I Know Why the Caged Bird Sings Essay Example for Free

I Know Why the Caged Bird Sings Essay The American Dream is genuine uniformity and opportunity of the residents of The United States. In Maya Angelous I Know Why The Caged Bird Sings, Marguerite battles with the idea of feeling undesirable as a youngster and the oppression blacks. As Marguerite grows up, she encounters direct the mercilessness of bigotry. Her battles think about all the difficulties the residents of America experienced when they were battling for correspondence too. It originally began in 1607 when English pilgrims ventured out to America for strict opportunity. The opportunity they searched out for in the long run developed to be something more significant than simply strict opportunity. Marguerite opposes authority and isolation and in the end picks up the uniformity she merits. Despite the fact that the time of bondage has finished, isolation among blacks and whites were as yet present. The town that Marguerite lives in is isolated from where the white populace is and she scarcely comprehends what they resemble and she thinks about whether they are even human. At an early stage in the story, Marguerite first encounters the pitilessness of the neighborhood powhitetrash when her family is cautioned of the white men scanning her town for a substitute. This causes her Uncle Willie to stow away in a potato container despite the fact that he is blameless. In part clear, Marguerite watches three white young ladies mock Momma and she feels outrage towards their mercilessness and injustice. As Momma discovers her crying out of frustration, this is the first occasion when she wanted to challenge the white individuals and battle against them. This experience anticipates Marguerites future demonstrations of insubordination against white individuals, as the English pioneers challenged their sort and moves to America. Marguerites first evident demonstration of resistance was the point at which she was working for a white lady named Viola Cullinan. Mrs. Viola Cullinan is impolite and her companions abuse Marguerite. With the goal for Marguerite to quit working for her, she broke her valued china. This was an indication of Marguerite at long last standing firm against being abused. Her obstruction recovers Marguerite her pride and she is drawing nearer to the opportunity that she longs for. There are times in the story where Marguerite feels an outrageous feeling of pride for her and her kin. At Marguerites graduation, a white man named Edward Donleavy corrupts the dark populace by expressing that they can just exceed expectations in sports. He causes the eighth grade class to feel embarrassed about themselves since they feel unintelligent. Marguerite begins to lament the way that Columbus found the new world and she wishes that he hadnt. She feels so humiliated, yet Henry Reed, the valedictorian of her group brings their soul back up. He has the group sing the Negro National Anthem and as his discourse closes, everybody feels incredible pride swell within them. Marguerite feels pleased with her legacy and instruction and disregards what unforgiving expressions of Mr. Donleavy. Some other time when Marguerite feels pleased with the dark populace is the point at which she imagines Ms. Henderson facing Dr. Lincoln. She pictures Ms. Henderson transforming into a hero and terrifying Dr. Lincoln. She expresses that she feels glad to be her granddaughter. The American Dream can't be satisfied except if the individuals have an extraordinary feeling of pride of what their identity is and their nation. Marguerite’s emotions were the beginning of the excursion towards balance between all races. Marguerite first encounters a feeling of uniformity when she goes to a school in San Francisco. All the understudies are inconsiderate to her and go about as though she is sub-par compared to every one of them. Then again, Marguerite meets an educator names Mrs. Kirwin who doesnt segregate. She treats each and every one of her understudies the equivalent, regardless of what their race is. She just recollects Mrs. Kirwin on the grounds that she didnt treat her in an unexpected way. Marguerite encounters one last demonstration of fairness when she flees from her dad. She finds a blend of youthful teenagers comprising of a few races cooperating in balance. They give her specific standards that permit her to acknowledge assorted variety and how everybody is the equivalent. For instance, everybody must work and put in an equivalent measure of exertion to endure. Like the American Dream, everybody living in the junkyard is equivalent and rewarded reasonably. There was no mistreatment or isolation when Marguerite lived in the junkyard. As it says in The Declaration of Independence, each American resident is supplied by their Creator with certain unalienable rights. In section 19, the Store is filled individuals tuning in to the bout with Joe Louis, a legend from the dark populace. At the point when he wins, Marguerite feels that he demonstrated that individuals of color are influential individuals. The dark populace builds up a feeling of expectation, feeling that things will begin to change in light of the fact that Joe Louis had any kind of effect and in light of the fact that he is a dark man. They feel as though they at last stood firm to all the out of line lynching and victimization blacks. Close to the furthest limit of the story, Marguerite turns into the main individual of color to have a vocation as a trolley conductor. From the start, there was an arrangement prohibiting any individual of color to have this activity, however Marguerite battles and despite seemingly insurmountable opposition, she is effective. This demonstrates paying little mind to social standing, one can accomplish what they want in the event that the individual in question truly needs it. Similarly as us Americans battled for opportunity, Marguerite battled for correspondence.

Comparing Atkins and Balance Energy Bars :: Health Nutrition Diet Exercise Essays

Looking at Atkins and Balance Energy Bars         Many are intrigued by the different weight control plans in the public arena; individuals need to shed pounds by finding a dependable strategy that will guarantee results. Two normal eating regimens incorporate the Atkins Diet and the Zone Diet. Both of these have vitality bars that contain the supplements need to meet the eating regimens explicit necessities. In the article â€Å"Glycemic and Insulinemic reactions to vitality bars of varying macronutrient arrangement in sound adults,† by Steven Hetzler and Veonsoo Kim, an investigation was led that looked at the changed vitality bars. The examination took a gander at equivalent extents of these bars to see their consequences for glycemic and insulinemic levels. This paper will concentrate on the distinctions between the Atkins and Balance Energy Bars and the impact they have on glycemic and insulin.         The Atkins Diet contains a low measure of sugars, while the Zone Diet has the segments of a 40% sugar, 30% protein, and 30% fat breakdown. The vitality bars related with these eating regimen impacts the glycemic and insulin levels in the body. By having a decrease of glycemic and insulin levels in the body influences an eating routine. By having low glucose levels this will eventually prompt weight reduction. This occurs either through the evacuation of starches or by subbing low glycemic file starches for higher ones. In doing this the higher level of insulin will be diminished, for instance high blood cholesterol levels will go down.         To test the insulin and glycemic levels the vitality bars contain the examination had 20 sound grown-up members. They were part into gatherings accepting 1 of 5 test suppers; 1 being low starches, 2) moderate starches, 3) high sugars, 4) white bread, and 5) chicken bosom. Chicken bosom was the negative control since it contains no starches, while white bread was the positive control. Test dinners 1) with the low sugars, incorporate the Atkins Energy Bar, and test supper 2) incorporates the Balance Energy Bar.         In request to see the degrees of the glucose and insulin after expending the bars blood tests were taken and investigated. In this explore the Atkins vitality bar delivered the least glucose results.

6 Reasons Why People Are Bullied at Work

6 Reasons Why People Are Bullied at Work November 19, 2019 Blend Images/Getty Images More in Stress Management Job Stress Workplace Bullying Effects on Health Management Techniques Situational Stress Household Stress Relationship Stress Every day, employees across the nation are bullied and abused at work. In fact, the issue of workplace bullying is a growing problem that affects nearly one-fifth of all employees during their careers, according to the Workplace Bullying Institute.?? If you have experienced workplace bullying, you may be asking yourself “why me?” And you are not alone: workplace bullying impacts 60.3 million Americans every year.?? Here are some common reasons why people are targeted by workplace bullies. Targets Are Skilled Workers You may be  bullied at work because you receive a lot of positive attention for your work. Maybe you are intelligent, determined, creative, and regularly contribute new and innovative ideas. Or, maybe you go the extra mile and gain recognition for your hard work. Maybe you even move through projects quickly while others are struggling. All these things attract the attention of workplace bullies. Workplace bullies target those that have talent because they either feel inferior or they worry that their work is being overshadowed by the other employees work and abilities. Bullying bosses, in particular, will target skilled workers and either steal the credit or undermine the targets work. Targets Are Well-Liked or Popular It is a myth that all victims of bullying are loners and outcasts with no friends or social connections. Often, it is the popular and well-liked workers that are most vulnerable to workplace bullying. If this describes you, bullies believe you pose a threat to their own popularity and social status at work. Office mean girls, in particular, are likely to form cliques and target another woman who threatens their status or social standing. If you are well-liked at work, this could be the reason behind the attacks and jabs at you from the office bully. 7 Reasons Why Workplace Cliques Are Bad for Companies Targets Are Good People If you would describe yourself as  caring, social and collaborative, this may be the reason that you are being bullied. To a workplace bully, these characteristics drain the power they have at work. Team building is the antithesis of what a bully wants. Bullies want to be in control and to call all the shots. So, you may be targeted by bullies because you are a team player. This does not mean you should change your behavior. It simply gives you some insight into why you are being targeted. You also may be targeted for being  ethical and honest. For instance, whistleblowers who expose fraudulent practices are frequently bullied by others at work to keep quiet. Targets Are Non-Confrontational or Vulnerable If you are introverted, anxious, or submissive, you are more likely to be bullied at work than those who are extroverted and assertive. Research has shown that if adults work to build their self-esteem and assertiveness skills, they might diminish the likelihood that they will be targeted by workplace bullies. There is also some evidence that depression and other stress-related conditions might attract the attention of bullies. If you are living with any of these conditions, it is important to get treatment. Talk to your healthcare provider about your symptoms. Depression, anxiety, and stress-related conditions should never be left untreated. Whats more, bullying will just exacerbate your symptoms. Targets Are Viewed Stereotypically or Prejudicially In other words, you may be targeted because of your gender, age, race, sexual preference, or religion. You also may be bullied if you have a disability or a disease. Whatever the reason, workplace bullies single out and target people who are different from them in some way. They also tend to discriminate against others. If you are being bullied for any of these reasons, you may have some legal recourse. Consider contacting the Equal Employment Opportunity Commission (EEOC) to see if you can file a complaint. Targets Have Physical Features That Attract Attention Unfortunately, adults often bully others for the same reasons kids target others in elementary school. Whether you are short or tall, heavy or thin, have a large chest or no chest at all, workplace bullies will find a way to exploit your appearance. In fact, almost any type of physical characteristic that is different or unique can attract the attention of bullies. This includes wearing glasses, having a large nose, having ears that protrude, and even having adult acne.   A Word From Verywell If you are experiencing bullying at work, take steps to report it. You also should do what you can to confront the bully. It is never a good idea to let workplace bullying continue without addressing it in some way. Even if you do nothing at all to report the bullying, at least take steps to take care of yourself.     How to Confront a Workplace Bully

The Media Reporting On Employment Essay - 2226 Words

Employment relations issues are reported to society by the media. The issues reported have changed over time, the topics included employment strikes over wages and staff shortages, Employment Relations Bill, high profile collective bargaining, employment agreements, and minority mistreatment. The emphasis on reporting these issues has changed over time because of the audience’s interests and journalism biases. The method in how news is reported to society has also changed over time, from printed media to online forums which has given any person the possibility to report the news. This essay is going to critically discuss the media reporting on employment relations and the change in emphasis on reporting these matters. Upon consideration of the literature the media report less news about the employment related conflict because the audience is not interested, unless it is a critical issue. Employment relations focuses on: the powers and interests of employees, employers, unemployed and government on regulations for employment conditions and workplace rights; employee, employer, unemployed and government strategies for influencing, regulating and controlling employment relationships; ‘cultural, social, economic, political, legal and institutional contexts’ of implemented employees, employers, unemployed and government powers and interests, and the design and implementation of employment relationship regulations (Rasmussen, Employment relations in New Zealand, 2009).Show MoreRelatedIs20071634 Words   |  7 PagesPOLICY 5.1.1 Information security policy document 5.1.2 Review of the information security policy 6 ORGANIZATION OF INFORMATION SECURITY Defines the hierarchical structure and reporting responsibilities necessary to manage, control and direct information security Defines the hierarchical structure and reporting responsibilities necessary to manage, control and direct information security 6.1 INTERNAL ORGANIZATION 6.1.1 Management commitment to information security 6.1.2 Information securityRead MoreGlobal Organization Code Of Ethics1154 Words   |  5 Pageswhich may bring duress to the organization. Employees will report any knowledge of such acts using our reporting channels listed later in this document. Should an employee participate in any anti-corruptive behaviors, the case will be reviewed by the Code of Conduct Committee and the employee may be required to assist the company in recouping monetary losses and could receive termination of employment. Environmental Responsibility Our company will not only meet but exceed all legal requirements andRead MoreThe Free Journalist Essay1466 Words   |  6 PagesConstitution allow the news media to flourish in a fairly unrestricted environment. As an integral part of the democratic United States, the media is responsible for keeping citizens informed and involved in their government and society. However, the media is not infallible, nor is it omniscient. Since its conception, it has faced detractors both foreign and domestic, and from every feasible political party. Despite its legions of reporters, analysts, and executive producers, the news media is unable to followRead MoreFinancial Interests Of The Big 4 Accounting Firms And A Private Cartel Designed And Promoted For The Benefit Of Essay1427 Words   |  6 Pagesquotation from the Chapter 6 of 2007 UK Budget Report, stated that â€Å"The Government needs to use high value performance data in combination with appropriate financial data†¦in order to bring benefits in consistency and comparability between financial reporting in the global economy and to follow private sector best practice.† This is in line with the merits advocated by IASB that IFRS will bring transparency, accountability and economic efficiency to the financial market. While it might be true for profit-seekingRead MoreLegal Implications Of Todays School Climate Are Real1730 Words   |  7 PagesLegal implications in today’s school climate are real. Regardless of proactive training methods, the necessity of having a legal confidant at the disposal central administration office cannot be denied. From employment discrimination laws, Americans with Disabilities Act, Title IX, and a slew of individual student issues, having a retained law firm available to the superintendent and related staff is a necessary practice. Andrew Manna represents a variety of school districts around IndianapolisRead MoreGerman Legislation Banned The Use Of Information From Socia l Networking Sites1476 Words   |  6 Pagesused in the employment process, but permitted the use of publically available information on job networking sites, such as LinkedIn. In fact, the Interior Minister, Thomas de Maizià ©re, recognized that social media is a private right stating that private social networks are private and not to be used as gateways for gaining information on job applicants. Though it may be difficult to prove that a company obtained information about a prospective candidate through their social media account, a firmRead MoreMontana Wrongful Discharge768 Words   |  4 PagesReview â€Å"Montana: Wrongful Discharge from Employment Act† in Chapter 2. Please respond to the following: Identify the parts of this law that appear to benefit employees. ⠝â€" An employer can only discharge an employee for a good cause. ⠝â€" Employees can’t be discharged for reporting a public policy violation. ⠝â€" Employees can’t be discharged for reporting employer’s violation of employer’s own written personnel policy. ⠝â€" If employer commits wrongful discharged, employee may be awardedRead MoreEmployment At Will Doctrine : Employment1671 Words   |  7 Pages Employment at Will Doctrine Assignment 2 Strayed University LEG500 Professor Aryka Nycole Moore Julia Washington May 7, 2016 Employment at Will Doctrine At will employment is a policy of American law that describes an employment relationship in which either party can end the relationship with no legal responsibility, given there was no express contract for a certain term regulating the employment relationship and that the employer does not belong to a union. Under this legalRead MoreSocial Media s Impact On Society s Life Of Organizational Workforce1329 Words   |  6 PagesSocial media become part of today’s life of organizational workforce. There is an increasing interest from organizations to use social media information to manage their employees. But the use of social media for employment decisions may raise many legal problems and concerns. Numerous discussions have focused on whether employers’ interests in the use of social media might invade employees’ privacy and speech rights (Segal, 2014; Lam, 2016; Abril, Levin, Riego, 2012; O’Connor Schmidt, 2015).Read MoreEmployment Relationship Terminatio n Legislation Essay1097 Words   |  5 PagesEmployment at will This is the doctrine in American law which defines how the employment relationship can be terminated by either party by giving advance notice or even without one. Privacy management tools help organizations conduct privacy impact assessments, check processing activities against requirements from privacy regulations, and track incidents that lead to unauthorized disclosures (investigation, remediation and reporting). They analyze and document data flows of personal information (nature

The House on Mango Street by Sandra Cisneros - 509 Words

The House on Mango Street is an important coming of age story that observes the life of a young Chicana (Mexican-American) girl through her creative use of words and storytelling over the course of one year. It is an interesting style to read because of the way it paints several pictures then leaves the reader to bring them together to see the bigger image of the area in which the protagonist, Esperanza, lives. The book shows a natural maturation of a little girl, but it happens much quicker than most girls because of the experiences she has with men and what she learns from the older women that inhabit the neighborhood. Her early writings talk about her desires and essentially seem to be all about her with her own life and musings at the center. She is excited to live in a big house but then it disappointed when it turns out to be run down and not as nice as she wanted. She does meet a few friends and they play like girls should without much care outside of themselves and their own fantasies, but the reality of their situation and where they live invade on that fantasy and force Esperanza to come face to face with sexuality and the attention that she is getting from men. This happens at a fragile time in her life because she is maturing through puberty and she has feelings for boys, but the negative aspect of that attention works to distort the natural feelings she may have had for men. Already we see before this maturity that she considers men to be kind of in a worldShow MoreRelatedThe House On Mango Street By Sandra Cisneros1132 Words   |  5 Pageslives. In the collection of short stories, The House on Mango Street, by Sandra Cisneros, she focuses on a young Hispanic girl named Esperanza Cordero who grew up on Mango Street. As she is changing and maturing, she writes down her experiences about discrimination of gender, sexual orientation, and more. Esperanza s transformation from a young and innocent girl to a mature woman is displayed through her self-r ealization and experiences that help Cisneros reveal how one s own experiences can lead toRead MoreThe House On Mango Street By Sandra Cisneros1297 Words   |  6 Pagesto think of a story to create, most of the advice given to them is â€Å"write what you know.† This was perfect advice for Mexican-American writer Sandra Cisneros, who draws upon her coming-of-age events throughout her childhood and adolescence in â€Å"The House on Mango Street.† Drawing from life stories, her alter ego â€Å"Esperanza† describes everything from the house she lived in, to the hair on people’s heads. These personal stories show a stark contrast for any reader of a different culture, and confirmRead MoreThe House On Mango Street By Sandra Cisneros913 Words   |  4 Pagesvignettes that made up â€Å"The House on Mango Street†, a coming-of-age novel by Mexican-American writer Sandra Cisneros. Cisneros in this specific vignette reveals the inherent oppressiveness of all marriages, which by their nature rob people of their independence. Sally is not even eight grades and she gets married. Her husband is a marshmallow salesman that she meets at a school bazaar. She moves to another state where is legal their marriage. Sally tells Esperanza about her house and domestic objects thatRead MoreThe House On Mango Street By Sandra Cisneros1854 Words   |  8 Pages The Street That Changed a Life The House on Mango Street, by Sandra Cisneros, displays a great emphasis on culture and people helping form a young girl into a young lady. The main character, Esperanza, has to navigate a mentally and physically challenging life growing up in a poor, Hispanic neighborhood while still learning how to mature and rise above the poverty that surrounds her. Thus, the question arises: in what way and to what extent does close human interaction change Esperanza’s lifeRead MoreThe House On Mango Street By Sandra Cisneros886 Words   |  4 PagesThe House on Mango Street is a novel by Sandra Cisneros. The novel is acclaimed by critics and used in schools all around the world. â€Å"The House on Mango Street† is about a young Latina girl who is about the age of 12 when the novel begins. Sandra’s novels have sold over two million copies. Sandra was born on December 20, 1984, in Chicago, Illinois. In 2016, President Barack Obama presented her with the medal of ‘Nat ional Medal of Arts’. Title: The House on Mango Street Author: Sandra Cisneros TheRead MoreThe House On Mango Street By Sandra Cisneros2004 Words   |  9 PagesIn The House on Mango Street, by Sandra Cisneros, twelve-year-old Esperanza Cordero must navigate through the trials and tribulations that one can associate when encountering young adulthood. The author Cisneros, utilizes her unique writing style of vignettes to illustrate the narrative voice of Esperanza in her text. A major theme that can be seen as the most prominent thus far, is on the feminist role of Esperanza as a female in her Latin American culture. The House on Mango Street is an overallRead MoreThe House On Mango Street By Sandra Cisneros753 Words   |  4 PagesWhen you look at the cover of the book, The House on Mango Street, you see bright colors and a fun font. The first vignette that Sandra Cisneros writes is about Esperanza, a young Latino girl wishing that she had her own house, a house with trees and white fences. The way that Cisneros writes screams â€Å"little girl.† Howe ver, as you dive deeper into the book, the subject of each vignette gets darker. Slowly, we start to see the dangers of growing up as a young Latino girl in a Chicago neighborhoodRead MoreThe House On Mango Street By Sandra Cisneros1688 Words   |  7 PagesThe House on Mango Street, a novella by Sandra Cisneros, revolves around the idea of a developing Latino girl facing the difficulties of transitioning to a young mature woman. Esperanza moves into a house on Mango Street, where she meets many diverse influential people as she attempts to discover her true identity and understanding of the world. While doing this, she encounters the struggles of her community, socioeconomic class, and heritage. Esperanza’s opposing view of herself slowly adjusts asRead MoreThe House on Mango Street by Sandra Cisneros766 Words   |  3 Pagesliterary analysis on â€Å"The House on Mango Street† by Sandra Cisneros. This story takes place in the center of an over populated Latino neig hborhood in Chicago, a city where many of the poor areas are ethnically segregated. This novella uses two main symbols shoes and trees. Later in the literary analysis I will explain what these mean to the main characters. There are three main characters in the novella Esperanza, Sally and Nenny (short for â€Å"Magdalena†). The House on Mango Street tells the life of EsperanzaRead MoreThe House On Mango Street By Sandra Cisneros1087 Words   |  5 PagesRiaz Salehi The House on Mango Street by Sandra Cisneros, portrays the life of a teenage girl named Esperanza living on Mango Street. Though Esperanza lives in a diverse city, pre-existing stereotypes are affecting how others(women?) are perceived and treated. Esperanza starts to see how to change her community and the negative view of herself by taking the wrong actions of other women and connecting them to her own life experiences. To begin with, Esperanza always saw this great distinction

Informative Speech on Funerals Free Essays

Death, sounds scary right? But, have you ever thought in something else besides the moment itself? Have you thought about what your body is going to be done with? Oh sure, a regular funeral or a cremation may come right away to your head. But, let’s stop at regular for a moment. What is actually a regular funeral? Is it really putting your body in a coffin and burying it in a graveyard? What would you think if I tell you that you can have a Coca-cola coffin, a fish or a car coffin? What would you think if I tell you that your relatives can keep your skull as some sort of souvenir? What would you think if I tell you that you can even be buried in the sky? You would probably think I’m crazy or something, but I’m not. We will write a custom essay sample on Informative Speech on Funerals or any similar topic only for you Order Now This is actually the way in which some people from Ghana, Austria and China carry on their funerals. For the Ga tribe, funerals are a time of mourning, but also of celebration. They believe that when their loved ones die, they move on into another life and they make sure they do so in style. They honor their dead with brightly colored coffins that celebrate the way they lived. These coffins are designed to represent an aspect of the dead person’s life, such as a car if they were a driver, a fish if their livelihood was the sea or a sewing machine for a seamstress. They might also symbolize a vice, such as a bottle of beer or a cigarette. Now, let’s travel to Europe. Hallstatt. It’s between a mountain and lake, so therefore has very limited burial space. To solve this problem they would allow for the remains of their dead to lie in the cemetery for 12 years only. When the time was up the bones would be exhumed and moved to a charnel, but the skull would be kept. It would be tastefully decorated with the name of the deceased, a cross and plants. It would then be displayed in a chapel. Although cremation has now been allowed in the village this custom still takes place. So, what about being buried in the sky? We’ll have to go all the way to the southwest of china. The Tibet. For Tibetans the most common and regular funerals are the Sky Burials, which consists of cutting a person’s body in â€Å"strategic† places (euphemism for â€Å"likely to attract wildlife†) and placing the loved one on top of a mountain or temple. Then just wait for the magic to happen! The magic being that the vultures will then pick apart the flesh until what’s left is a pile of bones, which are either mashed into a bird feed pulp. This type of funeral is considered to be environmental friendly, because it doesn’t involve any wood burning or waiting years until the body is turned into organin matter. It’s the most effective way of getting rid of human bodies. Tibetans call the practice jhator, which means giving arms to the birds. And also legs, torsos and heads as well. So, if you want to have a classy funeral with a fancy coffin that represents your lifestyle you’d like it to happen in Ghana, but if you’re looking for a strange, creepy, sadististic, and environmental caring funeral your best choices may be Hallstatt, in Austria, or the Tibet, in China. What are regular funerals for you now? How to cite Informative Speech on Funerals, Essay examples

Switching Costs on Customer Exit and Revenge †MyAssignmenthelp.com

Question: Disuss about the Switching Costs on Customer Exit and Revenge. Answer: Introduction The urge that is individuals experience but are not discussed that much is Revenge. Revenge is a powerful urge but there is no surety that one will feel good after acting on it. Thus, revenge can be defined as the oneself who is usually reciprocating in kind or degree or may impose injury in repay of something. Among the deepest human instincts, revenge is one of them prevailing among the humans. However, according to many theorists as well as researchers, this revenge is a type of initiating justice and that the warning of revenge may provide as a kind of protection or enforcement of social cooperation. Moreover, it can be seen that the motive behind revenge is in blocking the hostile actions or the threat possessing revenge of others (McCullough et al., 2014). At time, it is also seen that individuals act revengeful knowing that their act will not benefit them at all apart from impose suffering to other people. Revenge is the part of peoples nature, which causes them to act impulsively through anger rather than acting through reasoning. Thus, because of the human nature people always want to seek revenge on those who has presented them with pain. However, people seek revenge because after collecting information through their senses they give it a meaning through their internal based interpretations. Thus, wrong perceptions influence ones self confidence, which in turn pushes a person to seek revenge. However, it is human nature to feel superior in some way thus, when they find that their work or they themselves are not appreciated by others or in any way faced social humiliation or has been the victim of being harmed by others, they feel helpless and thus, seek revenge. The feeling of being helpless will further make the individuals weak and may develop low self-esteem and finally make the person go through identity crisis. Therefore, when there is pressure of such strong emotions then majo rity of the people tries to find gratification through revenge (MO WU, 2013). There is one point at every persons life when he or she must have wanted to seek revenge but still there are many other people those who are more revengeful. In this category fall, those people who are more stimulated to get power, authority or status are more vindictive. However, it can be said that individual tendency is that they always want to get those things that they think is in scarcity. Whereas, for a person who wants to get power the last thing that person would like to feel is being helpless thus, anyone who tries to give him that feeling will get an aggressive respond. Another category of people who are considered to be one among the most revenge seeking people are the Narcissists (Frey, Pearson Cohen, 2015). This group of individuals feels overemphasized in giving importance to their self that they view minor mistakes as a major offence. Thus, this group of people also stands at a high-risk zone in being revengeful. It has been seen that because of the excessive unneces sary importance these people give to themselves they believe that disobeying them or uttering any bad words for them are unforgettable sins for them thus, they can go any extent if given that chance to punish that other individual from whom they want to seek revenge. Revenge has the opposite effects than what people think it to be. As portrayed in the movies that it is an emotional undo that make people feel better by punishing the other person as seeking revenge from them (Haj-Salem Chebat, 2014). However, in the initial moments, the brain might signal being rewarded from the revenge but for the long run there will be only elongated unpleasantness of the actual sin. However, revenge never delivers justice rather it generates a cycle of vengeance. It however, has been found that revenge re-opens or worsens ones emotional injuries. There are cases where an individual might want to take revenge from a wrong but lastly they finishes up punishing ones own self. Thus, revenge is ineffective because one will cause to damage to self if they move ahead neglecting the incidence. Children find themselves in a more confusing state than the adults for whom understanding the repercussion is also difficult. There are many dangers that people should get aware o f while they seek revenge and they are as follows- Revenge as the term defines is to demand punishment or termination of any wrong. People do make mistakes because no one is perfect and thus, the mistake that affects others becomes a major reason for the other person to seek revenge. Therefore, to explore revenge one has a wish to reciprocate. Therefore, the danger of revenge that comes in front is that the desire for revenge becomes so strong that it makes the person forget that this mistake can be forgiven which further foster nasty and devastating thoughts. The real motive of the revenge seeker is thus, to make the other person feel that same emotions that he or she is going through (Hopkins, 2013). One cannot rectify them after committing a mistake so there is no scope that a revenge seeker will think about the outcomes of their actions. Thus, another danger is that that once an action is taken for seeking revenge there is no turning back. Revenge is a continuous process that does not know where to end. Thus, once a revenge seeker starts taking revenge they cannot stop and go on in the desire to punish or reciprocate to those who have been the reason for his or pain (Parrinder, 2015). This continuous process damages the close relationships and leisurely eliminates the capacity to forgive. Thus, making the revenge seeker bitter, distressing and ill-mannered individual. As a psychological damage, it has been seen that a person who desires for revenge will always think about that very incident only which will make the situations more difficult for them to move forward. Thus, revenge is not as pleasant as many may think as it can explore the individual as well as the relationships (Roffey, 2012). The biggest example of revenge has been seen in the famous play of Shakespeare called Julius Caesar. Antonys character was seen to have sought revenge for the death of Caesar. However, Antony was seen to act on his emotions, which took to the deceased of Brutus. Nevertheless, the main theme was revenge for which Antony wished to take revenge of Caesars death. Revenge was further illustrated through the brutal course of action throughout the play (Schanzer, 2013). Revenge is an old phenomenon- it has originated since the human beings first came into reality and has frequently been imposed in cruel form. However, most individuals have experienced injury or inappropriate at the hands of others. Historically there are total two schools of thought in relation to revenge (Vaswani, 2014).In the bible, it has been instructed that "give life for life, eye for eye, tooth for tooth, hand for hand, foot for foot" to penalize a culprit. Nevertheless, after the bible around 20,000 years or more years later there was Martin Luther king Jr., acknowledged that The old law of 'an eye for an eye' leaves everybody blind." Now the question arises that which one is accurate for which a psychologist investigate the mental machinery that is prevailing behind revenge. Those who are power seekers for them revenge can assist to prompt others who are not to be trifled with. However, in a society where the law that rules is weak then revenge can supply a track to keep th e order stable. The person seeking revenge will be morally down and be bad in the eyes of others. Revenge seekers emotionally, mentally, physically and socially hurt the other person. It also put a mark on the negative association into the personal repute of the revenge seeker. Revenge seeks to guide individuals to an erroneous behavior that has negative results to the guiltless around those individuals around the revenge seekers. Revenge often fills a person with negative emotions that has genuine, measurable and biological impact on the physical health (Carrera, 2013). Conclusion Thus, from the above essay, it can be concluded that Revenge is a powerful urge but there is no surety that one will feel good after acting on it. In one point or another in an individuals life, everyone has wanted to seek revenge. In order to get the power, status and the things that are in scarcity individuals try to get revenge. Revenge always has harmful effects making the revenge seeker to get morally down, hurt the other person badly and it always assist a person to perform those behaviors that are not correct. However, it has been seen that revenge is an age-old phenomenon existing from the day humans came to this world. References Carrera, E. (2013). Emotions and health, 1200-1700.Brill. Frey, K. S., Pearson, C. R., Cohen, D. (2015). Revenge is seductive, if not sweet: Why friends matter for prevention efforts. Journal of Applied Developmental Psychology, 37, 25-35. Haj-Salem, N., Chebat, J. C. (2014).The double-edged sword: The positive and negative effects of switching costs on customer exit and revenge. Journal of Business Research, 67(6), 1106-1113. Hopkins, L. (2013). Revenge or Reconciliation?A Rejection-Based Model of Firm-Induced Relationship Termination. McCullough, M. E., Pedersen, E. J., Tabak, B. A., Carter, E. C. (2014). Conciliatory gestures promote forgiveness and reduce anger in humans. Proceedings of the National Academy of Sciences, 111(30), 11211-11216. MO, H. X., WU, S. (2013). The Concept and its Causes of the Type of Crime of Individual's Revenge-on-society.Journal of Henan Police College, 4, 002. Parrinder, P. (2015). Introduction. In Utopian Literature and Science (pp. 1-20). Palgrave Macmillan UK. Roffey, S. (2012). Introduction to positive relationships: Evidence-based practice across the world. In Positive relationships (pp. 1-15).Springer Netherlands. Schanzer, E. (2013). The problem plays of Shakespeare: a study of Julius Caesar, Measure for measure, Antony and Cleopatra. Routledge. Vaswani, N. (2014). The ripples of death: Exploring the bereavement experiences and mental health of young men in custody. The Howard Journal of Crime and Justice, 53(4), 341-359.

Why I Want to Be a Teacher free essay sample

Children are our future. Therefore, it is important to provide and empower them with the best education. Education is the foremost and profound factor on the well-being and advancement of our society. To be a teacher is very rewarding to me on a personal level. A teacher, besides their parents, plays a critical role in cultivating our children to build a better society in the future. A teacher can be a role model to her students. I would love to contribute to our society by utilizing my extensive work experience and advanced education in taking on all the challenges of the important role of being a teacher. The teachers most important responsibilities are: her thorough knowledge of the subject; the ability to articulate such knowledge that is easily understood and grasped by her students; motivate her students to learn; and instill in her students the importance of discipline that will benefit them now and the future. We will write a custom essay sample on Why I Want to Be a Teacher or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page My experience is teaching my nieces and nephews on how to ski. I motivated them by showing that skiing is a fun and healthy cardio activity. It was an easy task as I was able to prove that this sport is exciting and enjoyable; and is something I reward myself with on holidays and weekends every winter. In the beginning, they were reluctant to go through the boring lessons to learn the basics and practice. I explained to them that they must first master doing the stops, making the turns, getting on and off the lift chair and so on. I reminded them the importance of mastering these basics with extensive practice before they could truly enjoy the sport; and taking any short cut can result in injury. Another important aspect in effectively teaching them was to observe and monitor their progress to identify where they needed help and focused on improving their weak spots. Then I enrolled them to the appropriate morning lessons. After the class, I discussed with their instructors about their progress and what they needed to work on. Then, I skied with them in the afternoons on the level based on the instructors recommendation and feedback. I have been taking them to ski for the past 10 years. It is truly joyful and rewarding to see them advanced to the intermediate level today. During the last Christmas Eve I skied down the black diamond(most difficult) trail with my youngest niece during our annual ski trip. As we were swooshing down the trail she turned and said, Thanks, because of you we enjoy skiing down the advanced trails today. I replied, Youre welcome young lady, it has been a pleasure and now I have myself a few skiing buddies. During the economic downturn in Hong Kong in 1970, my family immigrated to America. In contrast to Hong Kong, the education in this country is accessible, available, and affordable on all levels to the financially disadvantaged. My parents had worked in a restaurant and factory earning minimum wages while raising five children. The family siblings obtained their early education within the school system of the low-income communities; and went on to gain college degrees in the bachelor science level and beyond. Higher education opened doors for all five of us in our careers. We are forever grateful to what this countrys education system has given us. From my experience, I understand the challenges of the students in the high need areas. I can be a great asset to their education by being an innovative, comprehensive and motivating teacher. By giving these students solid education, it will be vital in enabling them to realize their full potential in their future.

5 Reasons for Leaving a Job and How to Deal Once You Go

5 Reasons for Leaving a Job and How to Deal Once You Go Gone are the days when you’d start your career as an eager young entry-level employee at a company, then flash-forward to your retirement party at the same company, after rising through the ranks (and the various hairstyle and wardrobe changes). It used to be fairly common to commit to a company for the duration of your career, leaving a job only for life changes or unexpected events (getting fired or laid off). These days, the average worker holds ten different jobs before turning 40 years old. Ten! That’s a lot of jobs, and a lot of transition. Now, you’re not obligated to have that many different jobs, and if you are willing and able to move from intern to manager to CEO at Widget Corp, go for it! For most of us, it’s not really an option. Economic circumstances change, or there’s not enough room for growth. You meet that awesome someone, who just happens to be moving across the country for his or her own job, and wants you to come with.Everyoneà ¢â‚¬â„¢s career path is a little different (and thank goodness for that- we can’t all be web designers or interpretive dance choreographers), so the reasons for leaving are as varied as we are. Let’s look at some of the most common, valid reasons for leaving your current job, and how to make the transition from one to the next.1.   You hate your job/boss/company2.  You want better work-life balance3.  You never planned to be in  it  forever4. You don’t make enough money5.  The decision was made for you1. Leaving a job because you hate your job/boss/company.Sometimes relationships just don’t work out. It’s not necessarily anyone’s fault (okay, we all secretly know it’s their fault), but sometimes a job just isn’t a good fit for you. If you find that your work days are more defined by conflict and unhappiness than by productivity, then yeah, it’s time to start putting out feelers for a new opportunity.How to de al with this: Your next employer wants to know why you left, and also that you’re a reliable bet. If you go into an interview talking smack about your previous place of employment, the interviewer will think, â€Å"hmm, is that how he’s going to talk about us in a year?† So when you’re asked why you left, emphasize that it wasn’t a good fit. Be specific, but gracious:â€Å"I enjoyed many aspects of my job, and I learned a lot of great leadership skills there, but ultimately I see myself as a manager, and there just wasn’t enough room for growth there.†2.Leaving a job because  you want better work-life balance.If you’re working 80 hours a week, but want to carve out more time for your family and fly-fishing hobby, it may be time to start looking elsewhere. If you talk to your boss and there aren’t ways to make your position flexible enough for your priorities (work-from-home arrangements, flex time off, different work h ours), then you’re just going to get more and more frustrated in your current role.How to deal with this: This can be a tricky area in a job interview- potential employers aren’t allowed to ask you about family status, health problems, or many personal issues. If you’re looking for a more flexible job because you and your partner want to have a baby soon, you don’t have to be explicit about the reasons why you might not want to be on call days, nights, and weekends anymore. You can just leave it as a general personal decision:â€Å"I loved my job as the Parks Director, but in the next phase of my career I want to find a position where I can grow while also having a more healthy work-life balance. This company appeals to me because I know you’re committed to helping employees find that balance.†3. Leaving a job because you never planned to be in  it  forever.You take a job because you’re looking for something in the interim, or to pay the bills while you finish school to pursue your dream career as a circus clown. Whatever the case may be, it’s possible you never intended this job to be your career-defining role. If that’s the case, there’s an expiration date looming, whether you’ve set a specific timeline or not. If that end date is approaching, then it’s time to get out gracefully.How to deal with this: You don’t want to look like someone who bolts when things get tough, or when a shiny new opportunity comes along. Make sure you emphasize your long-term goals, without saying (in so many words) that you weren’t interested in the job long-term:â€Å"I saw my last position as a great growth area, where I could improve my skills and get experience, but now it’s time to move on to my longer term goals, like [X].†4. Leaving a job because you don’t make enough money.This is a perennial favorite among people who leave jobs for other opportunities . Money is one of the most basic facts of our lives, and if you aren’t making enough at a certain level, or are clearly being paid beneath what you’re worth, it’s not likely that this is an issue that will just resolve itself. If you’ve already done your research to figure out what your job is worth for someone at your skill level and level of experience, have tried to parlay that into a raise, and have been underwhelmed by your company’s response- it’s valid to use that as your excuse for leaving.How to deal with this: Money issues require every bit of diplomacy at your disposal. To your soon-to-be-former boss/company, it’s important not to be bratty about the reason you’re leaving. If you’ve been asked in an interview for a new job about why you left your last one, bringing up money can be a minefield. It could put you at a disadvantage for later negotiations, or could price you right out of the job offer if they think you’re expecting six figures and a Ferrari when they’re offering five figures and a discounted Zipcar membership. Be firm about your commitment to moving up in the world, but non-specific about the financial aspect of it:â€Å"At this point in my career, I’m looking for the kind of growth that Former Co. couldn’t offer in my previous role.† Or if you’re talking to Former Co., be honest: â€Å"Based on my role in the company and my achievements here, I was hoping my compensation could be adjusted accordingly. Since we’ve discussed this and those resources aren’t available, it’s time for me to pursue other opportunities. I really appreciate my time here, but it’s time for me to move on.†5. Leaving a job because the decision was made for you.Being ushered out the door is a pretty ironclad reason to leave your job. It might not even have gotten to that point yet, but you can read the writing on the wall. If yo u’re being elbowed out of your job for whatever reason, the spin you put on it is especially important as you look for your next job.How to deal with this: If you’re dreading the â€Å"why did you leave?† question in an upcoming job interview, start working the spin. Don’t lie, especially if you were fired for a reason that will come up in a background check, or if the interviewer happens to be college roommates with your old boss (it’s a small world after all, trust me on this). Frame it as a learning experience, and emphasize that you’ve taken what you could from the situation, and are actively addressing it as part of your future:â€Å"My last position wasn’t a good fit, and I learned hard lessons about how to approach situations. I made some mistakes in judgment that I strive to overcome every day, and I know that my experience and skills are the stronger for my ongoing efforts.†Whatever your reason is for leaving your curr ent job, it’s so important to make sure that your exit is a classy one. Always keep the tone gracious, no matter how ticked off you may be, or how many grudges you’re holding about your workload, your treatment, your boss, the terrible coffee in the break room. Be as honest as you can about your reasons for leaving (without making yourself look bad, or letting a snide or angry tone get the best of you), because you likely have genuine feedback that the company can use in recruiting your replacement, or making personnel decisions in the future.Plus, as I mentioned, most industries are very small worlds- you never know who might hear about your exit, or who might know someone who knows someone who used to work with you. It’s in your best interest to make sure that your reasons for leaving are clear, backed up with specific information, and let go as water under the bridge as you get ready for your new job offer, or your job search. No bridge is more useful when it ’s burned, so it’s important for your reputation (and your own sanity) to keep everything clear and professional.

Space & time Essay Example | Topics and Well Written Essays - 1000 words

Space & time - Essay Example Moreover, it is perhaps because space was not considered in situ that those space-time geometries (which are actually geometries of points of view, made by distance, and light) have burgeoned. And behind these local distortions of points of view, as interesting as they can be, we always find the abstract, traditional separation of concepts which is here proven wrong. (3) There is, as such, a universal simultaneity (with light at a certain point of its travel, incidentally) To validate the proposition of space in situation with its underlying implications must initially require the potential to grasp the traditional understanding of space in an unorthodox presentation where it may be put in a frame of reference capable of projecting or conveying its imperceptible dynamic property. By his findings in the combined queries and discourse of the philosophy of space, Kant states â€Å"Space is not something objective and real, nor a substance; nor an accident, nor a relation; instead, it i s subjective and ideal, and originates from the mind’s nature in accord with a stable law as a scheme, as it were, for coordinating everything sensed externally.† Reason for which the model in place is currently privileged At first sight, it looks surprising to see this identification presence/present being overlooked to this extent: beyond the homonymy, it is difficult to doubt that what is present spatially (what is not absent, what takes place) is actually neither past nor future, and vice versa! However, this obvious point has remained, at best, counterintuitive. Admittedly some people say â€Å"only the present exists†, but in the same breath they admit that it is â€Å"uncatchable†. And with good reason: they see it only as a temporal limit! The reason for all this is simple, fraught with consequences, yet easy to adjust: The conscience of the past, present and future, i.e. the conscience of duration, of temporality (and beyond that the one of Histor y) makes us inevitably isolate, abstract the concept of time, and in return the one of space! And therefore prevents us from seeing space as it really is: in situation. This is why the separation a priori of the concepts of space and time has, until now, always prevailed. Though time and space are disposed unto each other in forming one whole structure for the purpose of serving perspectives treated in the light of relativity on one hand, and with absolute principle on the other, they seem equivalently disposed to separatist realm. Since their discovery and evolution through concepts, human perception has been trained to detect time in fluid behaviour while space thrives in passivity no matter how it is signified to consist of and encompass conceivable dimensions. Time can be measured and quantified in seconds, minutes, hours, years, and so on so that its trait of definitiveness in this regard is a established scientific fact. Space, similarly, can be made quantifiable in volumetric terms considering the size of what can be occupied yet it appears, nevertheless, time is much more concrete for it is sought to be identified with events in dynamic flow along with all the important characters and figures constituting them. It would strip history off of its essence in being a field of

Diversity, legal rights of students Essay Example | Topics and Well Written Essays - 1250 words - 1

Diversity, legal rights of students - Essay Example Each IEP should be designed for one student and should be an absolutely individualized document. The IEP channels the delivery of special education services and supports for the student with a disability (La Venture, 2003). 3) Evaluations for special education. It should involve more than a single process, be nondiscriminatory, be done in a child’s primary language, arranged by qualified multidisciplinary team, and tailored to gauge particular areas of need (La Venture, 2003). 4) Federal financial assistance. It will be given to local and state governments that provide full educational opportunities to students with disabilities. Since federal law regulates the rights of education for students with special needs, and due to the additional costs associated with educating these students, federal money is made available to schools based upon the number of students in the special education program. Every student, regardless of cost or disability, should be given by public school districts the right to an education within their schools (La Venture, 2003). 5) Due process procedures. Occasionally school districts and parents argue on how a child with disabilities must be educated. When this occurs, there are measures in place to deal with these conflicts. Parent involvement consists of a) the right to receive notice, b) equal partnership in the decision-making process, c) the right to give approval for particular activities such as changes in placement, assessments, and release of information to others, d) and the right to join in all meetings regarding their child’s special education (La Venture, 2003). 6) Least Restrictive Environment (LRE) in which to learn. This concept reveals the act’s solid inclination for educating students with disabilities in general education classes with the access to general education curriculum. Education in the general education classroom is the first placement

The Relationship Between History And Geography Education Essay

The Relationship Between History And Geography Education Essay Whilst geography and history are two discrete subjects within the National Curriculum (1999), Martin (2002) believes that it is possible to identify areas of similarity between them from looking at the importance of history and geography statements. Moreover, she points out that there are links between history and geography through the knowledge and understanding, skills, concepts and values and attitudes and therefore it is possible to incorporate cross-curricular links when teaching the subjects. However, before these links are explored it is important to provide an overview of both subjects in their own right. Cooper et al (2006) state that geography is fundamental to childrens understanding of the world they live in. They highlight that geography allows children to study people and develop a sense of place. Furthermore, they point out that geography fosters childrens appreciation of the environment and helps them to understand why sustainability is important. Similarly, Catling and Willy (2009) suggest that primary geography allows children to develop a curiosity about the world through exploring people and the environment. In the Importance of Geography statement the Department for Education and Employment (DfEE) (1999) emphasise that geography allows children to question the natural and human influences within the world and the statement draws upon the importance of using enquiry skills. The importance of geography as an enquiry subject is evident in the organisation of the geography National Curriculum. The National Curriculum (1999) for geography is divided into two sections; the knowledge, skills and understanding and the breadth of study. The knowledge, skills and understanding children acquire fall into four aspects: geographical enquiry and skills, knowledge and understanding of places, patterns and processes and environmental change and sustainable development. The breadth of study specifies the localities through which children are taught the four aspects The National Curriculum (1999) for history incorporates two areas, knowledge, skills and understanding and breadth of study. The knowledge, skills and understanding identify the key concepts including chronological understanding, historical interpretation and enquiry. O Hara and O Hara (2001) argue that history is an important subject because history is not only about what happened in the past. They state its about why we are who we are and about whats next (p.9) and therefore history contributes to childrens social and cultural development. Moreover, Cooper (2006) emphasises the value of history within the curriculum. She suggests that history is an enquiry based subject that allows children to develop an understanding of the past through interpreting evidence from sources. The skill of enquiry is evident in the importance of history statement where the DfEE (1999) point out that history should encourage children to weigh up evidence to reach conclusions. Rowley and Cooper (2009) highlight the benefits of cross-curricular teaching and integration of subjects. They argue that finding links between history and geography makes learning relevant to children and offers a stimulating way to learn across inter-connected topics. They believe that crossing subject boundaries encourages children to improve their enquiry skills and show initiative. Moreover, Barnes (2007) advocates that teachers can make curriculum expectations meaningful for children through cross-curricular planning. He argues that when subjects are integrated children can apply the knowledge, understanding and skills they acquire in one subject to another. Similarly, the Independent Review of the Primary curriculum carried out by Rose (2009) advocates the importance of cross-curricular teaching to enhance childrens learning. The review states that subjects should be reformed into areas of learning with geography and history coming under the area of historical, geographical an d social understanding. Kimber et al (1995) argue that geography and history should allow children to develop positive attitudes and values of the world they live in. Martin (2002) builds upon this arguing that both subjects encompass common attitudes and values. She believes that these attitudes and values allow children to think about their rights and responsibilities in their immediate environment and the world, whilst developing an awareness of alternative viewpoints. Moreover, she points out that through studying geography and history children develop a respect of different lifestyles and cultures both in the past and at present. Martin (2002) states that the knowledge and understanding of history and geography can be linked because both subjects focus on people in different places, at different times. This is supported by the Qualifications and Curriculum Authority (2000) who found that the knowledge and understanding acquired in geography can be used in history. Whilst on school experience I was able to use the topic of ancient Egypt to develop childrens knowledge and understanding in both history and geography. Although ancient Egypt is an option under the world history study in the history National Curriculum (1999), I integrated geographical elements by looking at the River Nile. This is because the River Nile has a deeply geographical focus within a historical context. This enabled the children to consider the connections between rivers, farming and industry whilst looking at the significance of the River Nile in providing food and trade for Egyptians. On this occasion the geographical understanding abo ut rivers helped children to understand Egyptian history. Hoodless (2009) argues that there is a similarity between the skills children are expected to acquire in history and geography. This is further emphasised by Catling (2006) who points out that both subjects incorporate enquiry skills where children have the opportunity to ask questions, observe, record information and interpret evidence. These enquiry skills are reflected in the National Curriculum (1999) for history (historical enquiry 4.a, 4.b) and for geography (geographical enquiry and skills 1.a-1.e). Fraser and Donert (1996) and Hoodless (2009) argue that one way enquiry skills can be developed in the subjects is through examining a local area from a historical and geographical perspective. Moreover, Foley and Kanikoun (1996) suggest that a starting point for a local area enquiry study is to introduce key questions that children will find out the answer to. These enquiry questions include what is the place like? (p.11) which demonstrates a geographical focus for the enquiry and what was the place like in the past? (p.11) which emphasises the historical focus for the enquiry. Catling (2006) argues that in order for children to improve their knowledge of what a local area is currently like and what it was like in the past, they should collect evidence through field work, photographs and maps. He highlights that through an enquiry children will have ideas about why an area develops and how it has come to be like it is (p.14). Although I have not had the opportunity to use a local ar ea enquiry study in school, the humanities local area enquiry project gave me an in-depth understanding of how to plan a unit of work where children can see how the past has impacted on a present locality. Through exploring a range of primary and secondary sources and carrying out field work within my own enquiry I looked at the area from a geographical and historical perspective. Turner-Bisset (2005) suggests that a good way to engage in a local area study is by using historical maps. This idea is evident in a sample cross-curricular history and geography local area unit by Hoodless (2009). He suggests historical maps can be used to find out what the area was like at a particular time in the past. This lesson incorporates the geographical skill of interpreting maps (geographical enquiry and skills 2.c) as well as the historical skill of interpreting sources (historical interpretation 3 and historical enquiry 4.b) and therefore the link between skills in both subjects is evident. However, maps do not only provide a link between historical and geographical skills, Disney and Hammond (2002) argue that maps can highlight links between the concepts in both subjects. When considering the change of a local area they suggest that teachers should use new and historical maps which illustrate similarities and differences in a local area. For example they explain that a map which shows an area before the introduction of the railway and a map that shows the area after the introduction of the railway supports childrens development of the concept of change. They argue that this is because children can see for themselves the significant changes that have occurred in the area. On school experience I was able to develop the childrens concept of change within a cross-curricular geography and history lesson. However, instead of maps I used a range of photographs of the city of London from Victorian Britain until today. This enabled the children to use their interpretation skill s to decide how London has changed and how it is still changing. Martin (2002) further highlights that history and geography can be linked through the concepts of each subject. She points out that there are overlaps through the key concepts of change, chronology and similarity and difference. It is evident in the National Curriculum (1999) that the concept of change appears in both geography and history. In the National Curriculum (1999) for geography children are required to recognise how and why places change (knowledge and understanding of places 3.e) and in history children consider changes within and across different periods studied (knowledge and understanding events, people and changes in the past 2.d). However, whilst the over arching concept of change can take different forms in the two subjects, Hoodless (2009) argues that the concept of change can also be developed in a geographical and historical perspective through exploring the changes in a local area, discussed previously. It is important to highlight how the links between both subjects can impact on the whole school curriculum. Owen and Ryan (2001) argue that a school must produce long term plans that meet the statutory requirements of the National Curriculum (2000). This is further emphasised by the Nuffield Association (2009) who highlight that long term plans allow the school to map out the curriculum. Despite a schools long term plans, Knight (1993) states that an integrated curriculum will only be of value if it is based upon a whole school approach. He argues that a long term commitment to effective integration requires collaboration and agreement amongst a schools staff and shared ways of working (p.125). From looking at the long term planning in school it was clear to see that the cross-curricular links between history and geography were clearly planned. Although the management were wholly responsible for the plans, both the history and geography co-ordinators input was required to ensure that the links between subjects were evident and not left to happen by chance within a lesson. The whole school approach to cross-curricular learning outlined in the long term plans ensured consistency and progression in terms of knowledge, understanding and skills within history and geography. Moreover, the whole school integrated curriculum meant that the teachers did not feel pressured to teach every subject discretely thus freeing up the timetable, an issue acknowledged by Rose (2009). There are also implications for the teacher making links between the subjects and it will be important to consider these implications in my own teaching. Knight (1993) states that cross-curricular learning in history and geography depends on realistic integration (p.125) and he states that teacher must be secure in their own subject knowledge of both subjects to recognise real links. Moreover, Turner-Bisset (2000) and The Nuffield Foundation (2009) warn that cross-curricular learning is unsuccessful when links between subjects are forced or tenuous links are made. Turner-Bisset (2000) suggests that teachers should choose areas where the links are natural and not contrived because without these genuine links it is not possible for teachers to measure childrens progress of learning in either subject. Over my three school experiences I have seen strong examples of cross-curricular geography and history teaching such as integrating the impact of the water supply into Victorian Britain. However, Rowley and Cooper (2009) argue that cross-curricular planning raises issues for teachers because the links between subjects are based solely on their perceptions, there is no guarantee the connections between subjects will be made explicit to the children, nor will the connections make sense to the children. In order for children to understand their learning across subjects, Hoodless (2009) highlights that clear objectives are needed for both subjects and these objectives should be included in short term plans. Whilst on school experience it became apparent to me the lack of resources available to support integrated history and geography lessons. When planning a unit around Victorian London, I was required to produce my own resources. This involved visiting the archives at the Museum of London to collect photographs of the city of London in the Victorian era, as well as taking a trip into the central London to take photographs of the city. Although these resources were a beneficial aid to support childrens learning, a great deal of time was spent collecting and putting the resources together. Knight (1993) acknowledges the lack of good quality resources to enable successful integration. He argues that this puts a burden upon teachers to produce resources.

Problems with Solutions for Practice in Factoring – by Rahul Krishna

FACTORING – PROBLEMS & SOLUTIONS 1. [pic] [pic] 2. A company is considering engaging a factor, the following information is available: i) The current average collection period for the Company’s debtors is 80 days and ? % of debtors default. The factor has agreed o pay money due after 60 days and will take the responsibility of any loss on account of bad debts. ii) The annual charge for the factoring is 2% of turnover payable annually in arrears. Administration cost saving is likely to be Rs. 1,00,000 per annum. iii) Annual sales, all on credit, are Rs. ,00,00,000. Variable cost is 80% of sales price. The Company’s cost of borrowing is 15% per annum. Assume the year is consisting of 365 days. Should the Company enter into a factoring agreement? [pic] 3. MSN Ltd. has total sales of Rs. 4. 50 crores and its average collection period is 120 days. The past experience indicates that bad debt losses are 2 percent on sales. The expenditure incurred by the company in admi nistering its receivable collection efforts are Rs. 6,00,000. A Factor is prepared to buy the company’s receivables by charging 2 percent commission. The factor will pay advance on receivables to the company at an interest rate of 18 percent per annum after withholding 10 percent as reserve. You are required to calculate effective cost of factoring to the company. [pic] [pic] 4. The turnover of PQR Ltd. is Rs. 120 lakhs of which 75 per cent is on credit. The variable cost ratio is 80 per cent. The credit terms are 2/10, net 30. On the current level of sales, the bad debts are 1 per cent. The company spends Rs. 1,20,000 per annum on administering its credit sales. The cost includes salaries of staff who handle credit checking, collection etc. These are avoidable costs. The past experience indicates that 60 per cent of the customers avail of the cash discount, the remaining customers pay on an average 60 days after the date of sale. The Book debts (receivable) of the company are presently being financed in the ratio of 1 : 1 by a mix of bank borrowings and owned funds which cost per annum 15 per cent and 14 per cent respectively. A factoring firm has offered to buy the firm’s receivables. The main elements of such deal structured by the factor are: (i) Factor reserve, 12 per cent (ii) Guaranteed payment, 25 days (iii) Interest charges, 15 per cent, and (iv) Commission 4 per cent of the value of receivables. Assume 360 days in a year. What advise would you give to PQR Ltd. – whether to continue with the in house management of receivables or accept the factoring firm’s offer? [pic][pic] 5. A firm has a total sales of Rs. 12,00,000 and its average collection period is 90 days. The past experience indicates that bad debt losses are 1. 5% on sales. The expenditure incurred by the firm in administering receivable collection efforts are Rs. 50,000. A factor is prepared to buy the firm’s receivables by charging 2% commission. The factor will pay advance on receivables to the firm at an interest rate of 16% p. a. after withholding 10% as reserve. Calculate effective cost of factoring to the firm. Assume 360 days in a year. [pic][pic] 6. The credit sales and receivables of M/s M Ltd. at the end of the year are estimated at Rs. 3,74,00,000 and Rs. 46,00,000 respectively. The average variable overdraft interest rate is 5%. M Ltd. is considering a proposal for factoring its debts on a non-recourse basis at an annual fee of 3% on credit sales. As a result, M Ltd. will save Rs. 1,00,000 per year in administrative cost and Rs. 3,50,000 as bad debts. The factor will maintain a receivables collection period of 30 days and advance 80% of the face value thereof at an annual interest rate of 7%. Evaluate the viability of the proposal. Note: 365 days are to be taken in a year for the purpose of calculation of receivables[pic][pic] 7. Junio Limited is a small manufacturing company which is suffering cash flow problems. The company already utilizes its maximum overdraft facility. Junio Limited sells an average of Rs. 4,00,000 of goods per month at invoice value, and customers are allowed 40 days to pay from the date of invoice. Two possible solutions to the company’s cash flow problems have been suggested. They are as follows: †¢ Option 1: Junio Limited would factor its trade debts. A factor has been found who would advance Junio Limited’s 75 percent of the value of the invoices immediately on receipt of the invoices, at an interest rate of 10 percent per annum. The factor would also charge a service fee amounting to 2 percent of the total invoices. As a result of using the factor, Junio Limited would save administration costs estimated at Rs. 5,000 per month. †¢ Option 2: The company could offer a cash discount to customers for prompt payment. It has been suggested that customers could be offered a 2% discount for payments made within ten days of invoicing. You are required to: (a) Discuss the issues that should be considered by management when a policy for credit control is formulated. (b) Identify the services that may be provided by factoring organizations. (c) Calculate the annual net cost (in Rs. ) of the proposed factoring agreement. (d) Compute the annualized cost (in percentage terms) of offering a cash discount to customers. (e) Discuss the merits and demerits of the two proposals. (a) Policy for Credit Control for Junio Limited (a) When a policy is being formulated, management should consider the following issues: i) The average period of credit to be given. Whether this should be longer than average to encourage sales or less than average, to speed up sales. (ii) Policy for making decisions on granting credit to individual customers: †¢ How customers are to be investigated for creditworthiness? (e. g. by direct assessment by the company, or indirect assessment using credit references from banks, or other assessment agenc ies) †¢ How the amount and timing of credit is to be decided? (e. g. whether credit is to be increased progressively). (iii) Debt collection policies: Whether to employ specific people for this work. Issue of debtors’ statements, reminder letters, whether and when to make use of professional debt collectors and when to consider legal action. (iv) Accounting reports required: Aged debtors lists etc. (v) Polices on persuading debtors to pay promptly: Discount schemes. (vi) Whether to make use of factoring services. For all the above, it will be necessary to consider the costs and benefits of the alternative course of action. This will include considerations on how credit is to be financed. (b) A factor normally manages the debts owed to a client on the client’s behalf. Services Provided by Factoring Organisations i) Administration of the client’s invoicing, sales accounting and debt collection service. (ii) Credit protection for the client’s debts, whereby the factor takes over the risk of loss from bad debts and so ‘insures’ the client against such losses. The factor may purchase these debts ‘without recourse’ to the client, wh ich means that if the client’s debtors do not pay what they owe, the factor will not ask for the money back from the client. (iii) ‘Factor finance’ may be provided, the factor advancing cash to the client against outstanding debts. The factor may advance up to 85 percent of approved debts from the date of invoice. iv) A confidentiality agreement may be offered to conceal the existence of the arrangement from customers. (c) Calculation of Annual Cost of Factoring It is assumed that the factor finance will not replace any existing credit lines, and therefore, the full interest cost of the agreement will be relevant when determining the cost of factoring. Annual Sales = Rs. 4,00,000 ? 12 = Rs. 48,00,000 Daily Sales = Rs. 48,00,000/365 = Rs. 13,151 The annual cost of factoring can now be found: [pic] [pic] (e) Key Issues in the Discounting Option (i) The proposal is expensive. The company should be able to get cheaper overdraft finance than this, and longer-term debt should cost even less. (ii) The company may need to offer a discount in order to make its terms competitive with other firms in the industry. (i) The level of take-up among customers is uncertain, and will affect the cash flow position. (ii) Problems may arise when customers take both the discount and the full forty day credit period. This will increase administrative costs in seeking repayment. Key Issues in the Factoring Option (i) The factor may be able to exercise better credit control than is possible in a small company. ii) The amount of finance that will be received is much more certain than for the discounting option as 75 percent of the value of the invoices will be provided immediately. (iii) The relationship with the customers may deteriorate partly due to the reduction in the level of contract with the company, and partly due to the historical view of the factor as the lender of la st resort. Thus, the final decision must take into consideration all the above issues. However, the most important points to consider are the ability of each proposal to meet the financing requirements, and the relative costs of the different sources of finance.

Anne Frank Remembered

My paper is on Anne Frank remembered. A little about Anne Frank she is one of the most discussed Jewish victims of the Holocaust. Her diaries are very famous for many reason one that it tells about life during the holocaust and how she was able to survive as a little girl. Her diaries are a look at the holocaust it is an aspiration for many. As I watched the film I could feel the struggles that Anne Frank was going through and I find her courage during the times to be uplifting the more that I watched the documentary the more that I feel like I was there with her feeling her pain and just in all her courage. Anne Frank was the hope of all the people during that time and holocaust. The documentary explained how the Germans had occupied Holland and how some of the people in Holland was hidden away in some of the houses of friends and allies. One of the people that was hidden away in opekta was Anne frank and her family it mentioned that Anne frank was called upstairs because people wanted to hide in the house and asked her what she thought. Anne Frank was offered a job by the boss of the house of cooking she was asked if she was able to cook a certain dish and she had said yes and so she was giving the job of cooking for the house. She was giving more jobs and responsibilities in the house and was trusted by her boss.

Effects Of Alcohol On Family Relationships - 1953 Words

This paper explains the effects alcohol can have on relationships and individuals, whether that is relating to physical or mental health. Marital and family relationships are significant types of bonds that can be destroyed by the mental illness of alcoholism. Abuse and detachment are two of the most common factors that can result from the way alcohol weakens relationships. Drinking can mend the mental health of an alcoholic in many harmful ways. Depression and anxiety can be the cause as well as the effect of alcoholism. Maternal drinking is a major issue that can harm the fetus and cause the baby to be born with birth defects and facial abnormalities. The physical health of the drinker is greatly affected and is weakened every time†¦show more content†¦Not only does it have a harmful effect on relationships, but also the health and mental state of the individual and those who are around them, such as friends and family. Alcohol has an endless amount of cynical effects on the human body that are extremely unhealthy and deadly. Due to the fact that alcohol has many negative effects resulting in the popular epidemic of alcoholism, the United States Government should educate parents and adults on this mental illness/addiction to help prevent further consequences. Marital Relationships Trust, security, and happiness are a few aspects that make up a healthy and valued marriage. When alcohol is mishandled, it can result in hardships and get in the way of you and your partner’s relationship, causing these characteristics to be at the lowest of their potential. According to Drug Addiction Statistics (2016), studies show that women are more likely to experience problems relating to alcohol such as abusive relationships and depression. In most marriage scenarios, or the most common thought of, men, compared to women, are more likely to become the heavy drinkers in the relationship. 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