Purnell Model a View on Asian Indian Culture Values. Essay

Abstract In this paper I will be identifying beliefs and values common to my family of origin. I will be using Purnells Model of cultural competency and will explain the major assumptions of the model in relevance to my culture. The purpose of this paper is to provide the reader with a quick overview of the Asian Indian culture. One must be aware of their own culture and the culture of others in order to offer competent and culturally sensitive care and understand how their cultural beliefs may affect their health. (Leuning, Swiggum, Wiegert, and McCullough-Zander, 2002). Introduction With the United States becoming increasingly diverse, healthcare professionals face a multicultural clients and it†¦show more content†¦I have lived in Waukesha, Milwaukee and my current residence is in Racine, Wisconsin. After my bachelors I have been working as a registered nurse at a local nursing home. Communication: My primary language is Punjabi, although I can speak Hindi and English fluently as well. Women do not look into the eyes of men, which would imply romantic interest, and this is usually forbidden. People from my culture will not usually look directly in the eyes of elders and authority figures. This is supported by Purnell and Paulanka (2003), and they add that â€Å"direct eye contact with elders and authority figures may be considered a sign of disrespect† Family Roles and Organization. Indian families are considered to be a close knit family unit. The man (the father and/or husband) is always considered the head of household. There is also a significant value placed on higher education and success for their children. Workforce Issues: Traditionally, men will usually work and provide the financial support and the women provide domestic care. In the recent years, as people are becoming more educated and urbanized there has been a decline in this trend. Biocultural ecology. In the Northern part of the country the general population has a fairer skin color when compared with down South. Southern part of the country is closer to the equator which results in higher temperatures and long sunny days, whichShow MoreRelatedCulture As A Different Perception Of Behavior1713 Words   |  7 PagesIntroduction Culture is termed as the way of life, activities, customs, and beliefs of a group of people or society. In deeper context, Phil Smith describes it in his book ‘Cultural Theory’ in six different definitions (Smith, 2001). They are as follows: i. Structural definitions –depicts a culture as a different perception of behavior ii. Psychological definitions- illuminates culture as playing a role in solving problems by allowing individuals to interact, learn and satisfy both materialRead MoreThere Are Four Primary Discipline Topics Mentioned Above1244 Words   |  5 Pagesinvestigation. The social model for Cultural Competence and Critical Race Theory (CRT), are the highlights of the dimensions that will influence the research through this exploratory participatory approach. This will be a case study utilizing a mixed method approach through social constructivist participatory analysis. The case study will have an outcome basis that may produce advocacy, more effective professional development, and more culturally inclusive learning environments. Let’s view each of these outcomes

Interview Dialogue - 1472 Words

I: Please have a seat. (motion to chair) A: Thank you. Oh, this is a copy of my resume and a list of references. I: Thank you, I will take a look at these. I see you have applied for the cashier position. A: Yes, that’s right; I can work in other positions in the store as well. I: That’s good. Can you tell me (about) your previous work experience? A: I worked as a clerk at 7-Eleven for one year. Before that I worked in my country at my parents’ grocery store. I had many responsibilities such as: ordering merchandise, stocking shelves, and waiting on customers. I: I see. Are you looking for a part time or a full time position? A: I’m looking for a part-time job because I go to the Adult School to improve my English. I: Customer†¦show more content†¦Not academic classes and lectures, but living together, and making friends and taking part in some outside activities, but not too many. And we tried to show them what we had learned about how to organise your work, so as to do justice to a range of different subjects. And to let them know the points at which they needed to make choices. And to know that we - students in the year senior to them, were friendly and really wanted them to do well. | 7 | Miss Lam | Sounds good. That kind of responsibility can be intimidating if you are dropped into it without any sort of assistance - especially if you are the first member of your family to get into University. | | Felix | Yes indeed it can. That was what happened to me. My parents were entirely supportive, but they simply had no idea what the experience of University study was like. It took me several months to find my feet. Thats why I was keen to get involved in the orientation project. | 8 | Miss Tam | So what do you get out of your involvement? | | Felix | As I said, I learned how to identify the problems, and to talk about them in terms that newcomers to the University could understand - or at least, I got to be much better at it! Its actually quite a difficult thing to do. | 9 | Mrs. Smith |Show MoreRelatedCollaborative Therapy Is Defined And Developed More Concisely By Dr. Harlene Anderson Essay2331 Words   |  10 Pageswhich the coach thinks about and introduces his or her believed knowledge and expertise (what they think they might know). Knowledge and expertise (e.g., whether from research, experience, or theory) are tentatively offered as food for thought and dialogue and remain open to challenge and change. (Anderson 1997). Dr. Harlene Anderson and Dr. Harold A. Goolishian developed collaborative therapy as a postmodern approach to creative and solution-based communication. A core component of postmodern collaborativeRead MorePersonal Dialogue and Reality: I and Thou by Martin Buber Essay1253 Words   |  6 PagesMartin Buber’s â€Å"I and Thou† delivers a philosophy of private dialogue as it describes how personal dialogue can outline the character of reality. The book’s main theme is that life could also be outlined by the manner in which people tend to interact in dialogue with one another, with nature, and with God. According to Buber, a person might have two attitudes: I-Thou or I-It. I-Thou is a subject-to-subject relationship, whereas I-It is a subject-to-object relationship. Within the I-Thou relationshipRead MoreEssay about Deception1601 Words   |  7 Pagesdivision, the interview of a victim, witness, suspect or informant is a critical element of any investigation. Precious resources in the form of man power, money, time and equipment can be wasted because of the failure of the interviewer to conduct a complete interview and accurately evaluate the credibility of the information gained from the subject interviewed. nbsp;nbsp;nbsp;nbsp;nbsp;As a part of the three pillars of the criminal investigative process, a thorough and complete interview providesRead MoreWhat Is The Purpose Of Mankind On Earth?1214 Words   |  5 Pageslaws that govern society. While quantitative research is used for uncovering causal relationships between variables. Qualitative research involves a higher degree of human interaction, as it has three types of data collection: in-depth, open-ended interviews, direct observation and written documents. Its main focus is to derive information from actual peoples ‘experiences (activities, feelings, actions, behaviours). Contrary to qualitative research, quantitative research requires a systematic approachRead MoreInterpersonal Skills : Definitions And Usage Examples For Business Settings954 Words   |  4 PagesDefinitions and Usage Examples for Business Settings submitted on Tuesday, 17 May 2016, 12:54 PM Listening Definition: â€Å"The ability to hear attentively and process information correctly.† (Lombardo n.d.) Use in Business: A good manager pays attention to dialogue with and between workers, peers, and seniors in the workplace. When conversing with one’s coworkers, superiors, and underlings, it is important to engage in active listening, which encourages the listener to give his/her undivided attention, empathiseRead More Comparing Two Poems about Prejudice Essay579 Words   |  3 Pagesprejudice. The former poem is to do with racial prejudice and the latter is to do with social prejudice. The two poems are different in many ways. The first poem is an application for accommodation and the second poem is a job interview. Soyinkas poem is a Dialogue within a monologue where as Fanthorpes poem is just a monologue. Also the tones are different the former poem has a shocking tone to start with but a mocking tone towards the end, while the other poem is extremely rude. The charactersRead MoreEmployee Selection1874 Words   |  8 Pagesto measure; while reliability refers to the degree to which interviews, tests and other selection procedures yield comparable data over a period of time, and the degree to which two or more methods yield similar results or are consistent (Hartel, Fujimoto, Strybosch amp; Fitzpatrick, 2007, p.287). This essay aims to expound on the most commonly used selection methods, namely application forms and subsequent reference checks, interviews and performance simulation tests. In doing so, it also examinesRead MoreReminiscence and Life Review Group for Elderly People Essay5423 Words   |  22 PagesAlthough the initial suggestion was to audio tape the interview, it was decided that a video format would be preferred as a way to preserve not only their stories, but to provide a visual remembrance. It was proposed to integrate young people from the community by having them conduct the interviews and operate the recording devices. The group facilitators were responsible for locating and identifying candidates to conduct individual interviews. Once the theme for the group was establishedRead MoreDifferences Between Men And Women s Views Of Physical Exercise Essay1502 Words   |  7 Pagesqualitative interviewing? Qualitative interviewing can be semi-structured and unstructured. However both forms of interviews have three certain features in common. Firstly, qualitative interviewing is an exchange of dialogue between the interviewee and the interviewer (Edwards Holland, 2013). Secondly, the researcher will have specific topics and issues that they wish to cover in the interview, however, how this information is collected is flexible (Edwards Holland, 2013). Lastly, â€Å"a perspective regardingRead MoreEffective Selection Process Within A Company1017 Words   |  5 PagesThe interpretive attitude is essential for along the interview, so the interviewer can understand verbal and nonverbal expressions of applicants. The evaluative attitude is important as it will be present from the beginning of the interview until the end of the process, in which the interviewer can build an evaluative profile of the person with whom they have just met. The ability of the interviewer: It is necessary to prepare for an interview. Interviewer training serves as a guarantee that the

Chapter 12 Holt Ancient World History Free Essays

Chapter 12 1. A) Justinian I was an emperor of the Byzantine Empire. He reformed the roman laws by rearranging them and putting them in order. We will write a custom essay sample on Chapter 12 Holt Ancient World History or any similar topic only for you Order Now The revised law code called Justinian’s Code. B) Theodora influenced the nika revolt because she stood strong and convinced her king to do the same. C) Justinian could have made his achievements by being more conscious of how much land his government could support when he was taking over the land to the west. 2. A) A mosaic is a piece of art comprised of small pieces of colored tile or glass. Mosaics were one of the most common types of Byzantine art. B) I believe that the iconoclasts responded the way they did to the human images because it seemed to them like the images were to close to the non-Christian worship of an idols. C) The split between the Orthodox and the Roman Catholic Church occurred because of their many differences the most important of which was who in the church had the most power. 3. A) Under the Macedonian dynasty the Byzantine Empire enjoyed a 200 year golden age. B) The split between the aristocracies of city and countryside was a problem because it caused them to fight within their empire which weekend them to outside attack.C) The statement, â€Å"The Byzantines themselves, not the Turks, bear the greatest responsibility for the end of their empire,† is completely true. Section 2 1. A) The Slavs asked for help from the Rus to bring â€Å"Order† to their way of living and act as a kind of king. B) The accomplishments of Yaroslav the Wise are: fact that he became ruler of Kiev Rus, He hired scribes to translate religious books from Greek to Slavic, and under his rule the Russian law was codified, and he helped regain territory that had been lost.C) The physical geography may have affect the relationship between the Byzantine Empire and the Kievan Rus because since the where so close there seems as if there might be some territorial issues. 2. A) Cyril And Methodius converted Slavs to Christianity. B) Vladimir I impacted Russian Christianity by converting then marrying the sister of the Byzantine Emperor. He also built libraries, schools, and churches. Then he made Christianity the state religion. C) I think Christianity spread more in he city then the country side because cities have more people which means it was probably more promoted. 3. A) Alexander Nevsky was known as a Russian hero. Not only did he defeat the Swedes and the Teutonic Knights, he also was the Mongols vessel. B) I think Invasions from the outside caused more damage to the Kievan State then Internal problems because they always seemed to be under attack. First, being attacked from the east, Then the north and then being invaded again by the Teutonic Knights. Section 3 . A) Alfred the Great was the kind of Wessex. He helped defeat the Danish Invaders and joined forces with Anglo-Saxon England. He also compiled a code of laws and promoted learning. B) The Franks converted to Christianity because their leader, Clovis, swore that if they won the battle be could become a Christian. The Franks won, and all his troops followed in Clovis’s footsteps. C) I think Western Europe broke apart probably because they didn’t have a unifying leader. Everyone in that age wanted power to themselves. . A) Patrick spread Christianity throughout Ireland without giving a care how he was treated. By the time he died he achieved making almost all of Ireland Christian. B) Gregory the Great was a Roman Catholic pope. His major achievement was restoring monastic discipline, and was zealous in propagating Christianity. C) I think Christendom affect medieval Europe in a small way. It was just another society that promoted Christianity and its customs. 3. A) Life for a Celtic Monk is quiet and reserved.They liked to be isolated from the rest of society because they felt as though it would keep them from being distracted from their faith. They like to fast and spend days at a time in solitary contemplation. B) Benedictines and Celtic monasteries were similar because they both where groups of monks who were very dedicated and focused on their religion. They were also both led by Abbots. They are different from each other because the Benedictines were open to the public about their religion and were not as brutal then the Celtics.Celtics often did intense fasts and like to be isolated and away from social activity. C) I think that the most significant thing that the Benedictines did was run schools that help educate and create the â€Å"Finest Minds† of the Middle Ages. This led to smart people copying important ancient manuscripts to help keep the knowledge of Greece and Rome alive. Without those manuscript, we probably would be reading this chapter and a big chunk of history would be undiscovered. How to cite Chapter 12 Holt Ancient World History, Papers

Duties of a Citizen free essay sample

Recently you wonaâ‚ ¬Ã¢â€ž ¢t be seeing an American citizen care much about anything other than them selves. Their main priority is to ensure the perfection of their own lives. That is not being a good citizen though. Making sure your needs are met before you look up and see what you can help with is corrupt and selfish. We need to care more about how we can help our country and what we need to do to be a good citizen. Having clear goals, consistent ideals, and unity is what makes a country powerful; so when any of these components are lacking, a country and its citizens will weaken, which is happening in America. Being a citizen of America has become virtually insignificant to our people, and is now crippling us. These three components depend upon one another to ensure the strength of a country. We must value all these elements to check our loyalty for our countries endeavors. Specifically the ideals should be based on the standards your country wants, since it is the structure to your countryaâ‚ ¬Ã¢â€ž ¢s government. But ideals consist of what you and your country should value in your beliefs, ethics, and principals so the people can jointly support their country. Our ideals (especially American) have been accepted by each subsequent generation until recently. Unity is a common understanding and belief within a group of people; it is joining together for an ultimate cause. Goals are the start of our countries ambition to aim for our desired result and produce the product of our efforts. The ideals however establish a consensus on what we value or believe in as a country, it creates boundaries on our moral standard. We have to stay true to our constitution and the morals that were founded with it. To stray off and feel superior to your own ideals is no exception. That is what breaks the core and ruins our countries long lasting policies. Being a country of the people, for everything from the military to the government to the public should be equally united in the same goals. The government however is the power that should listen then voice the verdict of our decisions. They should act upon the publicaâ‚ ¬Ã¢â€ž ¢s best interests, and not single out any party or group whose stance on a matter should be determined as any less significant. If a decision is detrimental to anyoneaâ‚ ¬Ã¢â€ž ¢s life in the general public, then it is likely there will be more than one person affected by the same things. The government should act upon their doings with precision and a conscious understanding of their impact on everyone. Dependant on the necessity of their actions an act should not be passed if it is going to exclude even a minority in the populations opinions. With this we can determine clear goal sets and be unified. When going through with anything you should always check your tracks to see if you stomped on any bugs. Through out the Vietnam War these ingredients were missing for the American position. It doesnaâ‚ ¬Ã¢â€ž ¢t matter if the opponent is right or wrong, but if you are following these tactics, you will be successful. Ho Chi Minh and his communist following was ensuing power through authority and fear. Due to the fear he was possessing in many of the Vietnamese civilians, he was able to create unity for the goal sets he was trying to reach. His methods consisted of using fear over his people to squeeze out the product he desired. Once the people saw the product he achieved by communist ideals, Minh created a massive following of communist believers to ensure the continuation of reaching their goals and his regime. He established groups such as the NLF to spread his ideals and expand his following, but also to support all sections of his military. They believed that aâ‚ ¬? as long as they did not lose, they won. aâ‚ ¬? Americans on the other hand should have seen their defeat coming. Constantly reflecting on the Korean War as aâ‚ ¬? learning our lesson,aâ‚ ¬? we should have taken the French defeat in Dien Bien Phu as a warning. Americans entered the war, head first with no structure of unity, goal sets, or ideals. Events such as the Tet Offensive had not only initiated a new phase of the war but also showed us that our unity was weak. The US, if unified would have been smarter to not abandon all their cities and create opportunity for the NLF and Vietcong to strike. We would have communicated and sorted our priorities to know our goals before separating into remote areas. Other battles like Ia Drang showed the issues with unity and goals that have become noticed because of the failure to succeed in communication during them. The Pentagon Papers along with some accumulating underground news articles revealed much of what went wrong to the public in 1971. When the Americans had already initiated Vietnamization it was to late to change our strategy for the war effort. The papers caused discourse within our own country and distrust of our government. They were one of the large breaking points to all the built up distress over the war. In the papers we lied about the Gulf of Tokin aâ‚ ¬? attackaâ‚ ¬? and covered up our faults to our own people. Events such as My Lai concerning Lieutenant William Calley posed even more issues on the moral justification we had in Vietnam, for such things as our aâ‚ ¬? Free Fire Policyaâ‚ ¬? or aâ‚ ¬? Search and Destroy Campaign. aâ‚ ¬? It showed that Americans went against their own ideals when in Vietnam by not treating the Vietnamese with equal liberties, as we would give ourselves. It seemed as though we held a higher standing for ourselves when in Vietnam so we did not follow our own belief of treating all humans as equals. Killing innocent civilians without trial, not accepting the cultural difference of nations, using the threat of arms as a bribe to follow our beliefs, treating foreigners with out equality, ect. It was all that went wrong in our approach to try and gain the Vietnamese trust. When we went over to Vietnam we showed, a third world country in despair, a country that does not constitute itself by the ideals we arrived there with. In fact we did the exact things we were fighting against and did what we originally founded ourselves to not become, in Vietnam. It was a hypocritical scenario where we couldnaâ‚ ¬Ã¢â€ž ¢t learn from our mistakes until we were gone and had already lost. In present day Afghan/ Iraq with many of those mistakes from Vietnam still hanging over our heads, we are now pushing to fix. Since Vietnam we have initiated the Special Operations Unit, and founded many other sections of the Military to ensure we donaâ‚ ¬Ã¢â€ž ¢t make those same mistakes. Although many things are still missing from our strategy, such as going against our ideals again in the case of Abu Ghraib, we have come a long way. A friend of mine, Richard Bennett, currently serving in the US Special Opps. Group, and waiting to be deported to Afghan/ Iraq is anxious to utilize his training. His job will be to train civilians on how to protect and sustain their own government, so they can stand on their own. He has gone through rigorous training to ensure his capability in every situation but as his mother said to me in her interview, aâ‚ ¬? Richie is anxious to be deported and utilize his trainingaâ‚ ¬Ã‚ ¦ but he has expressed his frustrations with the politics concerning the waraâ‚ ¬Ã‚ ¦ like I said, it is the Age of Information, so you can see multiple sides to every story now. aâ‚ ¬? Essentially her point was to express that even if there is corruption in Afghan/ Iraq there is practically nothing the public cant obtain information on. The publicaâ‚ ¬Ã¢â€ž ¢s judgment on the issues should be heard and taken into consideration by the government to change what they feel is not right based on our ideals. Finally, when analyzing the trends and mistakes we made in Vietnam there is significant improvement of our structure in Afghanistan/ Iraq now. Even though we still have our defects as citizens, we should always remember the three components to being successful as a country and as a citizen of that country. The unity, goals, and ideals of a country found their infrastructure. So to be a good citizen you have to work to maintain that, for your country, and for the future of your country.

A Pleasurable and Educational Preschool Observation Essay Example

A Pleasurable and Educational Preschool Observation Essay I observed a 4 twelvemonth old preschool category during playday in Staten Island. New York. The category consisted of eight kids. and one certified preschool instructor. There were 4 male childs and 4 misss in the category. During my 60 minute observation I noticed several cases of dramatic drama. peer relationships. relationships with grownups. and self-denial. Dramatic Play During my observation. I witnessed a group of two- one male child and one girl-playing house. Harmonizing to Hutchinson ( 2011 ) kids frequently use playing house as an chance to research world and their societal functions based on grownup behaviour. The two kids that I observed explored world and their societal functions as they pretended to eat dinner together as household. The brace even took it a measure farther as they included doll babes to play as their kids. As the kids played house. the miss cooked dinner and the male child sat at the tabular array waiting for dinner to be ready. As the male child waited for dinner to be ready. he got up. walked around as if he was looking for something and came back with two babe dolls and told the miss. here they can sit following to you . The male child had assigned the miss a sensed female function. to be the female parent and attention for the babe. We will write a custom essay sample on A Pleasurable and Educational Preschool Observation specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on A Pleasurable and Educational Preschool Observation specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on A Pleasurable and Educational Preschool Observation specifically for you FOR ONLY $16.38 $13.9/page Hire Writer While the miss had assigned herself a female function. to cook for the male. Therefore. the male child was automatically assigned a sensed male function. to wait for the female to complete cookery so he could eat. The pair’s dramatic drama demonstrates how kids begin to understand standard gender functions and play consequently during early childhood ( Hutchinson. 2011 ) . This drama interaction was non gender segregated. This non-gender segregated drama is a good illustration of how kids play based on their gender. Although. many immature kids prefer to play with same sex couples. I believe this was non the instance because the brace felt playing house required a female and male to suit the right gender functions. I besides believe that mass media plays a strong function in the manner preschool kids play in their sensed gender functions. Harmonizing to Kirkorian. Wartella and Anderson ( 2008 ) . by preschool age kids are active telecasting viewing audiences. Therefore. if kids watch shows that are based on household life. such as Modern Family. they will detect a strong presence of adult females in the kitchen and lovingness for kids. and theoretical account similar behaviours. Relationships with Adults During my observation there was small interaction with the instructor. Children seemed to prefer to play with their equals. One teacher-student interaction I observed was a backdown relationship. The instructor tried to prosecute the brace of kindergartners playing house. However. her battle was unsuccessful. The instructor walked over to the pair’s drama station and asked about the babies’ names. The brace answered the instructor but did non prosecute other than replying the inquiry. During the clip the instructor was oppugning the brace. the miss got up from the drama dinner tabular array and walked over to play with another group. a group of misss. This illustration supports Garvey ( 1990 ) and Harper and McCluskey ( 2003 ) statement that the attending of an grownup or instructor may impede children’s peer interactions. The girl’s reaction to the instructor interrupting her drama scenario was backdown. Another teacher-student interaction I observed was a friendly interaction. The instructor engaged a male child who was with trucks in drama. During this interaction. the male child was playing entirely with autos and trucks. The instructor asked if she could play with him. and he agreed. The instructor and pupil so played with autos and trucks in a friendly mode. This is normal as there is a inclination for instructors to pass more clip with kids who are less societal than more societal kids ( Harper and McCluskey. 2003 ) . The male child in this instance could be perceived as less societal than others as he played entirely the full hr. During my observation I did non see attachment-seeking behaviour from the kids towards the grownups. However. I did hold the opportunity to detect one preschool miss dropped off by her female parent prior to my observation. The preschool girl’s behaviour was crabbed and aggressive. The miss cried and kicked while the female parent signed the miss in. The ma tried to comfort the miss. but looked like she needed comforting herself. By and large. separation from female parents can be nerve-racking for kids. nevertheless. separation from kids can besides be nerve-racking for female parents ( Balaban et al. . 2002 ) . Peer Relationship One equal relationship I observed consisted of three misss playing dress-up. Unlike the old brace that was non gender segregated. this group of misss was gender segregated. Harmonizing to Hutchinson ( 2011 ) in early childhood. kids make friends with other kids of the same gender and age. As these misss engaged in dramatic drama they were really nice to each other. They played with each other’s hair. did each other’s makeup. and referred to each other as my best friend . After the Forth miss in the category finished playing house with the male child. she approached the three misss and asked if she could play with them. The three misss took the Forth misss play induction as a struggle. The three misss so teamed up and said no manner. you’re non our friend to the 4th miss in the category. Young kids frequently use the term friend and playfellow interchangeable. Harmonizing to Hutchinson ( 2011 ) . immature kids see the definition of a friend as person you play with. Therefore. when the 4th miss asked to play with the three misss she was excluded because she played with the male child and was the boy’s friend and non the three girl’s friend. Self-denial During my observation. I witness one case of aggression. One miss was constructing a princess castle with edifice blocks and a male child came by and kicked over the palace. The miss instantly got up and pushed the male child and the male child pushed the miss back. The male child or miss did non demo any self-regulation as they engaged in a battle. Besides. there was no helpful or empathetic prosocial behaviour. as the children’s actions did non forestall negative urges. In this case of self-control or deficiency of self-denial. the male child and the miss exhibited both instrumental aggression. contending over playthings and physical aggression. physical force against person. However. these signifier of aggression is normal for preschool aged kids as aggression additions during early childhood old ages ( Hutchinson. 2011 ) . Fortunately. aggressive behaviours usually deteriorate by the terminal of early childhood as kids learn to better pass on their demands ( Hutchinson. 2011 ) . My preschool observation was a enjoyable experience. I was able to watch eight happy kids play. battle. laugh. and gag with each other. My observation was besides an educational experience as I was able to use theories learned in category to existent life state of affairss. Overall. my observation experience was both gratifying and educational. Mentions Balaban. N. . Brodkin. A. M. . David. J. . Drucker. J. . Feder-Feitel. L. . A ; Greenberg. P. ( 2002 ) . A Great Start To School. Scholastic Parent A ; Child. 10 ( 1 ) . 40-45. Harper. Lawrence V A ; McCluskey. Karen S. ( 2003 ) . Teacher-child and child-child interactions in inclusive preschool scenes: Do grownups suppress peer interactions? Early Childhood Research Quarterly. 18. 163-184. doi:10. 1016/S0885-2006 % 2803 % 2900025-5 Hutchison. E. ( 2011 ) . Early Childhood. In Dimensions of human behaviour: The Changing Life Course ( 4th ed. ) . Los Angeles: Sage. Kirkorian. H. . Wartella. E. . A ; Anderson. D. ( 2008 ) . Media And Young Children’s Learning. The Future of Children. 18 ( 1 ) . 39-61. Garvery. C. ( 1990 ) . Play. Cambridge. Ma: Harvard University Press.

Biography of Fences Playwright August Wilson

Biography of Fences Playwright August Wilson Award-winning playwright August Wilson had no shortage of fans during his life, but his writing enjoyed renewed interest after a film adaptation of his play â€Å"Fences† opened in theaters on Christmas Day 2016. The critically acclaimed film not only earned kudos for stars Viola Davis and Denzel Washington, who also directed, but exposed new audiences to Wilson’s work as well. In each of his plays, Wilson shined a spotlight on the lives of the working class African Americans overlooked in society. With this biography, learn how Wilson’s upbringing influenced his major works. Early Years August Wilson was born April 27, 1945, in Pittsburgh’s Hill District, a poor black neighborhood. At birth, he bore his baker father’s name, Frederick August Kittel. His father was a German immigrant, known for his drinking and temper, and his mother, Daisy Wilson, was African American. She taught her son to stand up to injustice. His parents divorced, however, and the playwright would later change his surname to his mother’s, for she was his primary caregiver. His father did not have a consistent role in his life and died in 1965. Wilson experienced fierce racism attending a succession of nearly all-white schools, and the alienation he felt as a result eventually led him to drop out of high school at 15. Leaving school did not mean Wilson had given up on his education. He decided to educate himself by regularly visiting his local library and voraciously reading the offerings there. A self-taught education proved fruitful for Wilson, who would earn a high school diploma due to his efforts. Alternatively, he learned important life lessons by listening to the stories of the African Americans, mostly retirees and blue-collar workers, in the Hill District. A Writer Gets His Start By 20, Wilson decided that he would be a poet, but three years later he developed an interest in theater. In 1968, he and his friend Rob Penny started the Black Horizons on the Hill Theater. Lacking a place to perform, the theater company staged its productions at elementary schools and sold tickets for just 50 cents by herding in passersby outside just before the shows started. Wilson’s interest in theater waned, and it wasn’t until he moved to St. Paul, Minn., in 1978 and began adapting Native American folktales into childrens plays that he renewed his interest in the craft. In his new city, he began to recall his old life in the Hill District by chronicling the experiences of the residents there in a play, which developed into â€Å"Jitney.† But Wilson’s first play staged professionally was â€Å"Black Bart and the Sacred Hills,† which he wrote by piecing together several of his old poems.    Lloyd Richards, the first black Broadway director and dean of the Yale School of Drama, helped Wilson refine his plays and directed six of them. Richards was artistic director of Yale Repertory Theater and head of the Eugene ONeill Playwrights Conference in Connecticut to which Wilson would submit the work that made him a star, â€Å"Ma Rainey’s Black Bottom.† Richards gave Wilson guidance on the play and it opened at the Yale Repertory Theatre in 1984. The New York Times described the play as â€Å"a searing inside account of what white racism does to its victims.† Set in 1927, the play details the rocky relationship between a blues singer and a trumpet player. In 1984, â€Å"Fences† premiered. It takes place in the 1950s and chronicles the tensions between a former Negro leagues baseball player working as a garbage man and the son who also dreams of an athletic career. For that play, Wilson received the Tony Award and the Pulitzer Prize. The playwright followed up â€Å"Fences† with â€Å"Joe Turners Come and Gone,† which takes place in a boardinghouse in 1911. Among Wilson’s other key works is The Piano Lesson, the story of siblings fighting over a family piano in 1936. He received his second Pulitzer for that 1990 play. Wilson also wrote Two Trains Running, Seven Guitars, King Hedley II, Gem of the Ocean and Radio Golf, his last play. Most of his plays had Broadway debuts and many were commercial successes. Fences, for example, boasted earnings of $11 million in one year, a record at that time for a nonmusical Broadway production. A number of celebrities starred in his works. Whoopi Goldberg acted in a revival of Ma Raineys Black Bottom in 2003, while Charles S. Dutton starred in both the original and the revival. Other famous actors who’ve appeared in Wilson productions include S. Epatha Merkerson, Angela Bassett, Phylicia Rashad, Courtney B. Vance, Laurence Fishburne and Viola Davis. In total, Wilson received seven New York Drama Critics Circle awards for his plays. Art for Social Change Each of Wilson’s works describes the struggles of the black underclass, be they sanitation workers, domestics, drivers or criminals. Through his dramas, which span different decades of the 20th century, the voiceless have a voice. The plays expose the personal turmoil the marginalized endure because their humanity all too often goes unrecognized by their employers, by strangers, by family members and America overall. While his plays tell the stories of an impoverished black community, there’s a universal appeal to them as well. One can relate to Wilson’s characters in the same way one can relate to the protagonists of Arthur Miller’s works. But Wilson’s plays stand out for their emotional gravitas and lyricism. The playwright didn’t want to gloss over the legacy of slavery and Jim Crow and their impact on his character’s lives. He believed that art was political but didn’t consider  his own plays to be explicitly political. I think my plays offer (white Americans) a different way to look at black Americans, he told The Paris Review  in 1999. For instance, in ‘Fences they see a garbage man, a person they dont really look at, although they see a garbage man every day. By looking at Troys life, white people find out that the content of this black garbage mans life is affected by the same things - love, honor, beauty, betrayal, duty. Recognizing that these things are as much part of his life as theirs can affect how they think about and deal with black people in their lives.† Illness and Death Wilson died of liver cancer on Oct. 2, 2005, at the age of 60 in a Seattle hospital. He had not announced that he was suffering from the disease until a month before his death. His third wife, costume designer Constanza Romero, three daughters (one with Romero and two with his first wife) and several siblings survived him. After he succumbed to cancer, the playwright continued to receive honors. The Virginia Theater on Broadway announced that it would bear Wilson’s name. Its new marquee went up two weeks after his death.

Three possible remedies that Smithville Industrial Chemical Essay

Three possible remedies that Smithville Industrial Chemical - Essay Example The main mistake that was made by the Smithville Industrial Chemical Company was that it did not monitor the environmental sustainability quotients and mechanisms employed in the respective factories. This is the main reason as to why the owner of the Smithville Industrial Chemical Company could not respond adequacy to the allegations of the water in the area being polluted by the wastages disposed by the factories of the company. Had the owner of the company kept a proper track on its production and operations processes including the wastage management, waste disposal and sustainability initiatives, and then he would not have to be surprised and worried by the allegations made by the Department of Natural Resources (DNR). This would not only have saved the time and effort of the public, the Department of Natural Resources (DNR) and the company itself abut would also have helped the faster functioning of the Department of Natural Resource and identification of the actual cause of the problem . This would have subsequently helped to provide a clean chit to the alleged company, Smithville Industrial Chemical Company. The false identification of the source of hazard resulted in the delayed identification of the actual cause of the problem. In the situations of the local people being unable to use the water resources, time was an important factor for consideration in the complaint and conflict management processes. Therefore, this can be identified to be a major mistake on the part of the Department of Natural Resources (DNR).

Reflection on Sound and Fury Essay Example | Topics and Well Written Essays - 500 words

Reflection on Sound and Fury - Essay Example It is a bond that unites them to others with hearing disability. The story revolves around two families and their views on deafness and a cochlear implant that can help deaf people hear. Its characters are powerful, the emotions overwhelming and an ending that I found thought provoking and disturbing at the same time. Deaf characters in the movie viewed deafness as something sacred and did not consider it a disability. The threat posed by the new device is thus too overwhelming and they unite to protect their culture and their sign language. Peter and Nina are parents of Heather 6, and while they are all deaf, Peter is a strong advocate of sign language and an active member of anti-implant community. However they are shocked when Heather decides she wants an implant so she can talk to hearing people. She wants to hear the sounds around her especially of animals and lion in particular. The reaction of Heather’s mother Nina is of particular interest since she goes against the decision simply because she feels that if Heather starts hearing, she wont be communicating in sign language anymore. I may sound politically incorrect when I say this but the truth is that I did not like Nina’s reaction or their decision not to let Heather get implants. It is very difficult for a hearing person to understand why Nina behaved this way because anyone would want what’s best for his or her children. If you had a disability why would you want your children to go through the same problems? Any hearing or non-hearing person would obviously try to minimize the problems in their child’s life so why would Nina behave like an enemy. I couldn’t understand that and while I wanted to view things from a deaf person’s situation, I still couldn’t bring myself to accept Nina and Peter’s reaction. Interesting they decide that Heather could have implants

Desert Exile Essay Example | Topics and Well Written Essays - 1000 words

Desert Exile - Essay Example She describes the hard life of the Japanese Americans during the Depression and after they were forced to live in the internment camp The author’s father came to the United States in 1906, and her mother came later to marry him. Belonging to a fairly well-off family, Uchida did not experience the hardships her friends did during the Depression .She describes her angst during her childhood and her mother’s sensitivity and her father’s kindness and hospitality. The book throws light on some of the customs and ways of life of the first generation Japanese Americans. Although the book is well written and is full of insights, Yoshiko Uchida who belongs to the community of Japanese Americans herself, does not seem to give a balanced view of the experiences of her community .According to a critic, Uchida â€Å"is too close to her subjects and does not have enough critical distance to give a balanced and accurate account of the internment and experience of Japanese Amer icans in the years before the internment.† Writing about the deluge of Japanese visitors they had when she was a child, Uchida writes, â€Å"I felt as though our house was the unofficial alumni headquarters of Doshisha, and I one of its most reluctant members.†(Uchida p. 11) As the author was but a young child at the time, the number of visitors must have seemed enormous to her. In chapter 2, the author speaks about her insecurities which continued into her adult life. According to her, the insecurity was probably caused by the feeling of being different. â€Å"Perhaps it was the constant sense of not being as good as the hakujin(white people)† (Uchida 27) She concedes that although they spoke Japanese at home and observed Japanese customs, her family was more liberal than many of the other Japanese families. â€Å"As a result, our upbringing was less strict than that of some of my Nesei

Literature Review on Stress and Stressors in Bangladesh

Literature Review on Stress and Stressors in Bangladesh A Critical Review on Stress Scenario in Bangladesh Jannatul Ferdous Introduction Stress is a disruptive physiological and psychological reaction to events that make us feel vulnerable. A certain amount of stress is a foreseeable part of life; but acute stress can hinder our daily activities. It may causes disintegration of general health, frustrations, depression, anxiety, hysteria, cardiovascular accidents, muscular aches and pains, insomnia, hypertension, high blood pressure, cancers, sexual dysfunctions, allergies and other mental disorders (Rahman et al., 2012). Childhood cancers are increasingly becoming a matter of growing apprehension. In Bangladesh, yearly 5000-6000 children have been developing different type of cancers. Diagnosis of a chronic disease like cancer or coronary heart disease (CHD), and its treatment has a massive impact on all aspects of a patient’s life, their acquaintances and families. Sometimes these may cause post traumatic stress syndrome (PTSS) to the parents of the sufferer (Basher et al., 2012). Stress due to mental retardation is another significant area to focus. Parents experience epidemic physical and mental stress in the process of nurturing the mentally retarded children (Islam, Shanaz, Farjana; 2013). Socio-demographic factors play a crucial role in stress and coping mechanisms (Siddiqui, 2014). Psycho-education can be effectual in alleviating somatic symptoms, anxiety, insomnia, and social dysfunction of exaggerated family members or caregivers at a greater percentage (Ara Chowdhury, 2014). There are some contradictory in research findings about the impact of age, sex, occupation, education, type of family, socio-economical status on stress. Differences in the design, sample and measures used in those studies also exist. The aim of this critical review is to understand the stress scenario in Bangladesh, their strengths and weakness in general. Method of Review A critical review was applied to explore the stress scenario in Bangladesh. In order to find out the appropriate published literature for the current review, available journals for psychological research: Bangladesh Psychological Journal, Dhaka University Psychological Journal, Dhaka University Journal of Biological Science, and Google Scholar, were consulted. The key words used in this literature search were â€Å"stress†, â€Å"education†, â€Å"psychology† and â€Å"Bangladesh†. A number of studies were initially found, but not all were appropriate for this review. Finally, a total of 5 original and most applicable published articles were incorporated for the review. These articles reflected studies conducted only in Bangladesh. Table 1 shows the studies with necessary information such as sample size, design, variables, and data analysis techniques. Table 1. Descriptions of the study Results Stress and Cancer Cardiac Patients Rahman et al. (2012) investigated the attitude toward stress of cancer and cardiac patients. They found that both cancer and cardiac patients expressed higher stress attitudes as compared to normal individuals. Regardless of gender and SES, cancer patients expressed higher stress attitude. In spite of type of individual and SES, female patients expressed higher stress attitude than their male counterparts that is partially supported by Islam et al. (2013). They also found that lower middle SES subjects expressed higher stress attitudes than upper middle SES subjects despite of type of individual and gender which are consistent with the findings of Havik et al. (1986). Childhood Cancer Parents Stress Basher et al. (2012) assessed the intensity of stress of the parents with a child anguishing from cancer. Their study may attempt to assess psychological misery and post traumatic stress reactions among the parents. They found leukemia in the highest frequency among all age groups of the sufferers. About 63.8% of the parents had certainly affected, 6.7% had severely affected due to the cancers of their children. 21.8% of the middle class parents (6-10 class educated, 31-40 years of age) with one child suffering from cancer in between 7-12 months, at the time of assessment, were found certainly and severely suffering from post traumatic stress syndrome (PTSS). These findings are partially supported by Siddiqui (2014). Mental Retardation Parents Stress In a study, Islam et al. (2013) found that parents of children with mental retardation (PCMR) shared greater stress score than the parents of children with no mental retardation (PCNR). Mental stress score was significantly higher among PCMR. Moreover, mothers had significantly higher mental stress score than the fathers of mentally retarded children that is partially in consonance with the findings of Rahman et al. (2012) which indicated that female patients were more exaggerated in coping with stress than their male counterpart. Parents shared more mental stress than physical stress which was supported by Gupta, 2010. But the overall study suffers from adequate generalizations due to convenient selections of schools. Socio-demographic Profile of Families Stress Siddiqui (2014) assessed the relation between various socio-demographic variables of families with mentally retarded children and stress. He found that mild to severe stress was perceived by the families of mental retardation. None of the families showed very severe stress. No statistical significance was found between family stress and affected children’s age, sex. Rahman et al. (2012) also reported no relation between stress and the sufferer’s gender. This may be due to rising information resources and amend in social attitude. But in a study Peshwaria (1995) have indicated significantly greater impact on parents due to having a girl retarded child. As regards the age of the child, some studies have shown lower age of the retarded child to have significant relation with stress (Upadhyaya et al., 2008), while Peshwaria (1995) have shown more psychosomatic problems as the age of their child increases. In this study, no significant relation was found between child’s severity of retardation and stress in the families that is supported by Upadhyaya et al. (2008). But Pisula Gorska (2002) indicated that parents of severe and profoundly retarded children have higher stress. Except maternal education, there were no significant relations between stress and mothers’ and fathers’ demographic variables. The reason behind the significant association of stress with maternal education may be because educated mothers can better understand the clinical aspect of their child’s condition. This is consistent with findings of Behari (1995). Another finding of this study is that stress is not significantly related with the family variables (nuclear/joint family, SES, presence of sibling). In contrast, Rahman et al. (2012) found that lower middle SES subjects expressed significantly higher stress attitude. Hornby (1994) shows that grandparental support decreases stress. Moreover, no significant difference was found in families with or without presence of siblings. But lower stress is reported by Leyser (1990) for higher number of siblings. Psycho-education Stress Ara Chowdhury (2014) investigated the impact of psychoà ¢Ã¢â€š ¬Ã‚ educational intrusion for care givers of children with autism. They found that care givers, who acknowledged psychoà ¢Ã¢â€š ¬Ã‚ educational interventions, showed significant decline in the score of mental health commotion on the GHQà ¢Ã¢â€š ¬Ã‚ 28 except Ê ¹severe depressionÊ ¹ than those who did not. That means psychoà ¢Ã¢â€š ¬Ã‚ educational intervention is effective in training the care givers to handle their children and in enhancing their quality of life. It may also be beneficial to deal with cancer cardiac patients, mentally retarded children. Conclusions Accessible literature on stress reports mixed evidence. In the first two studies, purposive sampling technique was used, and data of cancer and cardiac patients were collected from different reliable sources. So, research findings can be generalized for entire population of our country. Purposive sampling technique was also used for collecting data from two special schools of autism of Dhaka city in the last study. But the other two studies suffer from adequate generalization due to convenient sampling. Further ample studies are needed to conduct with a representative sample to determine more reliable information. Both prospective and retrospective studies are required to enumerate the incidence and prevalence of unfavorable consequences in delegate allies of survivors. Information about possible late-effects and psychological supports need to be provided by the treatment care providers to the parents and survivors (Sloper, 2000). Familial support, social support, positive emotional regulation, self help networks etc. act as defensive shield during times of crisis. Apposite program may be facilitated to help people managing crisis and their stresses. References Ara, J., Chowdrury, K. U. A. (2014, January). Impact of psycho-education on care givers  mental health and perceived stress of children with autism. Dhaka University Journal of  Biological Science, 23(1), 39-45. Basher, M. A. R., Karim, M. R., Sultana, N., Hossain, K. J., Kamal, M. M. (2012). Parents  stress in childhood cancer. Bangladesh Medical Journal, 41(1). Behari, R. (1995). The maternal attitude- Child rearing link for mentally retarded children: A case study. Disabilities and Impairments, 9, 44-51. Gupta, R. K., Kaur, H. (2010). Stress among Parents of Children with Intellectual Disability.  Asia Pacific Disab. Rehab, 21(2), 119- 126. Havik, O. E., Maeland, J. G. (1986). Dimensions of verbal denial in myocardial infarction.  Scandinavian Journal of Psychology, 27, 326-339. Hornby, G., Ashworth, T. (1994). Grandparents support for families who have children with  disabilities. Journal of Child and Family Studies, 3, 403-412.   Islam, M. Z., Shanaz, R., Farjana, S. (2013, January). Stress among parents of children with  mental retardation. Bangladesh Journal of Medical Science, 12(1). Leyser, Y., Deckel, G. (1990). Stress in Parents of Mentally Challenged Children. The Journal  of Psychology,125(4), 251-254. Peshwaria, R. (1995). Understanding Indian Families having Persons with Mental Retardation.  National Institute for the Mentally Handicapped (NIMH), Secundrabad. Pisula, E., Gorska, S. (2000). The childs intellectual disability and the parents marital quality.  Studia Psychologiczne, 40, 87-106. Rahman, A., Ara, S., Haque, E., Shahrier, A. (2012). Attitude towards stress of cancer and  cardiac patients. Journal of Life Earth Science, 7, 33-41. Siddiqui, A. F. (2014, October). Socio-demographic profile of families with mentally retarded  children and its relation to stress. Bangladesh Journal of Medical Science, 13(4). Sloper, P. (2000). Predictors of distress in parents of children with cancer: a prospective study.  Journal of pediatric Psychology, 25(2), 79-91. Upadhyaya, G. R., Havalappanavar, N.B. (2008). Stress in Parents of the Mentally Challenged  Journal of the Indian Academy of Applied Psychology, 34, 53-59.

A Comparison of the Quest for Enlightenment in Candide and Dream of the

Quest for Enlightenment in Candide and Dream of the Red Chamber      Ã‚   Seventeenth-century Europe saw the end of the Renaissance and ushered in the Neoclassic era. During this period, which is also called the Enlightenment and "The Age of Reason," society advocated rationalism and urged the restraint of emotion. Writers modeled their works after the Greco-Roman satires and picaresque novels. At around the same time in China, the author of Dream of the Red Chamber explores a different kind of enlightenment, whose roots are in religion. Buddha is called "The Enlightened One," and one of the major concerns of Buddhism is "Why do we suffer and feel pain?"    Candide by Voltaire and Dream of the Red Chamber by Cao Xuegin introduce characters and motifs that have become illustrations of the quest for enlightenment. Candide, in the spirit of the European Enlightenment, is a satire on philosophy and religion. Voltaire uses this work to candidly criticize irrational optimism and thought control. Interestingly, the word "candid" even makes up a part of Candide's name, and Voltaire uses hyperbole to contribute to his concept of extremes. After being kicked out of his home, Candide wanders and drags "himself toward the neighboring town . . . dying of hunger and fatigue." Later, he "embraced the Baron and Pangloss a hundred times."      Pangloss, Candide's tutor, teaches a strange subject called "metaphysico-theologo-cosmolo-nigology," and one of the towns Candide visits is named "Valdberghoff-trarbk-dikdorff."   It is these details that accentuate Voltaire's criticism of irrational behavior. He further stresses his point with the characters' rationalization of hardship as being "everything is for the best." regardless of how ... ...eam of the Red Chamber is also related to the happiness material things can bring. Chen Shih-yin gives up his material possessions and begins a journey to enlightenment. While both author seem to renounce or denounce the world, they also appear to espouse the "seize the day" philosophy, so that one will not have regrets.    Works Cited Voltaire. Candide or Optimism. Trans. Donald M. Frame. The HarperCollins World Reader: The Modern World. Ed. Mary Ann Caws and Christopher Prendergast. New York: HarperCollins, 1994. 1933-1997. Other versions have also been consulted. Cao Xuegin. Dream of the Read Chamber. An excerpt and adaptation. Trans. Chi-Chen Wang. The HarperCollins World Reader: The Modern World. Ed. Mary Ann Caws and Christopher Prendergast. New York: HarperCollins, 1994. 1469-1478. Other versions, including the original, have also been consulted.

Abigail Williams Character Analysis Essay

One of the main characters of the play The Crucible, Abigail Williams, is the villain of the play, even more than Parris or Danforth. In Act One her skills at manipulation are very noticeable. John Proctor, who has dumped her after his wife found out about this sinful affair, â€Å"Abby, you’ll put it out of mind. I’ll not be comin’ for you no more.† Since she was also dismissed from her job at their house, Abigail becomes increasingly envious of Elizabeth. Abigail always has a different story from what actually happens and convinces people that her story is the truth. One event that happens that displays this would be when Abigail was in the woods with the girls dancing and took it to the next level by drinking blood and taking off her clothing. Before the questioning of what happen in the woods Abigail states â€Å"Shut up! All of you. We danced. That is all, and mark this, if anyone breathe a word or the edge of a word about the other things, I will come to you in the black of some terrible night, and I will bring with me a pointy reckoning that will shudder you!† When she’s on the brink of getting busted for messing with witchcraft, she skillfully manages to pin the whole thing on Tituba and several of Salem’s other woman. The horrible thing is that Abigail is the one who persuaded Tituba to go out and cast the spells. Ever since Abigail’s affair with John Proctor, she’s been out to get his wife, Elizabeth. Abigail convinced Tituba to put a curse on Elizabeth, hoping to get rid of her and take her place at John’s side. It’s ironic that Abigail, who encouraged the witchcraft in the first place, is the one who goes around accusing everybody else. Abigail’s main skill seems to be finding people’s flaws, their weaknesses, and mercilessly manipulating them to her advantage. Act 2 In Act 2, Abigail Williams has thought over her encounter with Proctor for seven months. The more she thinks about the affair, the more Abigail convinces herself that Proctor loves her but cannot express his love because of Elizabeth. Abigail continues to think about her memories until they accurately portray her as the center of Proctor’s existence. Rather than seeing herself as a seventeen year-old who took advantage of a man’s loneliness and insecurity during his wife’s illness, Abigail sees herself as Proctor’s true love and his only choice for a wife. She believes she has only to eliminate Elizabeth so that she and Proctor can marry and fulfill her fantasy. Throughout the play Abigail will tell things to people to make them think and make them believe what she says or make them do what she wants them to do. Most people look down at this quality but this is the way Abigail gets her way. Abigail has manipulated just about everyone in the town with the stories she tells. In the words of Abigail she states to the town â€Å"I want the light of God, I want the sweet love of Jesus! I danced for the Devil; I saw him, I wrote in his book; I go back to Jesus; I kiss His hand. I saw Sarah Good with the Devil! I saw Goody Osburn with the Devil! I saw Bridget Bishop with the Devil† When Abigail said this she was just trying to get out of punishment, she knew if she confessed of doing the devils work and state she wanted God she wouldn’t be charged as a witch.

The Old Man and the Sea

The Old Man and the Sea Free Online Research Papers In his 1952 novella, The Old Man and the Sea, Ernest Hemingway tells the story in a language of great simplicity and power. It is the story of a Cuban fisherman who is down on his luck, and is engaged in an epic battle with a giant marlin far out in the Gulfstream. Written in a style of prose that Hemingway mastered throughout his literary career, the author recasts his classic theme of courage in the face of defeat, and personal triumph won from great loss. The Old Man and the Sea is the perfect medium for the author to turn situations surrounding his life into a hugely successful fictional tale, which, shocks the literary world, and wins the Pulitzer Prize in 1953. Set in a small fishing village near Havana, Cuba, this story coincides with the events of Hemingway’s life at the time of publishing. Hemingway spent much of his life bouncing between Havana and the Florida Keys. He is an aficionado of bull fighting and big game hunting, and is considered to be one of the greatest sport fishermen of his time. His knowledge of fishing is heavily prevalent throughout this novella, and is displayed beautifully in the descriptive manner in which he writes. This novella has three main characters that all revolve around a central idea, which is a great love and respect for one another. Those characters are: the old man Santiago, the boy Manolin, and the marlin. Santiago is described in great detail by the author in the following passage. The old man was thin and gaunt with deep wrinkles in the back of his neck. The brown blotches of the benevolent skin cancer the sun brings from its reflection on the tropic sea were on his cheeks. The blotches ran well down the side of his face and his hands had the deep-creased scars from handling heavy fish on the cords. But none of these scars were fresh. They were as old as erosions in a fishless desert. Everything about him was old except his eyes and they were the same color as the sea and were cheerful and undefeated. (Hemingway, 1952, 10) This passage does more than detail Santiago’s physical appearance; it sums up his character in one word, undefeated. Santiago is a very proud man who refuses to be defeated. Although widely respected by many of the villagers, most notably Manolin, he has gone eighty four days now without a fish, making him â€Å"salao, which is the worst form of unlucky† (Hemingway, 1952, 9). This causes Santiago to be made fun of by many of the other fisherman, although it does not bother him. He has great belief in himself and is sure his luck will turn around. Santiago is a fan of American baseball, especially the great Joe DiMaggio. He inwardly compares himself to DiMaggio in many ways, and is proud to be as worthy at fishing as DiMaggio is at baseball. He loves being a fisherman and has a genuine love for the sea. He has a great respect for the power and beauty of nature, which can be seen in the following quote: â€Å"Man is not much beside the great birds and beasts† (Hemi ngway, 1952, 68). Santiago has been fishing for many years and is at peace when he is at sea. His knowledge of fishing techniques has been refined over the course of many years, and he relies on this heavily throughout the story. Hemingway’s own knowledge of the sport is detailed through this character. Santiago lives alone in a little shack, and has no real friends other than Manolin. His relationship with the boy is similar to that of a father and son. This relationship can be viewed best through the way Manolin looks up to the old man. Manolin is a boy, somewhere in his early teens. He has been fishing with Santiago since the age of five. It becomes clear very early in the book that Manolin loves and respects the old man as a boy would his father. Manolin takes care of the old man in exchange for the knowledge the old man possesses. In the opening pages of the novella, Manolin runs to the shore after a day of fishing with a lucky boat, to help Santiago carry his belongings home. He tells the old man about his day and asks how the old man fared. He is genuinely upset that Santiago has gone eighty four days without a fish. He takes it upon himself to get fresh bait for the old man to use in the morning, and to get a hot meal, saying: â€Å"You’ll not fish without eating while I’m alive† (Hemingway, 1952, 19). During dinner, Manolin asks to hear stories from Santiago, ranging from fishing to baseball. To one of these stories, Manolin replies: â€Å"There are many good fishermen and some grea t ones. But there is only you† (Hemingway, 1952, 23). Their relationship is one of genuine love for each other. Before leaving for the night, Manolin asks the old man to wake him in the morning because it makes him feel inferior to have his boss wake him. This shows that the boy views Santiago not as a boss, but as a friend. The old man wakes Manolin and the two have breakfast together before the boy helps carry Santiago’s gear to the boat. He wishes him good luck and the two part ways. This is the last we see of Manolin for a very long time. The next character to surface in the book is the great blue marlin. Although the marlin has no lines in this novella, the story would not be possible without him. The marlin personifies everything that Santiago stands for. He is like Santiago’s God, and the old man prays repeatedly to a God he doesn’t believe in throughout the book, if He will allow him to land this magnificent fish. The marlin is described beautifully by the author in the following quote. He was bright in the sun and his head and back were dark purple and in the sun the stripes on his sides showed wide and a light lavender. His sword was as long as a baseball bat and tapered like a rapier and he rose his full length from the water and then re-entered it, smoothly, like a diver and the old man saw the great scythe-blade of his tail go under and the line commenced to race out. (Hemingway, 1952, 62-63) Santiago estimates the marlin to be over 1500 pounds, and says: â€Å"He is two feet longer than the skiff† (Hemingway, 1952, 63). We learn at the end of the novella that the fish measures eighteen feet in length. This is the only physical description the author gives of the marlin, in a book that is written in a vividly descriptive manner. This is because all of the pages written about the marlin describe him in a God like manner. He is Santiago’s Holy Grail, and his conquest to capture the marlin becomes an obsession. As the writer has already stated, the marlin represents everything that Santiago stands for. The old man says as much when he says that he and the fish are brothers. The great love and respect Santiago shows for the marlin is detailed repeatedly throughout this novella. This leads into Santiago’s character conflicts. Despite his unlucky streak of eighty four days without a fish, and the loss of respect from some of the other fishermen, Santiago’s spirits are rather high going into this fishing trip. His real conflict begins when he hooks the marlin, and this struggle accounts for more than half of the novella. The old man’s love and respect for nature, and this great fish, cause him to have mixed emotions. His pride takes over however, which gives him a determination to land the marlin that defines his character. This is a battle of wills between these two characters, which, is â€Å"the thing that I was born for† (Hemingway, 1952, 50). Santiago battles fatigue and a decline in his physical health during this battle, but this only strengthens his will to land this magnificent fish. He tells the fish, â€Å"I love you and respect you very much. But I will kill you dead before this day ends† (Hemingway, 1952, 54 ). This is a promise the old man cannot keep, because he battles the marlin for two and a half days before he is able to slay this magnificent creature. Unable to tie the cord to the skiff for fear that the fish might break a taut line, Santiago bears the strain of the fish with his shoulders, back, and hands. The entire time he endures constant pain from the line, ready to let out line should the marlin make a run. At one point his left hand cramps so badly that he cannot open it. His pride will not allow him to accept this however, and he calls the hand a traitor. Every time the fish lunges forward, Santiago endures deep cuts across his hands, ever deepening his determination to land this beast. The physical pain allows Santiago to forge a connection with the marlin, showing that he is well matched, that the fish is a worthy opponent, and that he is a worthy fisherman because he can fight the fish so well. Once the old man lands the marlin, he has a new problem that he has to deal with. The author foreshadows this event by writing: â€Å"Unless sharks come. If sharks come, God pity him and me† (Hemingway, 1952, 68). He lashes the fish to the boat and begins his journey back to port. He eats a little and drinks some water in order to clear his head, but only gets an hour to rest before he is engaged in a new battle. It is then that the first shark hits the marlin carcass. Keeping true to form, Santiago refuses to let the shark ruin his catch. He kills the mighty mako with his harpoon. During this exchange he loses his harpoon and a length of rope, leaving him vulnerable to more shark attacks. He makes a crude spear by lashing his knife to an oar. This allows him to fight off several more sharks, but as night falls, and more and more sharks appear, the fight becomes useless. The sharks devour the marlin’s precious meat, leaving Santiago â€Å"destroyed but not defeate d† (Hemingway, 1952, 103), and chastising himself for going out too far, and sacrificing a worthy opponent. The loss of the marlin truly devastates Santiago, since he loves and respects the fish like a brother. There is also a deep emotional conflict going on inside of this character. Starting early in the book and reoccurring frequently, Santiago lets his feelings for the boy become known. During the battle with the marlin he says repeatedly, â€Å"I wish I had the boy† (Hemingway, 1952, 45). He says this in some manner on almost every other page. Although he is too proud to admit that he could use the boy’s help to bring in the marlin, it is clear that he misses the companionship. He wishes the boy could be there for the battle of a life time. Santiago is an old man who is nearing the end of his physical existence, but is assured that he will live on in spirit through his mentorship of the boy. The old man has much to teach the boy, and is genuinely upset that the boy is not fishing with him anymore. Although the relationship started out as a working relationship, it has evolved into one of mutual love and respect. This brings us to Manolin’s character conflict. Due to Santiago’s recent unlucky streak, Manolin’s parents have forced the boy to go out on a different fishing boat. The boy, however, still cares deeply for the old man and does not want to give up on him. He states this on page twelve by saying: â€Å"If I cannot fish with you, I would like to serve in some other way† (Hemingway, 1952). The boy feels some resentment towards his father for making him leave Santiago, especially since the old man has taught him everything he knows about fishing. As the writer has already stated, the boy looks up to the old man like a father. The stories that he wants to hear from Santiago early in the novel, are from the early days of their fishing career together, when the boy was just five years old. Manolin also struggles with the idea of Santiago being gone for four days at sea, alone in his skiff. The boy is worried that something has happened to Santiago, but belie ves in his abilities as a fisherman, and anxiously awaits the old man’s return. The marlin’s conflict throughout this novella is described through Santiago’s conflict. They are one in the same, making the battle between the two characters even more compelling. This magnificent creature is in a battle for his life, pinned against a very worthy and determined opponent. They both endure similar situations, although Santiago is able to get sustenance during the battle while the marlin is not. Neither is able to rest, but Santiago is able to find a position that is almost comfortable. The marlin also has to deal with the pain of having a hook in his mouth, which is similar to the pain of holding the fishing line. After two days of steady pulling, the fish makes a run unexpectedly. It is an attempt to catch his foe off guard, to which the old man replies, â€Å"You’re feeling it now, fish. And so, God knows, am I† (Hemingway, 1952, 56). The marlin does everything in his power to outsmart his captor, but the old man proves to be a formi dable opponent, who has more determination. This exchange between man and beast leads to the climax of the novella. After being locked in an epic battle of wills for three days, the old man’s determination wins out. The marlin is not willing to give up completely, but he is worn down enough for the old man to begin gaining line. The fish starts circling the boat, allowing Santiago to gain a little more line with each pass. As the hours pass, the old man becomes even more determined to bring the marlin in, as he knows the battle is coming to an end. He feels sad at the same time because he feels that no one is worthy to eat this magnificent fish. As the fish nears the skiff, Santiago is ready with the harpoon. He makes several attempts to reach the fish without success, before finally getting the marlin close enough to drive the harpoon straight through its heart. He pushes it through a second time, to make sure he has killed the marlin. Santiago is overcome with joy, but is also deeply saddened by killing this magn ificent creature. The story ends in a manner that is classic to most of Hemmingway’s writing. It details personal triumph through great defeat. After the sharks destroy Santiago’s prize, he returns to his village with a feeling of great loss. He feels as though he has betrayed the fish and also himself, but at the same time he is reborn in the eyes of the villagers. This does not matter to Santiago; all that matters to him is that he escaped the ordeal with his pride intact. He does not feel defeated; however, he is saddened by the loss. Although Santiago’s health at this point has declined to an alarming level, his pride will not allow him to accept help. He carries his mast up the beach, although he has to rest five times to get there. The boy is excited to see him and cannot wait to hear the details of the trip. He tells the old man that he will fish with him from now on, despite what his father says. He is also anxious to get the gear and supplies that the two will need t o go out fishing. His love and respect for the old man runs deeper than ever, proving that there is something good to come from what Santiago views as a great loss. In the closing pages, we find out that the marlin is the largest that anyone has ever seen, measuring eighteen feet in length. It is mistaken by some of the tourists for a shark due to its great size. This only helps to strengthen the legacy that Santiago will leave behind in his death. There are several reasons why the writer recommends this book to anyone who enjoys reading. The first reason is the beautifully descriptive manner in which the author writes this novella. The pages in this book are full of passages which make the reader feel as if they are in the story. As is customary in Hemingway’s novels, this book flows from beginning to end in a way that keeps the reader hanging onto every page, waiting for the next paragraph. The second reason is the content of this novella. As a man who loves the sea, and has a great respect for the beauty of nature, the writer feels that Hemingway does an excellent job in expressing his love of these things through Santiago’s character. From the very beginning of this novella, the author expresses the virtues that have become important to him in his own life, through Santiago. There are many examples of this throughout this novella, but the best examples can be seen through the pride Santiago shows in his knowledge of fishing. This is the final reason that the writer recommends this book. The writer has spent many years of his life, out on the sea, in pursuit of big fish. The knowledge that accompanies that pursuit, allows the writer to truly appreciate the depth of knowledge Hemingway possesses on the sport, which, can again be seen through Santiago. From the use of birds as a fishing aid, to knowing he can find fish along the Sargasso weed line, Santiago constantly shows the reader that he is an old man who has truly mastered his craft. In this manner, Santiago teaches the reader, just as he has taught the boy, how to be a successful fisherman. Although there are a number of other reasons why this book is enjoyable to read, these three are personal to the writer. However, many other people view this novella as a powerful literary work. The huge success of this novella helps to confirm Hemingway’s power and presence in the literary world, and plays a large part in him winning the Nobel Prize for literature in 1954. Bloom, Harold, ed. Bloom’s BioCritques Ernest Hemingway. Pennsylvania: Chelsea, 2002. Print. Hemingway, Ernest. The Old Man and the Sea. New York: Scribner, 1952. Print. The Old Man and the Sea. Dir. Fuisz, Robert and William Storke. Wellspring, 2002. Film. SPARKNOTES. The Old Man and the Sea. New York: Spark, 2007. Print. ? Research Papers on The Old Man and the SeaMind TravelThe Masque of the Red Death Room meaningsHarry Potter and the Deathly Hallows EssayThe Effects of Illegal ImmigrationTrailblazing by Eric AndersonHonest Iagos Truth through DeceptionThe Spring and AutumnBook Review on The Autobiography of Malcolm XWhere Wild and West Meet19 Century Society: A Deeply Divided Era

6 steps to dealing with a forgetful boss

6 steps to dealing with a forgetful boss Every job has a secret component that never appears on a job description or annual review: managing your relationship with your boss. Unless you’re at the very top of your company’s food chain, you have a manager who works above and with you to make sure you’re doing what you need to do. But although this is a highly professional relationship, it’s also a human one, with your personality and your boss’s in play. If you have a boss who tends to forget things, or has a short attention span, the work day can feel a bit like Groundhog Day as you explain and re-explain things- but it doesn’t have to be that way. Let’s go over some strategies you can use to make sure your boss has all the info she needs, while helping you keep your sanity.1. Put it in writingWhen you come out of a meeting, or discuss something with your boss, follow up with notes soon after. That way, you have a record of what you talked about, what next steps were, what eve ryone’s responsibilities will be, etc. When your boss comes to you later to ask about topic X, you’ll be able to say, â€Å"Oh, I have the notes on that from last week. I can resend.† Then it’s just a quick email forward, and not a rehash discussion of things you’d already covered.2. Be proactiveDon’t wait for your boss to come to you with a request like, â€Å"Can you update me on X?† or â€Å"I’m blanking on what you were going to do next for Y.† Sending short, regular status updates on various projects can help keep your boss in the loop (preventing queries and you having to stop and explain things), and jog his memory about what you’re doing, and when.3. Target your informationIf you’re dealing with a boss’s short attention span (or busy-ness, or distraction) keep your discussions focused. If you have a status meeting where you update on a number of projects, send an agenda with the most importan t items highlighted, so that you can keep the discussion focused on specific points. Instead of having large meetings on a range of topics, consider having shorter meetings, each on a separate and targeted topic. Staying on-topic can prevent attention and discussions from wandering too far from the subject at hand.4. Use email more efficientlyNothing gets lost in an inbox faster than an email subject line of â€Å"Hey, quick question† or â€Å"Meeting to discuss.† The ease and portability of email often makes for casual writing, but whether you’re sending an email from your desk or on the fly from your phone, take the time to make the subject line as specific as possible. That makes it more findable in your boss’s inbox, and may help head off follow-up questions that have already been answered.5. Tailor to your boss’s personalityThink about what the core issue is here. Is he forgetful because he’s in constant meetings, and just doesn’ t have time to process information? Does she do better with visual presentations than with long-winded discussions? It’s like how teachers adapt their classrooms to how students learn. If you consider why your boss is forgetful or isn’t paying attention, it can help you figure out how to attack the issue. It doesn’t mean your boss is doing a bad job- just that her style may be different from your own.6. Turn to technologyIf you don’t feel comfortable setting reminders for your boss, there are ways to let tech do that for you. Productivity apps like Asana or Evernote can help you manage your own workload and projects, but they also have built-in tools like the ability to assign tasks to other people, send email reminders, etc. It can be a gentle way to remind your boss that he needs to send you the information you need, or sign off on something before you can proceed. Bonus: it’ll keep you more organized too!If you have a manager whose style can see m absent-minded at times, don’t despair. You can’t necessarily change your boss or his style, but you can work on the way you â€Å"manage up† to help maintain your own productivity and peace of mind.

Program development Essay Example | Topics and Well Written Essays - 500 words

Program development - Essay Example Delaune and Ladner (2006) averred that â€Å"community nursing uses a holistic approach that required both disease prevention and health promotion activities, including education and advocacy†. This paper aims to present to process of developing a program for health promotion and disease prevention focusing on the top three leading causes of death and chronic illness to women: heart illness, cancer and stroke over a three year period. After having identified the focus of this study and the objectives, the specific needs or health concerns of the population can be identified using social observation, interview and survey. This phase would enable the health care practitioners to identify factors that lead to higher susceptibility of women contracting the identified illnesses. The survey would include information on demographics, income, educational attainment, health records, housing condition, nutrition, and environmental indices, among other factors. The goals would identify priorities in focusing specific illnesses according to the given time frame. Since heart illness is the primary cause of deaths for women in the Untied States, the program should emphasize pertinent factors and issues relative to this disease. These factors should include causes and possible solutions, as well as needs of the community which could assist in the prevention of these illnesses. The most important aspect in this phase is setting up meetings with local authorities and health practitioners in the community level to discuss the proposed program, solicit advice, reaction, suggestions and prepare plans for the immersion phase. It is at this phase that actual observations, interview, survey, collection and collation of data, interpretation of results, and proposed recommendations would be undertaken. It is also here that findings would be reported to the committee that was originally met. Schedules for health education, promoting health care and prevention of

Goal Statement Management of Secure Information System Personal

Goal Management of Secure Information System - Personal Statement Example In addition to that, I completed my Associate program in Computer Studies in August 2014. These basic ingredients coupled with determination to excel and ability to learn under any condition will enable me to succeed in this program. I possess strong communication skills which will contribute to my success in this study program since I am well informed that it involves a lot of communication and interaction. Others skills that I have gained over time that will increase my level of competency in this program include excellent quantitative and analytical skills, data analysis, keen to details, ability to deliver excellent customer service, conceptual thinking skills and proper time management ability. I am a person who can work effectively with others so as to realize a common goal. I have great leadership skills which were made evident when I served as a youth coordinator for my community. Under that docket, I handled a number of duties such as meeting the needs of the youths by initiative a number of programs that favored them, initiating formation of youth organizations, creating a platform through which youths from various parts of the world can interact and network, initiating recreational activities for the youth among other activities. I am a self-motivated person who is guided by set principles pertaining any program or institution that I am based in. I have had a number of work experiences which are closely related to the program that I am applying for. I am currently working as an IT specialist by providing second level support for the Information Technology help desk. I have also worked under department IT support in which I handle various issues affecting IT customers and clients. That position exposed me to handling very challenging clients thus being able to strengthen my customer relation skills.