Analyzing The Past, Present And Future Of The...

Analyzing the past, present and future of the congressional attempt at the health care reform. Originally presented to congress was the Health Security Act in 1993, which was not enacted until June 2014. The Health Security Act started the foundation for patient privacy and the security of an individual’s health information. As the years passed the Health Security Act became quickly outdated and needed to be updated to complement the sudden progression of current technology advances. Congress was presented the Kennedy-Kassebaum Act, which defined patient rights and the responsibilities of medical professionals to provide compliance to these changes as this was imperative for all medical facilities. Sponsored by Edward Kennedy and Nancy Kassebaum, The Kennedy-Kassebaum Act was heavily reviewed and modifying providing higher accountability for the privacy and security of health information shared between patients and medical professionals to meet the needs of 1996. Later passed as the Health Insurance Portability Accountability Act, also known as HIPPA. Throughout the years The HIPAA Law we know and vigorously rely on today, some of us without knowledge of the law at all. Without these steps taken over the last 15 years, leading up to the current status of regulations, Americans could have jeopardized a lot of personal information being shared and placed into the wrong hands. The Health Security Act was â€Å"to ensure individual and family security through the health careShow MoreRelatedHistory of Social Work18530 Words   |  75 Pagesa particular country - and welfare regime – including the specific traditions of welfare systems and the position and role of social work within them. Research into the philosophy and history of social work strengthens this understanding through analyzing the conceptual and genealogical fundamentals of the traditions of social work. This kind of research contributes to the theoretical self-conception of social work which is necessary for the development of social work as a modern professional systemRead MoreInternational Management67196 Words   |  269 Pagesdevelopment of new and innovative systems, products, and ideas. Both social networking and mass collaboration bring new power and influence to individuals across borders and transform the nature of their relationships with global organizations. As in the pas t, these developments underscore and reinforce the importance of understanding different cultures, national systems, and corporate management practices around the world. Students and managers now recognize that all business is global and that the worldRead MoreHuman Resources Management150900 Words   |  604 Pagesand 2006. It is interesting to note that in Figure 1—1 most of the fastest-growing occupations percentagewise are related to information technology or health care. 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The Importance Of Being Earnest By Oscar Wilde - 980 Words

Earnest Hypocrisy In Oscar Wilde’s The Importance of Being Earnest, two gentlemen exemplify the result of dishonesty and hypocrisy. Set in Victorian England, the two bachelors, Algernon and Jack, fight over which one of them will take the name Ernest in order to win their own girl. Wilde circumvents conventionalism and employs superior satirical strategy to not only teach the importance of being earnest, a characteristic held dear by Victorian society, but he also chastises his world for the hypocrisy between man and woman and between upper and lower classes. Earnest does more than criticize Victorian society: the play remains humorous and entertaining despite its underlying message. The play has been dismissed as one that â€Å"never transcends, as a work of art, the incomplete or the trivial† (Roditi 94). However, for a farce that unconventionally illustrates the importance of honesty, Wilde has undoubtedly written a â€Å"farce that is meaningful† (Reinert 1) and one that teach es the value of sincerity through the entertaining, exaggerated absurdity of the predicament. While Jack is in the city under the guise of Ernest, he initially refuses to share his address in the country to Algernon so that he may continue keeping his spheres of nomenclature separated. Jack, who has been engaged in flirtatious conversation with Gwendolen, shares his country address with her; he is unaware that Algernon is well within earshot and takes the opportunity to write the address on his shirt cuff.Show MoreRelatedThe Importance Of Being Earnest By Oscar Wilde707 Words   |  3 PagesWebsters dictionary defines earnest as â€Å"characterized by or proceeding from an intense and serious state of mind. Which can be considered a pun since thought this play we see the characters being more apathetic. The Importance of Being Earnest is the story of Jack Worthing is the main character and the protagonist of this play. He is a well of business man who lives in the country and is v ery well respected there. But Jack has a secret he lives another in the city of London where he claims to goRead MoreThe Importance Of Being Earnest By Oscar Wilde1750 Words   |  7 PagesHidden Symbols in The Importance of Being Earnest The Importance of Being Earnest written by Oscar Wilde takes place in 1895 and exposes the hypocritical social expectations of the end of the Victorian era. During the Victorian period, marriage was about protecting your resources and keeping socially unacceptable impulses under control. The play undeniable reveals and focuses satire around differences between the behaviors of the upper class and that of the lower class. Oscar Wilde uses comedic symbolismRead MoreThe Importance Of Being Earnest By Oscar Wilde913 Words   |  4 Pagesmake them known. This concept has come to be the brick and mortar of the wry play The Importance of Being Earnest by Oscar Wilde The significance of the notion of being earnest is contradicted in the play, through Wilde’s clever use of words, characters digression of societal normalcy, and triviality of Victorian concepts. Cynical character Algernon asserts that women of Victorian society reinforce the importance of orderly money as a type of social contract. On page 3, it is quickly established theRead MoreThe Importance Of Being Earnest By Oscar Wilde773 Words   |  4 PagesIn the play by Oscar Wilde â€Å"The Importance of Being Earnest†, Wilde takes a comedic stance on a melodrama, portraying the duplicity of Victorian traditions and social values as the modernism of the twentieth century begins to emerge. The idea of the play revolves around its title of the characters discovering the importance of being earnest to their individual preferences. The author uses the traditional efforts of finding a marriage partner to illustrate the conflicting pressure of Victorian valuesRead MoreThe Impor tance Of Being Earnest By Oscar Wilde975 Words   |  4 PagesThe Importance of Being Earnest is a play written by Oscar Wilde about a man named Jack who lies about his identity and ends up creating huge confusion about who he really is. The biggest notion that appears throughout the play is about character. There are many instances where the characters of the play lie about their identities and pretend to be people they are not. Oscar Wilde does this throughout the play in order to explain how one’s identity can be made up. One is not born with an identity;Read MoreThe Importance Of Being Earnest By Oscar Wilde1318 Words   |  6 PagesSocial Status in Persuasion and The Importance of Being Earnest Social status refers to a person s position or importance within a society. I have done some research and have acquired information over the way social status is addressed in both the writings of Jane Austen and Oscar Wilde. In the novel Persuasion we can see how the characters go beyond their means to uphold their title and social value. In the play The Importance of Being Earnest we can see how the social rank and wealth of a personRead MoreThe Importance Of Being Earnest By Oscar Wilde1293 Words   |  6 Pagescarrying yourself, many of which was not the must enjoyable of ways and lacked some fun that many need in their life. This forced many to split their Public life from the Private one. Written in the Victorian Era, the works of The importance of being earnest by Oscar Wilde, Dr. Jekyll and Mr. Hyde by Robert Louis Stevenson ,and Frankenstein by Mary Shelley displays how the characters need to keep be kept their Private lives separate from their Public lives in order to fi t into their strict VictorianRead MoreThe Importance Of Being Earnest By Oscar Wilde1364 Words   |  6 PagesIn order to fully understand the meaning of â€Å"The Importance of Being Earnest† and its importance in its time, one must look at Oscar Wilde’s background in relation to the Victorian time period. Biography.com states that Wilde had a very social life, growing up among influential Victorians and intellectuals of the time. As he grew older and became a successful writer, he began engaging in homosexual affairs which was a crime during the 19th century. He eventually started a relationship with AlfredRead MoreThe Importance Of Being Earnest By Oscar Wilde1382 Words   |  6 Pagesappeared to be strict. The Importance of Being Earnest, by Oscar Wilde, a nineteenth century author who was one of the most acclaimed playwrights of his day, is a play set in the Victorian time period that demonstrates how trivial telling the truth was. Different characters through out Wilde’s play establish their dishonestly through hiding who they really are and pretending to be someone whom they are not. In an essay titled â€Å"From ‘Oscar Wilde’s Game of Being Earnest,’† Tirthankar Bose describesRead MoreThe Importance Of Being Earnest By Oscar Wilde1243 Words   |  5 Pagesexuberant nonconformist and controversial playwright, eminent author Oscar Wilde produced critically acclaimed literary works that defined the essence of late Victorian England. Posthumously recognized for his only novel The Picture of Dorian Gray and satiric comedy The Importance of Being Earnest, Wilde initially acquired criticism for his immoral and unconventional style of writing. Additionally, to his dismay, strife followed Wilde in his personal life as he was notoriously tried and incarcerated

Communication - Language and Literacy for Childhood -myassignmenthelp

Question: Discuss about theCommunication, Language and Literacy for Early Childhood. Answer: Introduction Young children are more like learning sponges and early child education deals around honing and molding a child, eventually shaping their fruitful future. Several researchers have been debating over the past regarding the literacy development of the children by including critical literacy in their developmental programs. Many of them even argued on the types of educational programs which are eligible for simple education and care. However, the major concern of the present days educational system should ensure that the teaching must be of high quality (Ahmad Esa, 2017). This acts as a major investment for the childs lifelong journey. The essay examines what critical literacy actually means and throws light on the controversy or debate about the inclusion of popular culture in early childhood education. It highlights the theoretical perspectives as well as approaches of critical literacys inclusion in the play based education and its impact on the childrens development. Moreover, the essay presents several critical arguments for and against the inclusion of critical literacy, made by authors and also its implications for diverse learners. In addition to this, it also discusses how critical literacy can be integrated in order to facilitate optimal language learning through the play based approaches. Discussion Children are given early education for improving their knowledge and skills at the younger age. Early childhood education contributes a lot to the overall growth and development of younger childrens personality. It has been observed that children learn the most at their young age. They try to adopt new behavior, experiences or words, which come their way. Educators and parents need to have a clear idea of how their children are developing, socializing and also how they are behaving with the elder ones. Moreover, the educators must research on the specific beneficiary factors like early educational programs, for the overall development of the kids (Baquedano Lpez, Alexander Hernandez, 2013). However, various researchers have claimed that including critical literatures in a play based approach helps the children to learn important things at the earliest stage. On the contrary, some said that including those may affect the childrens development, which in turn, will impact their learning procedure. This is a never ending debate and raised a controversy in many parts of the world. Engaging kids and making them learn through play based approach, has been a very common factor practiced my many pre schools (Bredekamp, 2016). This segment of the essay discusses about various factors, which surrounds the topic of critical literacys inclusion. Inclusion of Critical Literacy (For or Against) Critical literacy has its roots deeply embedded into the soil of critical theory. The term critical literacy mainly emphasizes on the belief that there is a measurable part of asymmetrical power relations and injustice in the society, and moreover, the situation is highly indefensible. It places literacy and language as central in the continuation and creation of the power relations. Critical literacy mainly recognizes the meanings that children create within the social context. This also includes the stereotypical understanding and knowledge. According to Baquedano Lpez, Alexander Hernandez (2013), in present educational settings, educators have been emphasizing on critical literacys inclusion into the Australian school curriculum. This is having a flow on influence over the early education curriculum as well as the practices there. Brooks Gunn, Berlin Fuligni (2013) examined that there are some kinds of critical literacy practices which can be included into the early childhood education. Young children need to be encouraged and motivated to consider themselves and engross into the texts of popular media, fairy tales and others. Bruce (2012) suggests that traditional fairy tales like Cinderella invites children into conversations regarding gender roles, which represents how females and males are positioned within the society. Critical literacy also gives an overview of the stereotypical society and gender roles, which are included in the childrens book. Educators emphasize by teaching them good values through implementation of critical literatures for their overall development. On the contrary, Calderon (2012) argued that inclusion of critical literacy into the childrens book questions simple education and brings in critical thoughts into their minds. Even at times, educators re-construct the phrases and rhymes given in the childrens textbooks. This in turn, invites deconstruction of the meanings, marring the education approach and perspectives, involving problems, which can even impact the young childrens minds. Moreover, critical literatures can affect the childrens minds in a negative manner. Campbell et al. (2012) mentioned that at times, children even interpret the in-depth meanings in their own way. Educators and teachers need to research on their teaching ways, in order to check that the children are learning the right thing. Moreover, teachers should support the children to explore various societal roles as well as characters that are represented in the texts. Duhn (2012) suggests that the children must be allowed to ask questions and clear their doubts, in order to learn the correct thing. In addition to this, they must be encouraged to negotiate or question on the basis of their assumptions regarding the textbook characters. According to Egan (2012), introducing the critical literacy experiences which vary from the norms can however, challenge the childrens current expectations or understandings regarding those texts. He further mentioned that for toddlers and infants, inclusion of the practices related to critical literacy can place a child into direct conflict with his/her gender expectations or parents beliefs. Implications over Diverse Learners In the recent years, schools have been emphasizing on the inclusion of critical literacy into the school curriculum. All the children are embedded into their social world and are continually exposed to significant influence over the multiple texts and world views. However, the messages which are constructed within the texts might not necessarily reflect the childrens experiences or the way they are seeing the world. The case is mainly common for the children belonging to the minority groups. Essa (2012) suggests that from infancy, kids are actually immersed into the texts of popular culture. Their understandings regarding good versus evil, gender, social power and others are highly affected by these texts of critical literatures. According to Gordon Browne (2013), educators view critical literacy as a specific way of engaging as well as understanding the culturally relevant pedagogy in the English classrooms. The culturally relevant pedagogy refers to the understanding of how the individuals are expected to learn about different cultures. However, educators need to gain knowledge regarding the cultures that are represented within the classrooms and then they must translate those into instructional practices. John Sons (2014) examined three particular principles of relevant teachings regarding culture. Firstly, the children must be given chance to experience academic success as well as intellectual growth. This can be done by helping them engage into activities which require them to solve and pose high order problems. Secondly, the kids must be given trainings regarding the development of cultural competencies as a mode of learning. They should view their cultures and identities as strengths. Thirdly, the kids must be motivated to develop critical and socio political consciousness, which allows them to critique the cultural institutions, values and norms that maintain and produce social inequities. The principles of the culturally relevant pedagogy are considered to be a bit complicated within the classrooms, where the educators cannot implement diversified ideas and struggle while incorporating those into the classrooms. Leu et al. (2014) gave several examples regarding incorporation of critical literacy for raising social consciousness among the children. He suggested that the young children should be given various opportunities of constructing and exploring knowledge. Teachers and educators who engage themselves into critical literacy create various opportunities and experiences for the students. They assist the children in actively constructing knowledge that is a problem posing methodology. However, Mallalieu, Palan Laczniak (2015) suggested that the classrooms are spaces, where the kids are allowed to interrogate regarding social conditions, via dialogues about several issues similar to their own lives. Moreover, he examined that knowledge emerges through invention or re-invention, through impatient, restless, continuing and hopeful inquiry, the human beings pursue all across the world. In addition to this statement, he said that for the kids to experience great academic success, the learning must have relevance with their experiences and lives. Integration of Critical Literacy for facilitating optimal language learning The inclusion or integration of the critical literacy in order to facilitate optimal language learning is certainly feasible, when it comes to developing critical responses of social changes. However, there are a variety of ways by which this element of critical learning can be easily incorporated or integrated within the early childhood practices. For facilitating optimal language learning, young children should be actively involved in various forms of civil actions. This can be done by negotiating the changes within the early childhood settings. Another way of introducing critical language learning is by encouraging the children to challenge on the ideologies that are presented within their textbooks (John Sons 2014). This can prove to be a transformative action plan, which will place the children in the situation of actively asking questions regarding their own lives as well as others. However, the vision of societal change is regarded as a fundamental factor of critical literacy, which raises some reasonable viewpoints and ethical considerations, while working with the younger children. In simpler terms, it is immensely important to take into consideration the positions which young children hold within the society. Children and toddlers are too much dependent on their families, not just for physical support but also for the sense of identity as well as security. Duhn (2012) explained that younger children are too much vulnerable to the power which every adult possesses and this factor can affect their self identity, intentions, actions, behavior, beliefs and understandings. Conclusion To conclude, along with critical literacy, educators are also emphasizing on the incorporation of socio cultural theory in the early childhood educational setting. However, this developmental approach has resulted into childrens learning regarding diversified culture, family, values, stereotypical thoughts which persists in the society and so on. The critical literacy requires the educators as well as teachers to gain an in-depth understanding regarding the validity and existence of diversity within the society. There has been an increasing importance over socially constructed and authentic learning among the children. The report focuses on the incorporation of critical learning within the early childhood education and its impact on the younger children. A closer examination reveals that majority of the educational centers have been emphasizing upon the importance of critical learning in early educational system. Moreover, many scholars and researchers have argued that critical learning has contributed a lot into the development of the childrens awareness regarding inequality and diversity. However, some scholars have given their opinion against critical learning. They felt that critical learning may hamper the kids learning procedure and it will mar the educational system. Therefore, this is a never ending debate; however, the thing that only matters is how the educators are incorporating it. References Ahmad, N. F., Esa, A. (2017). Early childhood education.Psychology, 47787-47789. Baquedano Lpez, P., Alexander, R. A., Hernandez, S. J. (2013). Equity issues in parental and community involvement in schools: What teacher educators need to know.Review of Research in Education,37(1), 149-182. Bredekamp, S. (2016).Effective practices in early childhood education: Building a foundation. Boston: Pearson. Brooks Gunn, J., Berlin, L. J., Fuligni, A. S. (2013). Early childhood intervention programs: What about the family?. Bruce, T. (2012).Early childhood education. Hachette UK. Calderon, R. (2012). Parental involvement in deaf children's education programs as a predictor of child's language, early reading, and social-emotional development.Journal of deaf studies and deaf education,5(2), 140-155. Campbell, F. A., Pungello, E. P., Burchinal, M., Kainz, K., Pan, Y., Wasik, B. H., ... Ramey, C. T. (2012). Adult outcomes as a function of an early childhood educational program: an Abecedarian Project follow-up.Developmental psychology,48(4), 1033. Duhn, I. (2012). Making placefor ecological sustainability in early childhood education.Environmental Education Research,18(1), 19-29. Egan, K. (2012).Primary understanding: Education in early childhood(Vol. 27). Routledge. Essa, E. L. (2012).Introduction to early childhood education. Cengage Learning. Gordon, A. M., Browne, K. W. (2013).Beginnings beyond: Foundations in early childhood education. Cengage learning. John, W., Sons, (2014). Reproduction and Communication for educational purposes. In 2014, National Library of Australia, (pp. 97-125) Leu, D. J., Kinzer, C. K., Coiro, J. L., Cammack, D. W. (2014).Toward a theory of new literacies emerging from the internet and other information and communication technologies Mallalieu, L., Palan, K. M., Laczniak, R. N. (2015). Understanding children's knowledge and beliefs about advertising: A global issue that spans generations. Journal of Current Issues and Research in Advertising, 27(1), 5364.

Philip Ii Of Spain Essays - Moriscos, Philippine Dynasty

Philip Ii Of Spain HOW WAS SUCCESSFUL A RULER WAS PHILIP II? To fully answer this question it is necessary to truly evaluate each of his policies with dealing his enemies and compatriots both foreign and domestic throughout his reign. This essay will attempt to take each main area of conflict in his life and provide clear indications as to the degree of success that Philip achieved. Philips character itself is a critical as his personality and characteristics convey, not only himself, but also his empire to others. It is believed by some historians that Philip was a far poorer leader than his father, Charles I, who had reigned before him. Philip grew up to be an outsider and carried this flaw with him into leadership. He never fully trusted anyone and so was incapable of calling upon others resources to aid him. He controlled a multi-cultural empire but was held very basic skills in the languages which he needed to communicate with all of his subjects. The only language he spoke fluently was Spanish and he lived in Castille throughout his time at the throne, which made the people from more far-flung areas of his kingdom begin to distrust him, and treat him more as a Castillian than one of their own. He was a devout catholic and a strong belief in ridding the continent of all forms of heresy at any cost, which could often cloud his judgement in making key decisio ns. All of the above contributed to his troublesome reign as leader. The moriscos were the Muslim population inhabiting the south of Spain. Throughout Phillips reign his primary objective had been to expel all forms of heresy and to have only his own Catholicism as the surviving religion. The moriscos existence had come about through Phillips efforts to convert them into the Christian lifestyle. This name was given to the converted Muslims, or new Christians. His policy was to attempt to make the moriscos genuine coverts through the teaching and persuasion of catholic missionaries, designed to guide them into their new way of life. This effort was largely a failure as provided that the moriscos went to Christian mass and looked to be practising their new religion, then little more was asked of them. The majority of moriscos retained their old faith in spite of Phillips efforts. It wasnt until the 1560s that Phillip decided that his policy would have to be changed. A section of the Christian clergy were angry that the moriscos abided in name only and insisted that action needed to be taken. There was a higher military incentive to remove the presence of the moriscos, however. While the battle in the Mediterranean between the Spanish and the Turks raged on, it was feared that the moriscos could become an enemy within. It was deemed possible that the moriscos would support a Turkish incursion, particularly from North Africa. There was also a chance that they would join with Protestants in Southern France in any attack on Spain itself. Phillip was extremely concerned about Turkish power and agreed that any possibility of a Turkish-morisco alliance would have to be quashed. It is for these reasons that Phillip took the decision to take a sterner approach on the moriscos in Granada. This new policy began in 1567. The morisocs were completely forbidden to practice any of their own customs including language and dress. They were to suffer severe economic hardships as a result. This brought them to revolt in Granada in 1568. The government was completely unprepared as it was fighting the war in the Netherlands. There was no plan on how to curb the uprising and many paid with their lives. The moriscos eventually lost in 1570. Phillips next policy was to spread the moriscos throughout the Christian population to try to prevent any future hostilities. This met with adverse effects as old Christians became angrier at the moriscos turning up on their doorstep. Phillip was encouraged to expel the moriscos completely from his country, but he decided against it as the moriscos in Valencia made up a large portion of the workforce on its estates. Instead the number of missionaries was increased but had little effect. The main reason why Phillips policy of

Plato and the Perfect Society essays

Plato and the Perfect Society essays It seems that all societies are always striving for perfection. From the beginning of time, people have always worked to be the best. Sometimes, wars had to be fought. Other times compromises had to be made. But in the end, it all came down to one concept. Every community, every city, every nation was looking for perfection. In his Republic, Plato feels that he knows how to reach this ultimate goal. He suggests a society with the best government where all people are happy and everything is equal. Plato's Republic gives a method for reproduction in this infallible society. Plato's plan almost looks as though it is quite similar to the concept of eugenics in modern day society. Plato's idea of reproduction may become a reality; yet it is headed in a much more dangerous direction than Plato ever thought possible. Just as Plato felt so many years ago, government involvement is critical in this issue today. With recent developments in genetic research, the communities of today are in danger of eugenics. The human genome project is one reason for this. This project did an incredible thing. It coded for every single gene in human DNA. We now know what traits are linked with what genes. This is a wonderful discovery in the area of diseases. Scientists will be able to track diseases and find cures; however, it also opens the door to new genetic ideas. Parents are learning much more about their children before they are even born causing an increase the number of abortions because parents discover that their child will have a fatal disease or a disability. They feel it is better to end the child's life than have it live this way. And this is only the beginning. Scientists are working towards a new genetic test where parents are able to choose the traits of their future children. In this test, parents will give a fertilized egg to scientists who will then tell them all of their ch ild's traits. After that, parents will ha...

College Summit The Joys of Surprise and Making a Difference (and Even the Travails of a Norovirus)

College Summit The Joys of Surprise and Making a Difference (and Even the Travails of a Norovirus) I recently heard Anthony Robbins say that as long as you have your attention on other people, and as long as you are making a difference for others, there is no way you can possibly be depressed. He is so right. This past week, despite contracting a norovirus that gave me serious gastrointestinal distress as well as flu-like symptoms, I was in as good a mood as I’ve been in in a long time. Why? I was making a difference for a group of low-income high school students at College Summit, a national program that supports young leaders to create a culture where kids go to college. I’m like a proud mother when it comes to the small group of four â€Å"peer leaders† I worked with in Berkeley. Every one of them surprised me in their own way. Let me kvell just a little (names are changed for confidentiality)! Keylon Keylon wrote his first two â€Å"free writing† exercises about topics like his relationships with girls and how he was going to find one that would make him be the man he wants to be. I feared he was bland and would not identify a relevant topic for his college admissions essay. On a break, however, he shared his real story- a story about abuse and how he turned to destructive behaviors and friends to compensate for his pain. It was also the story of how he changed direction, in part through a music program that saved his life. Keylon’s story surprised me when it came forth, and so did how industrious and focused a student he was. When I gave him questions to answer in writing, he sat down and didn’t stop until he was done. And when it came time to edit his essay, he was able to devise seamless transitions where they had been missing, and to cut out excess words without my even pointing out the spots where he could do so. Keylon says he wants to be a singer, and perhaps he will succeed. But I wouldn’t be surprised if he finds his stride as an editor! Keylon was also a great sport when we got realistic with him about his college choices. His top choices were out of his reach, and he needed to consider community college options. He adjusted course without protest or external upset. We could all learn a thing or two from this young man about acceptance and adaptation. Jaquon Jaquon had a sweetness to him and a clear, passionate life purpose under his non-plussed attitude. On the first day, he slumped down in his chair, hood over head, clearly not 100% enthusiastic about being asked to write †¦ anything. His first free write was not about much, and I had to remind him multiple times over the 10-minute time period to keep writing. Initially he would not volunteer to answer a question and would only participate if I called on him directly (though he always had something great to say when I did). Jacquon’s second free write was the big surprise. A saxophone player, he hit on the theme of music, and I’m telling you, it was pure poetry. He called music a â€Å"20-20 all access path†¦Ã¢â‚¬  and spoke about his purpose in life being to connect with people off all cultures through his gift. This goal was not just a pipe dream; Jacquon has already performed both in concert halls and on the street in the U.S. and abroad. Jacquon mentioned in his essay that he gets nervous when playing only because he is afraid people won’t connect with his music. When I asked him what it would be like for him if they didn’t connect with his music, his answer popped out: â€Å"It would be like I don’t exist.† An excerpt: â€Å"[I] put my all into every breath, note and melodic phrase so that whoever hears that will feel my passion, my struggle, my story, and my dreams.† That’s a man with a life purpose. A purpose, when not fulfilled, that makes him feel like he doesn’t exist. If only every one of us had one so clear. Rodrigo Rodrigo was my volleyball captain. He was a meticulous, methodical worker who edited himself as he wrote. The core story that emerged from Rodrigo’s free writes was about his father, who recently started working as a janitor in Rodrigo’s school. Although Rodrigo had weathered various insults as a volleyball captain for being short and young, he had a thick skin- until the insults started being aimed toward his father. Rodrigo wrote about how his father had taught him to stay positive and not judge others, and how ultimately he used what his father had taught him to rise above his anger toward his insulting classmates. Another thing that came out of Rodrigo’s writing was that he liked to make up words and had a penchant for metaphor. In one of his last drafts, his creativity emerged in a surprise conclusion: â€Å"I’m like a volleyball. You may kick me, push me around, hit me, or abandon me, but in the end I’m still persevering and surviving the ugliest actions against me.† Talisha Eager to participate and answer questions, Talisha was fast out of the gate but as the writing process went on, she somehow found a way to look like she was working when she really was spinning her wheels. I gave her what I thought were clear questions and instructions and she would nod and put her pen to paper, but 10 minutes later she would not have made progress. In my mind, we finally reached a growth point when Talisha realized that growing up as the middle of two sisters and taking care of both of them gave her management skills that have helped her in her production design projects at school. I’m not sure I’ll ever see the essay she writes on this topic though, since she only saw this connection for herself literally at the last hour. Really the biggest surprise from Talisha was what she told me at the end of the program: that I helped her learn things about herself that she might never have known- not just on the last day, but from the time we started doing free writing exercises. And all that time I thought she was refusing to let me make a difference for her. Brenda As I mentioned, there was a norovirus that went around and knocked out almost every one of the writing coaches in the program for some period of time. I barely made it through my part of the Saturday night banquet presentations- but it was worth it to hear Rodrigo say in front of the entire program, â€Å"Your joyous, encouraging, and gentle nature brought us to fully understand how and what to write †¦ [and] created a bond within our group that will never be forgotten. I will definitely not forget the experience I had with these motivated leaders from the East Bay. And I will be back next year.

Assignments Essay Example | Topics and Well Written Essays - 500 words

Assignments - Essay Example There are three different arguments about determinism. First, the author said that if determinism is true, then we can accurately predict our future. Also, the author argued that it is completely illogical to completely â€Å"foretell† what would happen to a person’s life because everything has already been determined even at the micro-level. The second argument against determinism is that people can always change their mind about a decision let’s say to do something or to go somewhere. The author calls this â€Å"stepping-back† which is an active participation of an individual to take decisions as well as change decisions in his life. These decisions were based on valuing that the theory of determinism lacks according to Honderich. The last argument against determinism by Honderich is about determinism as â€Å"self-destructive†. He first stated the Epicurean argument to determinism to lay down a strong foundation for his reason. In the end, Honder ich concluded that if determinism was true, then people do not have free will. Of course, we know that man has free will and would do whatever he chooses according to his value judgments. The main difference tells us that Frankfurt believes that a person is still morally responsible for the consequences of his actions. Frankfurt believes that individuals have a choice to make and be answerable for their decisions.

Marxist Analysis Essay Example | Topics and Well Written Essays - 500 words - 2

Marxist Analysis - Essay Example There is Lewis Anderson, an experienced negotiator from the global parent union. Anderson warns the workers to call off the strike since in his opinion, they will not win. Anderson is right; when the employees refuse to compromise, the corporation simply provides their job to replacement employees. The situation was almost identical in the recent Caterpillar strike. American Dream provides a catastrophic picture of a State in which the philosophy of unionism of employees standing by other employees is dying off. The Marxist theories on capitalism comprise the following; a falling rate of profit, a reserve army of the unemployed, business crises, increasing despair of the proletariat, and escalating concentration of industry into few firms. In the Marxian model, the capitalist is the main player in the economic process. The capitalist search for earnings and response to adjusting rates of profits largely explains the dynamics of the capitalist system. In the Marxist model, capitalists rationally and intentionally pursue their economic benefits and implant seeds of their own destruction. According to Marx, capitalism generates undesirable social outcomes, for example, the events depicted in the movie (Marx 762). In the Marxian model, augmented capital accumulation will raise the labor demand. Increase in demand for labor raises the wage rates. Increasing wage rates lead to diminishing surplus value and profits. Marx explains this scenario using the concept of the reserve army of the unemployed. In Marxist view, there is continuously an excess labor supply in the market, which has the influence of lowering wages and maintaining the profits and surplus value positive. In search of profits, capitalists introduce new machines in the production process. Direct unemployment in the reserve army occurs as a result of replacement of employees with new technology (Marx

A Tale of Two Cities Essay Example for Free

A Tale of Two Cities Essay Throughout well-known stories, authors tend to develop memorable characters in order to enhance the plot; although they may not always be portrayed in the most considerate manner. In Charles Dickens’ novel A Tale of Two Cities, he also uses such characters. First, Lucie’s role of over dramatic damsel in distress. Second, Miss Pross’ participation as the over protective mother figure. And third, Mme. Defarge as the bloodthirsty crazed villain. Through these characters, Dickens portrays women in the three most stereotypical demeanors: weak and fragile, a worrisome mother and a psychotic wife. Throughout the novel, Lucie is a feeble girl who cannot stand up to the hardships of life. â€Å"Perfectly still and silent, and not even fallen back in her chair, she sat under his hand, utterly insensible; with her eyes fixed upon him and with that last expression looking as if it were carved or branded in to her forehead† (Dickens 25). This is Lucie’s reaction to the news from Mr. Lorry that her father, presumed to be dead, has been found alive after spending eighteen years in the Bastille. Instead of a normal reaction of tears and joy, she is simply so stunned that she cannot even move; her expression of shock and fear is frozen upon her face. She reacts very similarly when she goes to meet  her father for the first time. Dickens writes, â€Å"Mr. Lorry got his arm securely round the daughter’s waist, and held that she was sinking†¦ ‘I am afraid of it’ she answered, shuddering. ‘Of it? What?’ ‘I mean of him. Of my father’ † (36). Of course it would be intimidating for her to meet her father for the first time in her life but she is on the verge of fainting a second time just from thinking about her father. She also does not even see him as human referring to him as â€Å"it†, not even wanting to approach her father. Finally, when her husband is taken away to prison, again she displays weakness, â€Å"As he went out at the prisoners’ door, she turned laid her head lovingly on her father’s breast, tried to speak to him and fell at his feet† (324). Yes it horrible to have her husband sentenced to death and is taken away to prison. But, she has a 6 year old daughter, she cannot give in to self-pity and weakness, it is the time for her to be strong not only for herself but for her daughter as well. It is important for her to see her mother strong and able to be there for her, but when she faints, her hope falls alongside her mother’s body. It seems Lucie has never had to really fight or be strong for anything in her life before. She acts like she always needs to rely upon someone else; she is very dependant upon others. Miss Pross’ role in the novel, although not very large, was nonetheless very important, especially for Lucie. Miss Pross was the mother figure in Lucie’s life, always caring for her and always nurturing her. When Lucie faints at the mention of her father, it is Miss Pross who is the first to her side: â€Å" ‘Why, look at you all!’ bawled this figure, addressing the inn servants. ‘Why don’t you go and fetch things, instead of standing there staring at me?†¦if you don’t bring smelling salts, cold water, and vinegar, quick, I  will’ † (26). She quickly takes charge of the situation and gives out orders in the same urgency as if it was her own daughter. It is also always Lucie for whom she is most concerned about: â€Å" ‘O me, O me! All is lost!’ cried she, wringing her hands. ‘What is to be told to Ladybird? He doesn’t know me, and is making shoes!’ † (187). Dr. Manette has a relapse and is no longer coherent. Miss Pross’ first concern is not restoring Dr. Manette back to health, but what the impact of seeing her father like this will do to Lucie. Finally, Miss Pross demonstrates her love for Lucie because she is willing to lay down her life for Lucie: â€Å" ‘I am a Briton,’ said Miss Pross, ‘I am desperate. I don’t care an English twopence for myself. I know that the longer I keep you here, the greater hope there is for my ladybird’ † (356). This demonstrates Miss Pross’ love for Lucie, risking her life in the hope that her sacrifice will keep Lucie safe. Miss Pross means well and is always looking out for Lucie and would do anything for her. However at times her actions are a bit eccentric. Finally, there is Mme Defarge, a very angry and vengeful woman. Mme Defarge takes it upon herself to make a register of all the nobility whom she proclaims as enemies to the revolution: â€Å" ‘Knitted in her own stiches and her own symbols, it will always be as plain to her as the sun. Confide in Madame Defarge. It would be easier for the weakest poltroon that lives, to erase himself from existence, than to erase one letter of his name of crimes from the knitted register of Madame Defarge’ † (166). This is M. Defarge explaining his wife’s register to others of the revolution, and saying that any who make it onto the register; will meet certain death. Not only does she register all  nobility in her knitting, but Mme Defarge also makes a point to remember the faces of anyone who is an enemy to the revolution: â€Å" ‘His appearance; is it known?’ ‘Age, about forty years; height, about five feet nine; black hair; complexion dark; generally, rather handsome visage; eyes dark, face thin, long and sallow; nose aquiline, but not straight, having a peculiar inclination towards the left cheek’†¦Ã¢â‚¬ËœIt is a portrait!’ said madame, laughing. ‘He shall be registered to-morrow’ † (171). Just from this short description, Mme Defarge already has a mental image of this man and even commits it to her memory. Finally, once she decides to kill someone, she will stop at nothing to kill them: â€Å" ‘I have been in the streets from the first, nothing has stopped me, I will tear you to pieces, but I will have you from that door’ † (356). This is Mme Defarge when she is confronting Miss Pross, telling her that she has been fighting in the streets for the revolution since day one, and nothing will keep her from killing Lucie as well. Mme Defarge’s rage and thirst for blood did greatly help the revolution. However, it became something that ultimately consumed her and turned her in to what she set out to destroy in the first place. It is through these characters that Dickens portrays women very unjustly. Lucie as delicate and flimsy, not being able to handle life’s hardships. Miss Pross as the overprotective mother, sometimes taking her job to the extreme. Mme Defarge as the crazed wife, always full of anger and violence. Even though women display these qualities from time to time, is it really fair to say that these traits define their whole character.

Essay --

Shady Hill is first portrayed as the perfect town. Located in the upper-middle class suburbs of New York City during the 1950s, Shady Hill appears to be the ideal place for a family to live and is the setting for the short story "The County Husband" by John Cheever. The inhabitants are well mannered and educated. They can only associate with a restricted number of people who are in the norm. Unsurprising, once the plastic wrap is pulled away the city’s flaws come into focus. "It seems to me what is really wrong with Shady Hill is that it doesn't have any future. So much energy is spent in perpetuating the place in keeping out undesirables, and so forth..." (Cheever 82) tch Colonial home that the Weeds reside in giving such animated description as "it was not the kind of household where, after prying open a stuck cigarette box, you would find an old shirt button and a tarnished nickel" (Cheever 72). His life is one of genteel complacency, as we see from this description of his house. It may not seem to describe Shady Hill but in many ways it does. The reader begins to form an opinion of a city that contains this type of residence, a residence where "roses on the piano were reflected in the polish of the broad top..." (Cheever 72). The opinion is that Shady Hill is one of statute, and a person’s house is always kept in pristine condition. The reader may not realize that perhaps the house is kept in such tidy condition not for the sake of the family but to impress others that may come over unannounced. The description of the house should show a reader that material possessions are of great importance to Shady Hill community members. The world outside their suburb remains more than an unknown quantity; in this case... ...d reality: â€Å"for if he couldn’t tell one person from another, what evidence was there that his life with Julia and the children had as much reality as his dream of iniquity in Paris or the litter, the grass smell, and the cave-shaped trees in Lovers’ Lane† (Cheever 85). There is a useful connection to Nathaniel Hawthorne’s The Scarlet Letter. In the end, Hawthorne and Cheever reintegrate their protagonists into their societies because, in fact, neither author really believes that there is any other arena for human fulfillment than that of human society. The Farquarsons’ maid is the unacknowledged Hester Prynne in the midst of Shady Hill, while Weed wrings his hands—or whittles wood—like a suburban Dimmesdale. At the end of â€Å"The Country Husband,† the real question concerns the nature of the suburban society into which Cheever reintegrates his characters.

Counseling Class Final Exam Paper Essay

After this class and taking all the different assessments and inventories, my number one career choice as of right now is an Elementary School Teacher. The tests have actually helped me learn a lot about myself and helped me determine what certain fields of work I would succeed in. Being an Elementary School Teacher would be a fulfilling career, and would allow me to be creative and interact with children, which are two things that are very important to me. 2. On the Myer-Briggs Type Indicator, my four letter word was INFJ, which stands for introversion, intuition, feeling, and judgement (although my scores between extroversion/introversion and judgement/perception were a point off). According to the Myer-Briggs personality description, INFJs prefer occupations that involve the big picture, involve conceptual awareness, and lead to a better understanding of the spiritual, emotional, of future needs of people. They want their work to have impact or meaning and for it to bring them admiration and respect. Different occupations that seem to be attractive to INFJs include education consultant, English teacher, fine arts teacher, psychiatrist, psychologist, social worker, scientist, and other occupations that allow INFJs an opportunity to make their own creative contribution. The list of occupations INFJs seem to enjoy include a lot of education type career choices, so elementary school education would be right up my alley, according to this assessment. Being an elementary school teacher would allow me to be creative and also allow me to help children learn, not only academically, but socially as well. My Holland Code was ISA which stands for Investigative, Social, and Artistic. Investigative people are known as â€Å"The Thinkers†. These are people who like to observe, learn, investigate, analyze, evaluate or solve problems. Artistic people are known as â€Å"The Creators†, They have artistic innovation or intuition abilities and like to work in unstructured situations using their imagination and creativity. Social people are known as â€Å"The Helpers† and are people who like to work with people to enlighten, inform, or help. Elementary education is a Social college major. According to the occupational scales on the Strong Interest Inventory, I scored a 56 for Elementary School Teacher, which means I share interests with women in that occupation and would probably enjoy the work. Teaching & Education was also number two on my tops five interest areas. The personal style scale reveals many different things. As for my work style, I prefer working with people, I enjoy helping others, and I am outgoing. In a learning environment, I prefer academic environments; I learn well through lecture and books, and I seek knowledge for its own sake. As for my leadership style, I am comfortable taking charge of and motivating others, I enjoy initiating action, and I express my opinions easily. I think being an elementary school teacher would be a good match for me, according to the Strong Interest Inventory. It would allow me to observe, investigate, and solve problems, as well as help and inform children, and it would also allow me to be creative; which fulfills all aspects of my Holland Code. My top five values according to the Work Values Inventory are Altruism, Way of Life, Prestige, Economic Returns, and Security. Altruism is present in work which enables one to contribute to the welfare of others. As an Elementary school teacher, I would definitely be contributing to the welfare of my students and helping them to blossom and thrive in academic and social settings. Way of Life is associated with the kind of work that permits one to live the kind of life she chooses and to be the type of person she wished to be. Elementary school teachers normally work nine months out of the year. Those other three months off would allow me to spend time doing other things I love, like vacationing or spending quality time with my family. Also, I plan on being a parent after I get married and find a stable job. My schedule would correlate with the schedule of my future children and allow me to spend more time with them, which is very important to me. Prestige is associated with work which gives one standing in the eyes of others and evokes respect. An elementary school teacher may not be the most prestigious job in the eyes of some, but it definitely is in the eyes of the students. When I was in elementary school, I admired all of my teachers greatly. Educating the next generation and giving them a solid foundation on which to apply further education, I believe, is a very respectable career. Economic returns is associated with work which pays well and enables one to have the things wanted. Elementary school teachers make a decent amount of money, and although it might not be the highest paying job, I’m willing to push this value to the side to fulfill the others and do something I would really truly enjoy. Confucius once said â€Å"Choose a job you love, and you will never have to work a day in your life. † Security is associated with work which provides one with the certainty of having a job even in hard times. According to the Eureka program, there are very many estimated jobs in elementary education within the next 20 years and the estimated growth is above average. My top ten skills based on my skill assessment results were Integrity, Questioning, Synthesizing, Tact, Understanding, Dependability, Tenacity, Advising, Cooperating, and Investigating. As an Elementary School teacher, I think you definitely need integrity. Actually, i listed this skill as a Very Satisfying skill, and is also listed as a Very Satisfying skill for Elementary school teachers. I think as an Elementary School teacher you need to be able to synthesize many different elements into your lesson plans. As for tact (a keen sense of what is appropriate, and what to say or do to avoid giving offense), I think it is an important skill for every career choice. I listed tact as a Very Satisfying skill and many Elementary School Teachers listed tact as a Moderately Satisfying skill. Understanding and dependability are very important skills for any career choice and are especially important when working with younger kids. I listed dependability as a Moderately Important skill and many Elementary School teachers did as well. Advising could be a helpful skill while trying different methods of learning certain subjects. Also important if a student was seeking my help. Cooperating is an important skill, because as an Elementary school teacher, not only will i be working with children, but I will also be interacting with their parents and other teachers. 6. Going forward from this class, I plan on majoring in Liberal arts at either Cal State Fullerton or Cal State Long beach, and from there I plan on getting my teaching credentials and ultimately becoming an Elementary School Teacher!

Just War Theory and a Thoughtful Realist Essay

One important theory within International Relations shows a moral aspect on how to conduct war. This theory is called Just War Theory. Just War Theory is a doctrine of military ethics from a philosophical and Catholic viewpoint. This theory consists of two parts: Jus ad bellum (the right to go to war) and Jus in bello (right conduct within war). Jus a bellum, the right to go to war, explicitly describes how a nation-state should conduct itself before preparing for war. There are seven sub-categories within Jus a bellum: Just Cause, Comparative Justice, Competent Authority, Right Intention, Profitability of Success, Last Resort, and Proportionality. Just Cause is explained as needing to have a reason to go to war. Not just for recapturing material possessions, but if lives are in danger. Comparative Justice is described, as the suffering and injustice on one side within a war must outweigh the suffering and injustice on the opposite side. Competent Authority must be in order within a war. Nation-states that start war must only start it if the authorities within the nation-state are focused on justice. Right Intention is defined as; force may be only used for a just cause correcting a suffered wrong. Gaining or maintaining economies by a nation-state is not considered just. Profitability of Success indicates that arms are not to be used where unbalanced measures are pertinent to be successful. The Last Resort category is presented as; force in war may only be used if peaceful alternatives have been completely depleted. The final category, Proportionality, is the foreseen benefits of starting war must be proportionate to its expected wrongs. Jus in bello, right conduct within war, shows how a nation-state should handle different situations within a war. There are five sub-categories within Jus in bello: Distinction, Proportionality, Military Necessity, Fair Treatment of Prisoners of War, and No Means malum in se (evil within itself). Distinction is described as; nobody in war should attack those not involved in war. No one should bomb civilian areas where there are no military targets. Also, those in war should not target those who have been captured, surrendered, or do not present immediate threat. Proportionality is the idea that an attack cannot be launched on a military objective in the knowledge that the incidental civilian injuries would outweigh the military advantage. Military Necessity is demonstrated as the use of the most minimal force to limit the unnecessary death of civilians. Fair Treatment of Prisoners of War, under Just War Theory, is important. It prohibits the mistreating or torturing of captured enemies because they no longer pose a threat. The final category is No Means malum in se. This prohibits the use of evil weapons and methods of warfare including: mass rape, nuclear weapons, and biological warfare. The Just War Theory explicitly details on how war should be carried out by a nation-state. Although war involves deaths and destructions, this is one of the most moral ways to handle warfare. In the world of realism, a thoughtful realist would like to believe that every single one of these categories would be played out perfectly. But, there are many inhibitors with each of these. A thoughtful realist would not believe with the concepts of Just Cause and Profitability of Success because nation-states need to protect their territories and their economy to stay in their current position of power. Under the concept of Last Resort, a thoughtful realist would agree not to jump into war immediately, but if a major threat were to happen upon a nation-state, it would be necessary. Proportionality within Jus ad bellum and Jus in bello coincides with the views of the realists of stability within a nation-state. Realists understand the effects of war on civilians. Contrary to Distinction and Military Necessity, Realists recognize that within war there are many casualties and sometimes they are of civilians and those not involved in the war. With terrorist groups of today, a thoughtful realist would say that torture of those captured is sometimes pertinent to safeguard the state. This combats the view of Fair Treatment of Prisoners of War. When the safety of a country is at risk, a realist would agree that it becomes a vital interest. This vital interest could lead to nuclear or biological warfare depending on the severity of the vital interest. Within the No Mean malum in se category, it overtly condemns this. But a thoughtful realist would agree that these steps might be necessary in some situations. A thoughtful realist would agree with one part of the category, which states that mass rape is completely immoral. A thoughtful realist would want to agree with every statement within the Just War Theory. However, understanding when protection and vital interests are at stake, a thoughtful realist would agree to disregard most of the Just Law Theory to safeguard the country.

Young Goodman Brown Example

Young Goodman Brown Example Young Goodman Brown – Book Report/Review Example Young Goodman Brown Young Good Brown is a canon written by Nathaniel Hawthorne. The prolific uses both symbolism and imagery to relay the exciting piece of literature. Brown, who is the protagonist in the story, leaves his wife Faith to go to an unknown destination. Brown, who is young and naive, is persuaded his wife to stay home through the night. However, he does not hide to his calls and instead leaves unceremoniously to the darkness (Hawthorne, 2005, p.1).In the last paragraph of page 8, Brown is initiated in what seem to appear as a cult that practices devil worshipping. Shockingly, he discovers that his lovely wife is in the evil activity that is widespread among the local community. He is convinced that Faith too is part of the wicked ratchet of devil worshipers because of the ribbon that she has which symbolizes the membership of the cult. Brown is disgusted given that it seems that he had not learned his wife prior to marrying her. Out of the disbelief of the unfolding even ts, he shouts his wifes name loudly. He remains unsure about his wife’s reaction after having discovered that he was in the middle of a dream (Hawthorne, 2005, pp.8-13). Coincidentally, the next morning, Mr. Brown meets the religious leader he had dreamt the previous morning. The head seemed to be preparing for the sermon for the day. Brown resented him because he felt that he was preaching water while at the same time drinking wine. During the day, he seemed he behaved like a saint but in the night he practiced devil worshiping and witchcraft. The bad dream Brown haunts him while attending the church service. According to the piece, religion has become so much hypocritical with people using religion as a cover up for their evil deeds (Hawthorne, 2005, pp.8-13).Work CitedHawthorne, Nathaniel. Young Goodman Brown. Wild side. Press LLC, 2005.

Line Item Veto and Why Presidents Still Cannot Do It

Line Item Veto and Why Presidents Still Cannot Do It In the United States government, the line-item veto is the right of the chief executive to nullify or cancel individual provisions bills- usually budget appropriations bills- without vetoing the entire bill. Like regular vetoes, line-item vetoes are usually subject to the possibility of being overridden by the legislative body. While many state governors have line-item veto power, the President of the United States does not. The line item veto is exactly what you might do when your grocery tab runs to $20.00, but you only have $15.00 on you. Instead of adding to your total debt by paying with a credit card, you put back $5.00 worth of items you don’t really need. The line item veto - the power to not buy unneeded items - is a power U.S. presidents have long wanted but have just as long been denied. The line-item veto, sometimes called the partial veto, is a type of veto that would give the President of the United States the power to cancel an individual provision or provisions - line-items - in spending, or appropriations bills, without vetoing the entire bill. Like traditional presidential vetoes, a line-item veto could be overridden by Congress. Line Item Veto Pros and Cons Proponents of the line-item veto argue that it would allow the president to cut wasteful pork barrel or earmark spending from the federal budget.Opponents argue that it would continue a trend of increasing the power of the executive branch of government at the expense of the legislative branch. Opponents also argue, and the Supreme Court has agreed, that the line-item veto is unconstitutional. In addition, they say it would not reduce wasteful spending and could even make it worse. History of the Line-Item Veto Virtually every president since Ulysses S. Grant has asked Congress for line-veto power. President Clinton actually got but did not keep it long.On April 9, 1996, former President Bill Clinton signed the 1996 Line Item Veto Act, which had been championed through Congress by Senators Bob Dole (R-Kansas), and John McCain (R-Arizona), with the support of several Democrats. On August 11, 1997, President Clinton used the line-item veto for the first time to cut three measures from an expansive spending and taxation bill. At the bills signing ceremony, Clinton declared the selective veto a cost-cutting breakthrough and a victory over Washington lobbyists and special interest groups. From now on, presidents will be able to say no to wasteful spending or tax loopholes, even as they say yes to vital legislation, said President Clinton. But, from now on wasnt for long at all. Clinton used the line-item veto two more times in 1997, cutting one measure from the Balanced Budget Act of 1997 and two provisions of the Taxpayer Relief Act of 1997. Almost immediately, groups aggrieved by the action, including the City of New York, challenged the line-item veto law in court. On February 12, 1998, the United States District Court for the District of Columbia declared the 1996 Line Item Veto Act unconstitutional, and the Clinton administration appealed the decision to the Supreme Court. In a 6-3 ruling issued on June 25, 1998, the Supreme Court, in the case of Clinton v. City of New York upheld the District Courts decision, overturning the 1996 Line Item Veto Act as a violation of the Presentment Clause, (Article I, Section 7), of the U.S. Constitution. By the time the Supreme Court took the power away from him, President Clinton has used the line-item veto to cut 82 items from 11 spending bills. While Congress overrode 38 of Clintons line-item vetoes, the Congressional Budget Office estimated the 44 line-item vetoes that stood saved the government almost $2 billion. Why is the Line-Item Veto Unconstitutional? The Constitutions Presentment Clause cited by the Supreme Court spells out the basic legislative process by declaring that any bill, before being presented to the president for his or her signature, must have been passed by both the Senate and the House. In using the line-item veto to delete individual measures, the president is actually amending bills, a legislative power granted exclusively to Congress by the Constitution. In the courts majority opinion, Justice John Paul Stevens wrote: there is no provision in the Constitution that authorizes the president to enact, to amend or to repeal statutes. The court also held that the line-item veto violated the principles of the separation of powers between the legislative, executive and judicial branches of the federal government. In his concurring opinion, Justice Anthony M. Kennedy wrote that the undeniable effects of the line-item veto were to enhance the Presidents power to reward one group and punish another, to help one set of taxpayers and hurt another, to favor one State and ignore another. Congressmen and Senators Object to Line-Item Veto Historically, most members of the U.S. Congress have opposed a constitutional amendment granting the president a permanent line-item veto. Lawmakers rightfully fear the power would enable the president to veto their earmark or â€Å"pork barrel† projects they have traditionally added to the appropriations bills of the annual federal budget. In this manner, the president could use the line-item veto to punish members of Congress who have opposed his or her policy, thus bypassing the separation of powers between the Executive and Legislative branches of the federal government.

ELECTRICAL POWER GENERATION SYSTEM Assignment Example | Topics and Well Written Essays - 1000 words

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A Christian Philosophy Of Education Religion Essay

A Christian Philosophy Of Education Religion Essay In the beginning, God created man in his own image. God told man to eat of the fruit of all the trees in the garden except the one in midst of the garden, the Tree of Knowledge, lest man should surely die. The serpent convinced woman that she would not die but rather, that God knows that in the day ye eat thereof, then your eyes shall be opened and you shall be as gods, knowing good and evil (Genesis 3:5). Since the beginning of mankind, man has sought for truth and knowledge. What is good, true, and beautiful? These questions go to the heart of our concern for educating people who posses a knowledge of reality, are ethical in their behavior, and live lives that are balanced and aesthetically harmonious (Gutek, 2005, p. 31). King Solomon, in his Book of Ecclesiastes, explores various avenues for satisfaction-power, possessions, prestige, pleasure-he finds them hollow. God moves him along the path of discovery until he finds no real meaning to life under heaven, but only in relationsh ip to God and His eternal purposes (Maxwell, 2007, p. 802). Educators confront philosophical issues on a daily basis even though they may not recognize it as such. As a Christian educator, examination of ones personal assumptions, beliefs, attitudes and values can assist one in shaping instructional methods and effective learning techniques. By understanding ones self, ones motivations, and ones view of mankind, one can better assist others in their personal quest to discover the purpose of self and ones role as a member of mankind. I attempt to identify the basis of the philosophical beliefs which contribute to the overall philosophy of education from which I function as an educator by examining the historical and philosophical foundations of education from influential philosophers such as Plato, Jefferson, Eramus, Calvin, Rousseau, and others. Worldview Why are we here? What is our purpose? What is true? How do we know? From the beginning of time man has asked these questions. My personal biblical worldview answers those questions for me based upon Holy scriptures, the laws and words of I am that I am (Exodus 3:14). The fear of the Lord is the beginning of knowledge (Proverbs 1:7). Knowledge is knowing the facts; knowing how to use those facts is wisdom. All knowledge and wisdom comes from a higher being known as the God of the Hebrews and father of Jesus Christ. All gifts and talents come from God;  each person has different abilities to understand, receive and respond to the knowledge that God reveals to him or her. We are told,  We know that the Son of God is come and has given us an understanding that we may know him that is true and we are in him that is true, even in his son Jesus Christ (I John 5:20). I know in whom I have believed. Our universe is so massive and our God so glorious with our limited understanding we only à ¢Ã¢â€š ¬Ã‚ ¦see through a glass darklyà ¢Ã¢â€š ¬Ã‚ ¦ (1 Cor. 13:12). Who was there when He laid the foundations of the earth (Job 38:4)? There exists a spiritual realm beyond our earthly eyes which exists simultaneously with ours. We truly cannot conceive the majesty and splendor that exists beyond our sense of reality. God cannot be put in a box and is far beyond anything we can comprehend. All one can know about Him is what He has outlined in His Word, which is inspired and written by the Holy Spirit. Jesus Christ, the Son of God, is a certainty and of this I am confident that He which has begun a good work in me will perform it until the day of Jesus Christ (Phil 1:6).   A Christian worldview defines my values, my actions, my time, my dreams, my life. We are created beings ; Solomon sums up existence, Fear God and keep His commandments. For this is mans all (Ecc.12:13). Epistemological Beliefs In Platos allegory of the cave, he proposes that there is a true intellectual self within and superior to the material human body. The purpose of life is to strive for knowledge of ultimate and perfect ideas, the form of the good from which all other ideas are derived (Gutek, p. 39). For Plato, an Idealist, reality is non-material or spiritual (Gutek, p.38). Plato understood that man is composed of spirit but without the Creator, his idealism was in vain; all knowledge and wisdom comes from God. Gods omniscience means that he knows all, that all knowledge, truth, wisdom, intelligence and all that there is to know, He knows. John Calvin had an intense religious conversion experience that illuminated his thought like a flash of light. This experience provided Calvin with the revelation knowledge of Divine Majesty (Gutek, p. 114). I know that I know because of a similar revelation experience which I term being zapped. While deep in prayer, a flash of light consumed my whole being for one millisecond of a second. I know that I know that the Father is, and that Jesus Christ is the light and the Truth. No man can pluck me from His hands. Metaphysical Beliefs Pestalozzi and Rousseau believed that the infant is intrinsically good (Gutek, 2005) and opposed the doctrine of innate human depravity. According to the Word of God, Man is born in a depraved state. R.C. Sproul writes, Because total depravity is so often poorly defined, let me substitute another phrase that means the same thing: radical corruption. We are depraved in the radix or root of our being, and that core depravity influences everything we do. In the fall we became radically depraved, which means that corruption pervades every area of our lives (as cited by Li, 2007). According to Plato, man can reach the ultimate truth by seeking knowledge. This knowledge may be truly called necessary, necessitating as it clearly does, the use of pure intelligence in the attainment of pure truth (Plato, 360 B.C.). Plato asserted that the truth is within each of us, and is found deeply within the recesses of the human mind or psyche (Gutek, p. 40). For Aristotle, truth is a correspondence bet ween the persons mind and external reality (Gutek, p. 54). According to Freires philosophical inclination to existentialism, reality is subjective and within the individual. Dewey, a Pragmatist, contended that truth is tentative, a warranted assertion, rather than universal, eternal and absolute (Gutek, p.342). He argued that revealed truth does not exist and that anything that can be called truth must be determined experimentally. When Pilate asked Jesus, What is truth? (John 8:38,), he was asking, What is the really real? Jesus did not reply; the question had already been answered forever. The God of scripture is truth as He tells us in Psalms 119:160, The sum of Your word is truth, and every one of Your righteous ordinances is everlasting; and, in the words of Christ himself in John 14:6, I am the way, and the truth, and the life. Animals and plants, seasons and stars were created by God for man. God blessed them and said to them, Be fruitful and increase in number; fill the earth and subdue it; have dominion over the fish of the sea, the birds of the air and over every living creature that moves on the earth (Genesis 1:27-29). He is the first and the last. For since the creation of the world, Gods invisible qualities -his eternal power and divine nature-have been clearly seen and can be understood from what has been made, so that man is without excuse (Barker, 2009). Axiological Beliefs Good is whatever God says is good. Evil is a perversion of the truth. Wicked comes from the word wicker which means twisted. The Devil takes the truth, twists and perverts it to corrupt that which God has created for good (Barker, 2009). For Aristotle, the supreme good to which all aspire is happiness (Hummel, 1993). What is good and what is right? His Word lays out the moral foundation for mankind and exists for all people across all time. What is true, honest, just, pure, lovely, and of good reportthink upon these things (Phil 4:7). A Christian worldview asserts that the ultimate goal of man is to transform into the image of Jesus. Do not be conformed to this world: but be transformed by the renewing of your mind, that you may prove what is that good and acceptable and perfect , will of God (Romans12:2). Gods Word is the moral authority on which the universe revolves. Educational Philosophy Educational beliefs Thomas Jefferson, the author of the Declaration of Independence, developed an educational plan based upon civic education and cultural nationalism in order to prepare people to become active and engaged citizens (Gutek, p. 180).   Mann believed that a proper civic education should teach basic principles of government, provide insights into representative institutions, and generally form good citizens (Gutek, p. 226). Calvins theology and educational philosophy stressed literacy as a tool of salvation to fulfill both religious and economic objectives (Gutek, p. 118). Calvin set up a relationship between education, religious orthodoxy, civil order, and economic prosperity (Gutek, p.116). If my people who are called by my name, will humble themselves, and pray, and seek my face, and turn from their wicked ways; then will I hear from heaven, and will forgive their sin, and will heal their land (2 Chron. 7:14). When Madelyn OHair succeeded in taking prayer out of our public schools in 1 964, our nation turned away and today we see the results.   Discipline The understanding of the emotional needs of students is an important part in a teachers discipline management plan. If we realize that the child comes to school after a night filled with violence and alcohol or drug induced behavior, we can understand why the student may scream or disrupt or refuse to participate. Often the school is the safest structured environment the child sees. Public schools have been forced to be not only the center for academic and skills training but also the basis for establishing secure human relationships for children. Carey (2007) states discipline arises through activity. When students are engaged in hands-on learning, are being successful  at meaningful tasks, and receive positive reinforcement, discipline will be minora result of kids being kids. No contrived program will eliminate disruptive behavior in the classroom without a moral foundation in the family and in a society without limits and boundaries for individual behavior. The philosophies of Rousseau and others If it feels good do it, has led to a child-centered approach that has had negative implication for classroom control. Children need boundaries in order to develop self discipline. According to Montessori, obedience is the foundation of society and civilization (as cited by Carey, 2007). For whom the LORD loves He chastens, and scourges every son whom He receives (Hebrew 12:6). If the Father of spirits corrects those He loves, then teachers, who care about their students as Pestalozzi desired, must discipline those they teach. Role of the student and teacher in the process of learning With the influence of educators like Rousseau, Pestalozzi, Froebel, and Dewey the child became the center of learning. Froebel introduced the concept of letting children grow freely as plants, according to the nature of child (Gutek, p. 266). This secular humanist child-centered role has replaced Calvinist Christian educational theory which asserts that, This book of law shall not depart from your mouth, but you meditate in it day and night that you may observe to do according to all that is written in it. For then you will make your way prosperous, and then you will have success (Joshua 1: 8). By 1985, from primary grades through college, [teachers] are reluctantly concluding that the principle means by which students may be engaged is entertainment (Claggett, 2009). Montessori asserted that children possessed an innate drive, called a divine urge that stimulates their self-activity to perform actions that promote growth and that they are eager to try and master new skills (Gutek, p. 369). According to Dewey, the childs own instincts and powers furnish the material and give the starting point for all education (Dewey, 1897). Because of the individuality of each student, the student is the driving force behind education and the most important entity in the education continuum (Bartlett, 2007). Research shows that student motivation, relevance, and engagement in the learning process promote learning. Learning is an action and is not, cannot be, fun at all times. Learning does not occur by osmosis and students must be willing to expend energy and thought processes to be successful All students can learn, but not all students learn in the same way, at the same time, and at the same intellectual level. Cognitive ability, not politically correctness, plays a major role of what a student can and will learn. Teachers must establish relevance, provide expertise, establish interest, in aspects of curriculum design and methods of teaching pertinent to establishing relevance and thereby motivating student learning (Kember, et.al., 2008 ). A loyalty to human dignity-and human possibility-is maintained when the teacher is loyal to the knowledge and/or skill being learned (Vandenberg, 2009). How does learning occur The brain is the most intricate and complex mechanism God created. Theorists such as Froebel and Rousseau realized that a child was similar to nature, like other things of Gods creation; they pass through various stages of development from a seed to an oak tree. God created the mind to learn but as a result of genetics (the sins of the fathers are passed on through generations), environment (where, when and how one lives), and physiological impairments, all students cannot learn all things. The brain is influenced by outside factors; active participation in experiences encourages brain growth; learning, playing, good nutrition contribute to learning; learning is a social activity; chemicals in the brain affect memory and learning; singing and music affect release of positive brain chemicals (Sprenger, 1999). Professional development In order to promote literacy in reading and mathematics, the NCLB act emphasizes teacher professional development based upon scientifically based research methods of instruction. Eramus believed teachers needed to be well-educated individuals and possess a commanding knowledge of their subjects (Gutek, p.103). Mann held that inadequately prepared teachers had lowered the quality of instruction (Gutek, p. 224). In the age of technology, brain research is producing new information daily on how the brain works and how it can be applied to the educational settings. Teachers must be exposed to the methods and research based strategies in order to provide the best education possible to each and very student. Curriculum In 1867, John Stuart Mill stated, In every generation, and now more rapidly than ever, the things which it is necessary that somebody should know are more and more multiplied (Mill, 1867, p.5). Since Mills time, knowledge has exploded. Vast amounts of knowledge, beyond Platos wildest imaginations, are everywhere and still the questions remain: What should be taught? Who should be taught? When should it be taught? How should it be taught?   According to Mill, the vexed question is whether general education should be classical à ¢Ã¢â€š ¬Ã‚ ¦ or scientific (Mill, p.4). Educational theorists from Plato to Spencer to the U.S. Office of Education have focused on these issues and we still face them today. An effort to restore disciplinary rigor to education began after WWII with the scientific systems thinking approach to learning (Rudolph, 2002). The buzzwords today are rigor and relevance in the educational circles. Yet thirty years after the analytical systems-based curriculum reform movement, Sykes states, American schools are in deep trouble, not because they lack men and women who care about children, but because they are dominated by an ideology that does not care much about learning (Sykes, 1996). According to some, we must develop more programs similar to West Springfield High School to assist students in applying technology to their needs and in making intelligent judgments about problems associated with techno logy? (Alukonis Setter, 2008).    The Greco-Roman philosophers, Confucius, the Renaissance reformers, and the utilitarian liberalists focused on education as the path to produce the perfect ideal society. Knowledge becomes a means to an end. Who can possess knowledge? Calvinism promoted reading and writing for every one which is the ultimate goal for UNESCO today. How do we teach and what do we teach?   Today a liberal arts curriculum is offered to all. According to a recent study, 63% of the work force skills today do not require a college education. What is the purpose of obtaining knowledge? What type of knowledge is needed to create the greatest good for the greatest number? Spenser promoted direct experience in the real world and individualism. Sykes contends that American students are unable to effectively compete with the rest of the industrialized world, because our schools teach less, expect less, and settle for less than do those of other countries (Sykes, p.9).    We are in an age defined by global competition, change, immediate information and communication. The pace of change has become so rapid that the skill set required is not sufficiently being met by the public schools. Basic skills such as reading, writing, and mathematics will still produce individuals who based upon their God-given talents will excel in problem-solving, critical thinking, and inventiveness necessary to sustain personal happiness and societal contribution. Collaboration Learning does not occur in isolation. An individuals ability is influenced by his environment, his background and experiences. To provide the best education possible, a school system must collaborate with parents and community to assure that each child is receiving an education that will provide the best opportunity for him or her to reach his or her highest potential. Diversity Mann, who is considered the father of Americas public education, wrote, Education, then, beyond all other devices of human origin is the great equalizer of the conditions of men-the balance wheel of the social machinery (Gutek, p.225). He believed that the school curriculum should provide the same basic knowledge and skills equally to all its students. The same basic knowledge of history, literature, science, mathematics and the arts should be provided for every child in the public schools. This basic knowledge should provide knowledge necessary for responsible citizenship, for national prosperity and development, an economic equalizer, and to instill moral and values as Mann states. . Today the reconstructionist theory screams for the multicultural curriculum for minority students who are deprived equal education of the white elite controlling class. Educators must be aware of the hidden agenda of the social reconstructionists who have as an ultimate goal, the destruction of capitalism, nationalism, Christianity and democracy as we know it. Cultural diversity and multiculturalism is a political agenda to destroy the capitalist system of the United States from within using the cries of the oppressed as the bait. Many people with cultures, languages, and skin colors other than the American mainstreams are treated as second class citizens in our schools. Christians in education need to fight racism and cultural differences: there but for the grace of God go I. Jesus tells us in Matthew 25:40, as much as you did it to one of the least of these, my brothers, you did it to me. Christian educators will embrace all students as children of God, and will provide equity and fairness in a diverse and multicultural classroom. Assessment NCLB ties public school accountability directly to federal funding and has as its goal, literacy in reading and mathematics for all children by 2014. Annual state and school district report cards inform parents and communities about state and school progress (USDE, 2003). Accountability based upon annual testing and standards for reading and math has become a major part of public schools. Various assessments techniques have been suggested other than traditional testing such as portfolios and performance assessments that focus on the demonstration of mastery of a task. Test scores alone cannot be the measure of a schools success or of a students achievement but basic knowledge and essential skills must be assessed in some manner to provide information on the success of both instruction and student ability. Teacher and student/ parent relationships Pestalozzi recognized that the affective side of human nature, emotional growth, was as important as cognitive development (Gutek, p. 162). He maintained that the educational setting must be based upon a climate of emotional security. Classroom circumstances may affect the brains chemistry in either a positive or a negative way (Sprenger, 1996). Providing a safe environment for students is the responsibility of both teachers and parents. Before learning can occur, teachers must realize the emotional needs of students affect their behavior and abilities to think cognitively. Communication with parents is the ideal way to assist teachers in creating instructional methods based upon the needs of individual students. Conclusion In mans ego-centered life, he continues to build the Tower of Babel. After 5,000 years of civilization, man has not reach utopia, nirvana, or heaven through Platos quest for knowledge, Aristotles exercise for rationality; Quintilians rhetorical goodness; the merge of Aquinass realism and Catholicism; Erasmuss Christian humanism; Calvins Evangelical Protestantism; Comeniuss vision of Pansophism; Rousseaus, Froebels, and Pestalozzis child permissiveness; nor the militant rebellious reconstructionist ideas of Dubois and Freire. Man continues to seek beyond the stars, beyond the universe but cannot and will not find the ultimate Truth nor the reason that man exists. Not until the Creator of the vessel determines to reveal the truth to the created, will man reach knowing. The earnest expectation of the creation eagerly waits for the revealing of the sons of God. For we know that the whole creation groans and labors with birth pangs together until nowà ¢Ã¢â€š ¬Ã‚ ¦(Romans 8:19-22). Aquinas asserted that a person was called to teaching in a way that was similar to the priests vocation, a call to service (Gutek, p. 88). A child is life, a gift of God. A true teacher has for his or her motivation that which will promote each individuals ability to become the person according to the perfect will that God has determined. Adequate schooling must prepare young people to act responsibly in all areas of their lives. We must work to build responsibility whenever we can to promote Gods kingdom being realized as much as possible in the here and now. This is our calling and this is our work as Christians .Christian educator must gently, lovingly, accept every student and work with their differences, needs, hang-ups, foibles, even sins-constantly modeling the high standards of the Christian life and a personal, responsible integration of faith and learning that eventually can be emulated by the student (Holtrop, 1996). Plato, a founding father of Idealism, asserted that reality is nonmaterial or spiritual. For Plato, the father of Idealism, ideas are the only true reality, the only thing worth knowing. He argues values are universal regardless of place, time, and circumstances (Gutek, p. 39). Plato believed that the search for the truth is an interior search to recall ideas latently present in our minds (Gutek, p. 40). In idealism, the aim of education is to discover and develop each individuals abilities and full moral excellence in order to better serve society. Based upon a Christian worldview, I agree with the premise of Plato that truth and reality are a spiritual quest, although I assert one can only attain the truth through the Word of God rather than from recalling knowledge from a prior existence. My spiritual convictions and views of absolute truth can be labeled as a Christian Idealist. For the Perennialist, providing knowledge of eternal truth and preparation for life is educations most important purpose. Teaching basic subjects such as history, math, science and literature provide knowledge of mans struggle and achievements. My educational philosophy may be viewed as a theist Perennialist based upon my belief that human nature never changes and ideas and truth are constant based upon Holy Scriptures (Cohen, 1999).