race-Base Policing: A Descriptive Analysis of the Wichita Stop Study. Police Practice and Research, 5 (3), 223-240. Weitzer, R. Tuch, S. (2002). Perceptions of Racial Profiling: Race, Class, and Personal Experience. Criminology, 40 (2), 435-453.

Java vs C :: Essays Papers

Java vs C1 Java or C++ – Which is Better for Businesses? Today, the world is changing fast in many ways, and the most rapid change that is seen within our society is technology. It is imperative that businesses stay on top of what is new and how they can better their company’s outlook by presenting their information in the fastest and most reliable ways. With the two major computer programming languages of today, C++ and Java, which is better for businesses to be able to acquire such speed and consistency? For years, C++ (C Plus Plus) has dominated the business market place for many different companies and has allowed many computer programmers to obtain vast amounts of knowledge and experience since 1972 when it was first developed by Dennis Ritchie of AT&T Bell Laboratories (Lambert / Nance Page 16). It has been in use for almost thirty years – not to mention the years before when it’s precursor C was developed and commonly used also – and has made a great impact on the development of software for business’ across the world. It has become a second nature programming language to those that use it and have been forced to stay with C++. The programming language C++ can be used in many ways. It has exploded into the gaming community allowing PC game programmers to have access to a stabile, yet powerful, programming language, utilizing as little code as possible. It has also been used in other commercial software, such as word processors, audio players, screen savers, and other computer desktop tools. Recently C++ has made its way into the Internet community. For over ten years, business’ have used C++ for their Internet needs, for example, sending and receiving important data pertaining to their business across the Internet and allowing it to quickly and safely reach the other end of communication and all in one piece. With the high demands of today’s Internet users, whether it be an online shopper or one that desires to seek information on a certain topic, it is essential that the information can be sent from the user, to the server, and then back again as swiftly as possible and with utmost dependability†¦ all, of course, without the loss of security. It has been this reason that C++ has stayed on top of the business world, allowing for speed, stability, security, and ease of use all for one computer programming language.

James Hurst’s story “The Scarlet Ibis” Essay

It is said that you never really appreciate something fully until it is gone. This is shown in James Hurst’s story, â€Å"The Scarlet Ibis†. This story takes place in the Deep South after World War II, and is told through the eyes of â€Å"Brother†, one of Hurst’s fictional characters. Brother tells the story of his invalid younger brother, Doodle. In â€Å"The Scarlet Ibis† normality comes with a price. Brother’s pride both helps and hurts Doodle. Brother is ashamed of Doodle’s weaknesses. He always wished for a normal brother: â€Å"it was bad enough having an invalid brother, but having one who possibly was not all there was unbearable, so I began to make plans to kill him by smothering him with a pillow† [Pg. 317]. This sentence reveals that Brother didn’t try to put in time to shape Doodle into the brother he wanted. Instead, the only thing he did was to make plans to kill Doodle so that he wouldn’t have an in valid brother. â€Å"He was a burden in many ways. The doctor had said that he mustn’t get too excited, too hot, too cold, or too tired, and that he must always be treated gently. A long list of don’ts went with him, all of which I ignored once we got out of the house. To discourage him coming with me, I’d run with him across the ends of the cotton rows and careen him around corners on two wheels. Sometimes I accidently turned him over, but he never told Mama† [Pg. 317]. We can see from this excerpt that Doodle looks up to Brother and enjoys spending time with him, however Brother resents being burdened by Doodle and attempts to flip the go-kart Doodle is being transported in so that he will not be burdened by his company when he goes on outdoor excursions. â€Å"This is within me (and with sadness I have watched it n others) a knot of cruelty borne by the stream of love, much as our blood sometimes bears the seed of our destruction, and at times I was mean to Doodle. One day I took him up to the barn loft and showed him his casket, telling him how we all had believed he would die. It was covered with a film of paris green, sprinkled to kill the rats and screech owls, which had built a nest inside it. Doodle studied the mahogany box for a long time, then said, â€Å"It’s not mine†, â€Å"It is†, I said. â€Å"And before I’ll help you down from the loft, you’re going to have to touch it [Pg. 318]. This proves that Brother pressurizes Doodle into doing things that Doodle would otherwise not do. An example of this is how Brother uses Doodle’s fear of the attic to force him to touch the coffin, a coffin that had been made for Doodle himself, as everyone predicted he would not live very long. Brother’s sometimes bullying behavior affected doodle both physically and emotionally. Brother behavior toward Doodle is inconsistent however and he does many good things, too. He helps Doodle become normal and to be able to do things that people thought were impossible for Doodle to do. â€Å"When Doodle was five years old, I was embarrassed at having a brother of that age that couldn’t walk, so I set out to teach him† [Pg. 318]. This reveals that Brother has compassion for Doodle helping him become the best he can be. Instead of just hiding Doodle at home, which would have been more convenient for him to do, he takes him out in the community. â€Å"Once I had succeeded in teaching Doodle to walk, I began to believe in my own infallibility and I prepared a terrific development program for him, unknown to mama and Daddy, of course. I would teach him to run, to swim, to climb trees and to fight, he, too, now believed in my infallibility, so we set the deadline for these accomplishments less than a year away, when, it had been decided, Doodle would start s chool† [Pg. 320]. This teaches us that Brother wants to aid Doodle in learning and living his life to the fullest possible extent, despite not having the physical and mental abilities that we take for granted. â€Å"After we had drifted a long way, I put the oars in place and Doodle row back against the tide† [Pg. 322] Brother wants to push Doodle and make him do something, which even by normal standards, would be challenging but even more difficult for Doodle because of his disabilities. These actions show a kinder side to Brother, a side that wishes to help and nurture his brother. Brother’s actions towards doodle are conflicting. Was it better for Doodle to live a short more adventurous life, or was it better for Doodle just to stay at home and never experience life to the fullest.

Five ways of identifying a setting Essay

My essay will examine five ways of identifying a setting as inclusive. I work as a nanny in a sole charge role, in a family home. I work with a family of 3 children, one of the little girls has additional needs and she attends a special needs school. I will reflect on my life experiences and the course material within this essay and how this has influenced my understanding of inclusion. Inclusion is about feeling like you belong, being valued and feeling happy within the setting and the local community, regardless of social backgrounds, age and ability. The five criteria I have chosen are The name of the setting, social inclusion, the curriculum, setting funding, and the view of inclusion presented. I have chosen these criteria as I believe they can form the basis for a setting to be seen as inclusive. I believe that the name of the setting says a lot about what is taking place, if you are sending a child to a special unit attached to a school my view is that it should have the same name as the school. Social inclusion is important because everybody has the right to be treated the same, everybody should be interacted with and spoken to in a kind and friendly manner. I think its important that the same curriculum should be followed in all educational settings and then adapted as required for individual needs. It sets a baseline for the educational system so that essential fundamentals are met. I feel that the settings funding needs to be provided equally between main school and special units. I understand that special settings require additional equipment to support their children and needs to be taken into consideration. However, the amount of money spent for teachers should be the same. I think peoples own opinion on inclusion is important as everybody needs to work to the same guidelines in early years provision. If perspective parents are not presented with an adequate view of inclusion it could greatly effect their standpoint on certain settings. All of the five criteria are important to me when thinking about inclusion, and my own understanding of what inclusion involves. Part B Name of setting Pen green has its own name which is unique to the setting, where as Aspen 2 a special needs school has given the name as an addition to the main stream school. Aspen 2 used to be referred to as the mobile which wasnt seen as inclusive. Aspen 2 is now in the main stream school and has it owns unique unit. Deri View is a newly built primary school with a childrens centre attached the local community had a say in the design and structure of the  building. The school and childrens centre is in a poorly deprived part of Wales. Social inclusion Pen Green is a centre for under 5s and their families in Corby in Northamptonshire. Pen green shows social inclusion through its video clips. Pen Green has an open community, providing team building and meet and greet sessions. Pen Green focuses on the whole family, it allows children to progress from a very young age offering groups such as baby massage. The centre offers a wide range of groups and drop in classes, there are options to go to something everyday. Pen Green cares about all the children at the centre and gives them all equal chances at learning and play. Sheena Griffiths-baker a teacher at Pen green explains that we will being these observations to plan for him as an individual (E214,DVD2) which tells me that the setting is inclusive . Pen green offers classes for parents to learn GCSEs or computer courses, which has helped the parents to gain confidence and independence. At Aspen 2 the children all have additional needs they are included in some main stream school lessons. The Aspen 2 students are treated equally in main stream lessons they are given the same work load but are provided with learning support assistants (LSA) to help them to understand. The Aspen 2 students take part in P.E all together and its adapted to their needs. Deri View is a school with the Acorn Childrens Centre attached to it. The school offers primary aged teaching with the Acorn Centre ranging from pregnancy to 13 years old. The Acorn Centre works with the local community to provide children with a breakfast club. The centre offers adult learning and services for parents to use e.g. the crche for when they go to study at the centre. Maggie Teague the head teacher at Deri View comments 70 of our pupils parents were unemployed now that has gone down to between 30 and 40. I am certain the school has an impact, because of the number of parents who have started with us through family learning are now in employment (E214,DVD2). The curriculum The Pen Green centre offers a wide and varied curriculum staff members observe childrens patterns of learning and make action plans on the children to help with planning activities that are age and stage appropriate. The centre records videos of the children which is known as the PICLE involvement, this allows parents to view what their children have been doing at nursery and can link in with what the child is doing at home. Sheena Griffiths-baker explains about the PICLE group There are several PICLE groups, so there will be  morning afternoon and evening PICLE groups so it as available as possible to many parents, so during that time they watch of video of him, the worker discusses whats happening with the parent and then the parents reciprocates with there information of what is happening at home.(E214,DVD2) There are courses for parents to gain an education and learning together groups for adults. At Aspen 2 the local educational authority aims to develop and provide inclusion at the school. The children work to the same curriculum as the main stream school, the activities are adapted to the students needs. Sarah Wilmshurst a teacher at Aspen 2 comments I take the abilities of all children into consideration (E214, DVD2). Children are allowed to sit nearer to the front that allow for sight problems and hearing needs. Some of the children in Aspen 2 work on the gold curriculum which is part of the main stream school programme for children who are struggling. Aspen 2 children are included in sports days, music and art lessons. Richard and Sam two students talk about the Aspen 2 course programmes and that the students gain a course certificate at the end. A teaching assistant called Mary Fellows talks about how some of the children can not access the mainstream education, especially the PMLD students that she works with.(E214,DVD2) At the Deri View school and the Acorn Centre they work together to give the families the best support available, they provide respite care and work with health visitors and the local authority. The butterflies pre-school provided free childcare for children ages 2 and half to 5 years on five mornings a week. The Acorn Centre has credit union service that comes in to the centre to help parents and give advice. The children also have their own saving scheme available to them. Funding and recourses The Pen Green setting provides funding for childrens groups and adult learning courses to allow everybody to be given a chance to attend the services provided by the centre. Pen Green uses the European social fund. Deri View and the Acorn Centre work together with the welsh assembly to provide free breakfasts for children in the area, all children are included. The centre has access to the community fund. Aspen 2 is given money from the local authority to help with special equipment needed to teach the lessons. The PMLD group has bought equipment to make them inclusive. The course materials state that the mechanisms that local authorities use to distribute their resources can have an impact on the development of inclusive practices (E214, Unit 12, p.209)  Views of inclusion The community around Pen Green see that the centre is for parents, grandparents, males and females of all ages and cultures, it provides groups to suit the needs of everybody and the centre represents new schemes in the area. Pen green provides partnerships with local schools and the community. At Pen Green, Donna the Community Education Manager says Pen Greens unique as it grew out of a community and planned by the community (E214, DVD2.) Sure start is used within the centre sign language groups provide people to learn how to communicate with the deaf. The centre has been used for generations. The Aspen 2 setting is for children with serve learning difficulties. One to one LSA support teachers are provided to students. Main stream teachers provide hints on work sheets to allow the Aspen 2 children to be able to do the work. Lynne Mills a teaching assistant at Aspen 2 says in the last 8 years I have had to do a lot more training, (E214,DVD2) This is so that she has the skills provided to teach individual children. Deri View and the Acorn Centre work together and share joint management. The sure start centre is part of the Acorn Centre. The Acorn Centre provides a food co-op, midwifes and speak and language classes. There is a community bus that goes around the people who are unable to make it to the centre and has rhyme times and story sessions on board. The centre has a drop in area for parents where they can go to get a hot drink, have a chat or use the parents forums. Conclusion I feel that a setting needs to treat children, parents and adults as equals to allow the setting to be fully inclusive. All settings need to be offered the recourses needed and given funding to all departments justice. References The Open University, E214 Equality, participation and inclusion learning from each other views, 2011 The Open University, E214 Equality, participation and inclusion learning from each other, DVD 2, 2010

Essay on The ethicsEssay Writing Service

Essay on The ethicsEssay Writing Service Essay on The ethics Essay on The ethicsA person must say the truth, affirms ethics. There is a slight objection: a person also has other obligations. The situations when obligations are conflicting occur quite often in the life. In this case, the realization of two duties is impossible at the same time. Considering similar situations concerning lie, some philosophers think that a person can tell lies in definite situations, while the others say that it is absolutely unacceptable.When a person foreknows that his lie will lead to unfavorable consequences, he can think that it will save him. He regards lie as a way to happiness because it will save him from punishment or atonement. Such a lie is unjustified from the point of view of ethics.Kant affirms that the duty of telling the truth is an absolute obligation in any circumstances. Thus, I. Kant considers that a person has no right to lie. I can hardly agree with his position. Sure, a person should tell the truth but there are cases when voicing of the t ruth can lead to the divulgence of worthwhile secret (state or commercial one). In the example, given by I. Kant, a malefactor is chasing a person. Thismanishidinginhisfriend’shouse. According to I. Kant, theowner of the house is obliged to give up his friend, when the malefactor demands if the man is in the house.Deontological theory (a part of ethics that considers human’s duty as an intern compulsion) examines duty from the point of view of moral rights and justice. The positive aspect of deontological theory is, according to I. Kant, considering moral actions as reasonable ones. Thus, moral actions should be regarded as logical, universal and independent of consequences. In such a way, an action is right only if a person wants that all people do the same in a similar situation. But person’s actions are conditioned with various circumstances, so it can be considered as a negative aspect.

Biography of Bartolomé de Las Casas, Spanish Colonist

Biography of Bartolomà © de Las Casas, Spanish Colonist Bartolomà © de Las Casas (c. 1484–July 18, 1566) was a Spanish Dominican friar who became famous for his defense of the rights of the native people of the Americas. His brave stand against the horrors of the conquest and the colonization of the New World earned him the title â€Å"Defender of the Native Americans. Las Casas efforts led to legal reforms and early debates about the idea of human rights. Fast Facts: Bartolomà © de Las Casas Known For: Las Casas was a Spanish colonist and friar who advocated for better treatment of Native Americans.Born: c. 1484 in Seville, SpainDied: July 18, 1566 in Madrid, SpainPublished Works: A Short Account of the Destruction of the Indies, Apologetic History of the Indies, History of the Indies Early Life Bartolomà © de Las Casas was born about 1484 in Seville, Spain. His father was a merchant and was acquainted with the Italian explorer Christopher Columbus. Young Bartolomà ©, then about 9 years old, was in Seville when Columbus returned from his first voyage in 1493; he might have met members of the Taà ­no tribe that Columbus brought back with him from the Americas. Bartolomà ©Ã¢â‚¬â„¢s father and uncle sailed with Columbus on his second voyage. The family became quite wealthy and had holdings on Hispaniola, an island in the Caribbean. The connection between the two families was strong: Bartolomà ©s father eventually interceded with the pope on the matter of securing certain rights on behalf of Columbus’s son Diego, and Bartolomà © de Las Casas himself edited Columbus’s travel journals. Las Casas eventually decided that he wanted to become a priest, and his father’s new wealth allowed him to attend the best schools of the era: the University of Salamanca and the University of Valladolid. Las Casas studied canon law  and eventually earned two degrees. He excelled in his studies, particularly Latin, and his strong academic background served him well in the years to come. First Trip to the Americas In 1502, Las Casas finally went to see the family holdings on Hispaniola. By then, the natives of the island had been mostly subdued, and the city of Santo Domingo was being used as a resupply point for Spanish incursions in the Caribbean. The young man accompanied the governor on two different military missions aimed at pacifying those natives who remained on the island. On one of these trips, Las Casas witnessed a massacre of poorly armed natives, a scene he would never forget. He traveled around the island a great deal and was able to see the deplorable conditions in which the natives lived. The Colonial Enterprise and Mortal Sin Over the next few years, Las Casas traveled to Spain and back several times, finishing his studies and learning more about the sad situation of the natives. By 1514, he decided that he could no longer be personally involved in the exploitation of the natives and renounced his family holdings on Hispaniola. He became convinced that the enslavement and slaughter of the native population was not only a crime but also a mortal sin as defined by the Catholic Church. It was this iron-clad conviction that would eventually make him such a staunch advocate for fair treatment of the natives. First Experiments Las Casas convinced Spanish authorities to allow him to try to save the few remaining Caribbean natives by taking them out of slavery and placing them in free towns, but the death of Spains King Ferdinand in 1516 and the resulting chaos over his successor caused these reforms to be delayed. Las Casas also asked for and received a section of the Venezuelan mainland for an experiment. He believed he could pacify the natives with religion rather than weapons. Unfortunately, the region that was selected had been heavily raided by slave traders, and the natives’ hostility to the Europeans was too intense to overcome. The Verapaz Experiment In 1537, Las Casas wanted to try again to demonstrate that natives could be controlled peacefully and that violence and conquest were unnecessary. He was able to persuade the crown to allow him to send missionaries to a region in north-central Guatemala where the natives had proved particularly fierce. His experiment worked, and the natives were peacefully brought under Spanish control. The experiment was called Verapaz, or â€Å"true peace,† and the region still bears the name. Unfortunately, once the region was brought under control, colonists took the lands and enslaved the natives, undoing almost all of Las Casas’ work. Death Later in life, Las Casas became a prolific writer, traveled frequently between the New World and Spain, and made allies and enemies in all corners of the Spanish Empire. His History of the Indies- a frank account of Spanish colonialism and the subjugation of the natives- was completed in 1561. Las Casas spent his final years living at the College of San Gregorio in Valladolid, Spain. He died on July 18, 1566. Legacy Las Casas’ early years were marked by his struggle to come to terms with the horrors he had seen and his understanding of how God could allow this kind of suffering among the Native Americans. Many of his contemporaries believed that God had delivered the New World to Spain as a reward of sorts to encourage the Spanish to continue to wage war upon heresy and idolatry as defined by the Roman Catholic Church. Las Casas agreed that God had led Spain to the New World, but he saw a different reason for it: He believed it was a test. God was testing the loyal Catholic nation of Spain to see if it could be just and merciful, and in Las Casas’ opinion, the country failed God’s test miserably. It is well known that Las Casas fought for justice and freedom for the New World natives, but it is frequently overlooked that his love for his countrymen was just as powerful. When he freed the natives working on the Las Casas family holdings in Hispaniola, he did it as much for the sake of his soul and those of his family members as he did for the natives themselves. Though widely disparaged in the years after his death for his critiques of colonialism, Las Casas is now seen as a significant early reformer whose work helped pave the way for the liberation theology movement of the 20th century. Sources Casas, Bartolomà © de las, and Francis Sullivan. Indian Freedom: the Cause of Bartolomà © De Las Casas, 1484-1566: A Reader. Sheed Ward, 1995.Casas, Bartolomà © de las. A Short Account of the Destruction of the Indies. Penguin Classics, 2004.Nabokov, Peter. â€Å"Indians, Slaves, and Mass Murder: The  Hidden History.† The New York Review of Books, 24 Nov. 2016.

Motivation Theory Dissertation Example | Topics and Well Written Essays - 4000 words

Motivation Theory - Dissertation Example Bearing the aforementioned in mind, the extent to which motivation techniques and schemes positively impact upon both individual employee behaviour and teamwork is an important area of study, especially as markets become more and more competitive. Indeed, as markets become increasingly competitive, successful employers are paying more attention to their human resource management by developing incentive programs in an attempt to keep their employees motivated and thus maximise their work productivity. The factors which incite employee motivation, and the extent to which bonus and various other incentive schemes do so, especially within the context of work teams are the focus of this dissertation. As was briefly touched upon in the preceding, a motivated workforce is the backbone of a successful organisation; an organisation which is both able to satisfy its strategic objectives and pose as a strong market competitor in an ever-increasingly competitive global market space. It has tradi tionally been assumed that bonus schemes motivate employees on both individual and team levels but empirical evidence suggests that bonus schemes are not as powerful or as strong a motivator as has been suggested. It is within the context of the stated that the rationale of the study may be found: the determination of the factors which incite both individual and team employee motivation towards greater productivity, commitment and dedication. Needless to say, the identification of these factors has far-reaching consequences for both organisations and the economy as a whole.