Why did Peace Fail in 1914 Essay Example | Topics and Well Written Essays - 1250 words

Why did Peace Fail in 1914 - Essay Example The main European countries that had developed considerable power in the continent included Germany, France, Great Britain, Italy and Russia (Keegan, 1999, p38-39). This paper explores various factors that made it virtually impossible for peace to prevail during the First World War. First World War broke out shortly after the assassination of Archduke Franz Ferdinand, the heir apparent to the Hapsburg throne by Serbian terrorists in 1914. However, the incident was not the cause, but a catalyst for large scale conflict that had been looming in Europe for a long time. Various factors had contributed significantly to the gradual build up of the war in Europe. Joll and Martel (2006) indentified economic rivalries, increased nationalism, imperialism, and militarism in addition to formation of alliance systems as the major causes of First World War. Economic rivalry among European powers had become intense in the late 19th century and at beginning of the 20th century. According to Kennedy (1988, p72), economic competition for overseas markets, especially between Great Britain and Germany had reached epic levels. According to David (2005), Great Britain was the undisputed economic power in much of the 19th century and its strong military forces had galvanized the country’s position as the leading superpower in Europe and in the world. However, unification of Germany into a nation state accompanied by ambitious economic policies stimulated unprecedented development, which challenged Great Britain’s influence in the continent. One of the major causes of economic rivalry was trade disputes, arising from tariffs imposed on goods of competing countries in the overseas markets. According to Fussel (2000), tariff disputes emerged not only between Germany and Britain, but other growing economies in the region, such as Italy and France, Serbia and Austria, in addition to Germany and Russia among other trading partners. The subsequent economic competition resulted into tense and suspicious relations between concerned countries, making war inevitable. Large-scale militarisation was one of the major consequences of increasing competition between rival countries in Europe. According to Keegan (1999), each country attempted to build and strengthen its military power leading to arms race in European continent. Between 1870 and 1914, David (2005, p107) noted that military expenditure among the competing countries in Europe increased by 300 percent. Most countries introduced mandatory conscription of all citizens above eighteen years into the armed forces. Development of Germany’s military was particularly phenomenal. According to Kennedy (1988, p69), the country had over 8 million soldiers compared to Britain’s 750,000 in 1913. Although Britain had one of the best trained and equipped military, the growth of Germany’s defence forces was a major cause of tension in Europe. According to Fussel (2000), Germany’s military p ower was vastly superior to France, one of Great Britain’s allies. In addition, Germany naval expansion presented a real threat to Great Britain’s security. Germany’s rapid economic growth and superior military presence aggravated its quest for more power and influence in Europe. Germany’s military build up and consistent aggressive rhetoric indicated that the country was prepared for large-scale war, with an intention of challenging other powers in the continent. The period before eruption of First World War was characterized by stiff competition for colonies in other continents especially in Africa and Asia. Industrial revolution in Europe necessitated the need for more natural resources, and

Leading and Managing in Nursing Essay Example | Topics and Well Written Essays - 500 words

Leading and Managing in Nursing - Essay Example The use of improved technologies enables our organization to reduce the risks of the healthcare-associated diseases, helps to identify the individuals who have severe conditions during admission to the hospital. According to Yoder-Wise (2015), the use of better electronic technologies enables the medical staff to apply universal protocol to avoid wrong procedures, wrong sites, and wrong patient in non-surgical and surgical procedures. The hospital in New York is among the best in the area because they have a systematic plan meant to maintain quality services for the patients since it is essential for the provision of improved healthcare. Our facility has various formal quality committees that ensure the provision of better services at the health center. The committees in my hospital include; the risk management and patient safety, ethics, infection control, quality of care, and disaster committees among others. The nurses are involved in the quality committees by complying to the rules and regulations set by the heads of the committees, for instance the ethics committee advocates for patients and members of staff to be treated with respect and provided with affordable health care while the quality care committee ensures that patients are safe and get the right medication when they are sick. Issues are brought to the attention of the quality committee when the patients complain about the conduct of a certain employ ee at the hospital, when the employees feel they are overworked and need more resources and manpower to help in the delivery of services, and when the hospital needs to upgrade their facilities due to advancement in technology. I think the quality improvement process could be enhanced by ensuring that all members of staff are part of at least one or more committees and take part in the decision making roles in order to feel appreciated and strive to meet the  goals and objectives of the facility.  

LG Group: Leadership and Management Development

LG Group: Leadership and Management Development There is no company which is resistant to environmental changes, especially business environment. As the year comes by, new inventions or innovation will absolutely give impact on every type of business in the world. However, the causes of the impact, in other words, the root of the changes in the environment is not merely coming from company external territory; in most cases the impacts (either negative or positive) can come from external territory and internal territory of the company. This written analysis focuses on the LG Groups Chairman Koo who once stated and defined his vision for the LG group to develop and improve significantly and to be a leading company in its local market area (Korea) and the wider market scope, international market and increase its revenue significantly within 7 years period. This is known as LEAP 2005. Even though is not an easy task to do, he is much certain that the group can do that. He considers the past performance of the group and the major internal changes within the company will enable it to achieve what its chairman wants. The main key success, as the management agrees, lies on the future leaders of the group. There are several questions that arise as the result of the discussion between the management in relation with this key point, namely where and how to find these future leaders, what capabilities of competencies these leaders should possess how to develop these key competencies and so on. ANALYSIS OF LG GROUP SITUATION Briefly speaking on LG historical background, a common first impression on the company is that it has tremendous historical records in terms of business performance and business revenue. Citing the record, LG was established for the first time in 1947 as a small chemical company. As the time went by, there are expansions that the group has done. As a result the company got bigger and bigger. The applied several strategies that really work well are the main reason why the company grew bigger within a relatively short period of time. These days, LG is one of the strongest players in Indonesia industry. As the case of LG Group already describes, what is meant by LEAP 2005 desired by Chairman Koo reflects the his dream to make LG Group as the leading company in Korea and leading company in the world as well. This leads to for sure the increasing revenue to US$380 billion. To achieve this, certain development an improvement towards the company as an organization is an urgent necessity. The significant matter or points which are at the same time can be the conclusion of this brief analysis is that the improvement on internal aspects of organizations, which at the end should result in the transformation of LEAP 2005 into reality. Further, it is agreed that the management should focus on the human organization and make the first priority above all. The analysis is written as follow. LG GROUPS DESIRED CHARACTERISTICS OF HUMAN ORGANIZATION An ideal human organization that can facilitate the achievement of Chairman Koos LEAP 2005 vision of future definitely has three most fundamental characteristics namely: 1. Strong LG company culture/values, 2. Qualified competent people as its component, 3. Good managerial strategies and operations by the management. These all explains how the company will provide itself its needed sources to meet the requirements of the company to achieve the vision. Each of this characteristic can be described as follows. Strong Company Culture A company with certain strong culture (or some term it as values) can usually stand up against all turbulence that occurs during its operations. The LG Group itself has already passed some bad period with great success and continues showing positive progress. Addition to this, there is for sure changes of transforming (STABILITY, HARMONI, RESPECT) to the cultures (CHALLENGE, SPEED, SIMPLICITY, BOUNDARYLESSNESS). These changes are in line with the demand of business environment which requires a company to quickly adapt themselves to the changes. Competent Human Resources The core component of a business organization is the humans who move it and run the companys operation. The more competent the person of the company the more prosperous the company will be. If the all person in the company are competent in their own field it will lead to best product that the company produces. Furthermore, this will end up in the achievement of customer satisfaction target (consumers demand and wishes). This all will result in better competitive advantages that the company has. Good Managerial Practices by Best Management Company management can be is the back bone of the company. They are the key person who drives the company towards certain direction. They are the decision maker of in the company. The fate of the company is in their hands. The culture that the management builds inside the company will also influence the day to day operation of the company. In terms of external relation, the management acts as the representative of the company. The can influence the business partners as well as potential consumers. Specifically speaking, in relation with human resources, the management should provide strategies that relate to human resources management such as defining organizational strategy, defining organizational structure and man power planning, defining the critical jobs, defining the job description that matches with the companys competencies, setting competency model and implementing it in form of setting HR tools and functions such for performance appraisal and reward and compensation recruitment, promotion, training and development. The human organization with the above mentioned characteristics that LG Group have and will help the company to achieve the LEAP 2005 vision will face obvious problems related to the organization and business the period of the vision achievement progress, they are for example the impact of paradigm or culture changes towards the company, process of setting up the companys core competencies, the changes on business orientation and target (e.g., business goals, from international to international (global) player, the internal (company value) and external cultural change, the demand of new employees to fulfill the need of increasing work load and competent employees, to prepare human resources management system and its tools in line with the company development. As the human resources management plays significant roles the process of translating the chairmans vision in 2005 they should be discussed further in details. The overall implementation of strategies, policies, programs, and or practices by Mr. Y. K. Kims LG Human Resource Team that can help Chairman Koo transform his LEAP 2005 vision into reality must link to how the management organizes and manages the human resources that the company has. These could be the strategies of attracting best new employee, develop the star performers (or other may call high potential) in terms of soft and hard skills or competencies, retain the best performers, manage work effectivity etc. LG GROUP STRATEGY: DESIRED CHARACTERISTICS FUTURE LEADERS As explained before, the key success of the company in transforming the vision LEAP 2005 into reality relies on how the organization prepare and develop the future leaders of the company which will determine how the company will operate and run in the future. These leaders will be having several capabilities as what Chairman Koo desired so that these competencies will enable them to perform well. First and foremost, these leaders must possess a sense of competition for global perspective. This competency strongly connects with the capability to fight and compete with the world class companies. Secondly, this has a relation with how wise and strategic a leader can create a global management system. Finally, a sharp sense of global perspective will assist a leader on how to create a world class business. The other attributes that a future leader must hold is his ability to maintain the quality of the company output. In relation to this they must have capability to create maximum value for customer. In other words, the satisfaction and loyalty of the costumer towards the company has to be the first priority and target for the future leaders that the group will need in the future. As important as the focus on outputs (products) the leader must also embrace the values that have been the LG values directly given by the Chairman. The two other values that basically are the required attributes for all future leader of LG to have are the skills (managerial) to conduct the business with integrity and the good level of contribution towards social development. Practically speaking, when it comes to day to day business activity, the basic capabilities for them to master is that the knowledge on what and how the company process runs. Thus, when there is a problem in certain area of the business, they can quickly tackle down the problem and solve it. Finally, they must have what so called global orientation and global leadership capabilities. These will define the company orientation in the future as well as solve the problem that may occur such as significant and drastic different environmental and business condition changes. LG GROUP STRATEGY: HUMAN RESOURCES APPLIED STRATEGY To discuss the case of future leaders in more detail, the whole process of preparing the future leaders can be described in more specific process and stages as follow: To identify and attract the best leaders. Here research I believe will benefit the company much in the sense of tracking the best candidates in the future. Nowadays, competition is occurring not only attracting best costumers/consumers but also in attracting the potential competent employees. To select, recruit and hire the future leaders. The activities are the follow up of the research conducted in the first phase. Citing the case of LG, the company will need a really significant number of employees, both Korea and Non-Koreans. These involve certain strategy to achieve best output in terms of attracting future leaders with competent capabilities. To train and develop the future leaders of the company. Here, a training center such as what Dr Lee runs with his LG Academy plays an important role. Their task involves defining the current employee competencies required for better performance and a set of competencies on which they can focus assessment and development activities in the future. This also one of the main concerns of the management. They see training and development for technical competencies as the main component to achieve the LEAP 2005 To provide motivation, appraise, and rewards as implementation of strategies to retain the competent company future leaders. The company should not reenact what so called as Bamboo Ceiling which most Japanese company once faced. The management must develop clear and transparent career path for all employee. The assessment for promotion should also be made fair so that all employee can see the progress of their career and most importantly, and equal opportunity for career improvement must exist in the company. This will guarantee the all employee can achieve higher position as their performance says so. In regards with the future plans in LEAP 2005 vision, the company plans to attain 50 % of the whole revenue from international market the number of non Korean employees will increase significantly. In the practices, the company and the management plan to fill 3 or 4 business presidents with non-Koreans out of 50 positions and give 20% portion of all executives at the office at Seoul. To maintain the unity and fairness of the management approach, the team could take the same approach to the both Korean and non-Korean employees. However, the customization may take place in accordance with the background of culture of those two groups. However, in general the common strategies must be implemented to both groups. What must be emphasized is the output which is all employees can implement the strategies in to the business and provide the desired outputs. CONCLUSION In summary, by analyzing the case of LG Group: Developing Tomorrows it can be concluded that a company business activity can not be separated from internal and external influences. Internally the management may have a set of future plans and strategies or even vision that must be implemented and transformed by all company components. Externally, the changing business environment in each different period often requires the company to constantly prepare a set of strategies to cope possible problems and stay survive in the midst of uncertain condition. Here, the human resources team plays an important role since a competent future leaders are the key person that can manage the company through the hard time that may happen in the future. It is the responsibility of the human resources team to attract, develop, and maintain those future leaders for the sake of company stability. Comparative Film Analysis: Shutter Island and Insomnia Comparative Film Analysis: Shutter Island and Insomnia Shutter Island Insomnia. Movies such as Shutter Island and Insomnia both display attributes of neo-noir and classical noir films which contain a great deal of tension and suspense. The detectives in both films are determined to find clues and answers that uncover the truth. In their attempts to uncover the truth, both detectives experience hallucinations and flashbacks from their traumatic past. Each mystery involves an investigator or detective who has the overwhelming desire to uncover the truth. There are often many distractions and misdirections that the detectives must overcome in order to solve the mystery. The misdirections of the cases are frequently caused by false or inaccurate leads, but each detective examines every lead they receive and treat it as being potentially helpful in solving the case. The Shutter Island and Insomnia films possess distinct similarities and disparate elements in the characterizations, social issues and cinematic effects. Film-noir is a movie genre based in the 1940s and 1950s that generally feature characteristics of mystery or crime dramas. The elements of film-noir consist of black and white produced stories that involve violence, crime, femmes fatales and skeptical detectives who seek the truth of a mystery. Neo-noir is classified as a sub-genre of crime and mystery stories which heavily rely on the influence of film-noir movies. The term neo-noir describes any film coming after the classic noir period that contains noir themes and the noir sensibility (Conard 2). Neo-noir movies often share a similar resemblance to film-noir genres in regards to the plots, themes, characterization and cinematography. Shutter Island is a psychological thriller based in 1954 that gives the impression of a classic film-noir. Mark Conard states in his book, The Philosophy of Neo-Noir, You know a classic-noir when you see it, with its unusual lighting, tilted camera angles, and its off-center scene compositions (Connard 1). The detective in Shutter Island is Teddy Daniels (Leonardo DiCaprio), a federal marshal who travels to the island with his partner, Chuck Aule (Mark Ruffalo), to investigate the escape of patient in the mental institution. As Teddy Daniels further investigates the mystery of the island, he loses control in grasping the real truth as his perceptions are blurred by hallucinations and conspiracy. As the story unfolds in Shutter Island, the viewer is taken on a psychological trip through the cognitive processes of Teddy Daniels mind. It is apparent to the main character and the film viewers that there is a secret hiding within this mysterious island. The story provides a solid discernment of Teddy Daniels mind as his sense of reality and fantasy is blurred. Throughout the film, Teddy experiences delusions that are derived from his traumatic past as an American soldier fighting Nazis in World War II, and the death of his wife. The exploration of Teddys mind provides pure entertainment for the viewer as it is difficult to distinguish fantasy from reality while experiencing everything through Teddys eyes. The realism in the mystery of the patient that escaped the island exists on an imaginative state which is exposed by the truth during the end of the film. The main character in the Insomnia movie is Will Dormer (Al Pacino), a veteran LAPD detective whose exhaustion is intensified with exposure to the unfamiliar northern Alaskan landscape where there is constant daylight. Dormer and his partner, Hap Eckhart (Martin Donovan), receive the disturbing details in the autopsy of a teenage girl that was murdered in Alaska. The autopsy revealed that the girl was extremely beaten and her hair had been brushed as well as her nails clipped by the murderer after her death. One of the most significant scenes is when Dormer and his partner are investigating the girls murder. They begin a foot chase with a suspect after being shot at in the thick fog. Dormer sees a silhouette of a person that looks like they are aiming to shoot so he fires a shot at the person without hesitation. He runs toward the body and realizes that he has shot and killed his own partner because he couldnt see through the thick fog. This symbolizes the protagonists clouded judgme nt and is the beginning of his slow descent into insanity. Dormer deliberately lies to the police about what really happened and explains that the girls murderer had shot his partner because he is afraid of the consequences. Dormer is dishonest about shooting his partner and goes through great lengths to cover his own tracks instead of having full focus on the murder case he was assigned. The primary suspect of the girls murder is novelist Walter Finch (Robin Williams) who witnessed the accidental shooting of Dormers partner. The well-being of Dormer declines further as he experiences extreme sleep deprivation, hallucinations and flashbacks of accidentally shooting his partner. The characterizations of the protagonists in Shutter Island and Insomnia have analogous qualities as they attempt to uncover the truth in each mystery. The protagonists in both films are persistent investigators who are losing their grasp on reality due to traumatic experiences. Dormer and Teddy share mixed emotions including anxiety, guilt and panic. The protagonists in both movies are manipulated psychologically by the antagonists who drive them to do things that they normally wouldnt do. Dormer and Teddys memories and troubles from the past have a significant affect on their attempts of solving the mysteries. Although there are many similarities in both films, the cultural and social issues in each film are quite different. Shutter Island was set in 1954 and deals birth of psychiatry experiments and the traumatic events of World War II. The scene where the camera pans over the American soldiers as they perform an execution of Nazi soldiers in the Liberation of Dachau conveys the barbaric nature of World War II. Teddy experiences many flashbacks of these events and the guilt starts wearing on his sanity. The social issues in Insomnia deal with murder in a community and corruption within the police force. The murder has a drastic impact on the isolated Alaskan town where everyone knows one another. While investigating the murder, many of the officers are faced with the difficult decisions of lying, framing suspects by planting evidence or clearing their own names by destroying evidence. Dormers guilt of shooting his partner sends him into severe sleep deprivation where he seems increasingly delusional as the film goes on. Cinematic effects such as camera shots, lighting and sound design are utilized in both films to convey the pure emotions of the characters in the films. The best thing about Insomnia is that despite director Christopher Nolans soft spot for moody-blues obfuscation, he has the good sense to keep his star in practically every shot, said Peter Rainer, a New York Magazine writer, on the film critic website, rottentomatoes.com (Rotten Tomatoes website). Insomnia made an effort to zoom in on the protagonists emotions and at times showed the point of view shots to express the sleep deprivations and hallucinations from the eyes of the main character. There was high contrast lighting used in setting the mood in the Insomnia film. Even though a lot of this movie was shot outside in the constant daylight setting of Alaska, low-key lighting such as heavy fog and silhouettes were used to symbolize the level of clarity in Dormers mind as he continues to lose sleep. The sound design used in Insomni a was used to create tension and suspense in the film. The cinematic effects and setting used in Shutter Islandenhance the symbolism and themes in the film. Similar to the Insomnia films camera shots, Shutter Island also uses the zoom-in camera effect to display the emotions and thoughts of Teddy. When Teddy is experiencing hallucinations of the past, the camera shots and lighting flash to indicate that he is dreaming or seeing flashbacks. Film critic, Lisa Kennedy, from rottentomatoes.com states, What is real? What is delusion? What is montrous? What is decent? Shutter Island may not shatter the heart but these are gnawing achievements for a movie about madness and paranoia (Rotten Tomatoes website). Fire was used as a key lighting to symbolize Teddys insanity in the film. Fire is the symbol of Teddys imagination, while water is used to symbolize the true reality of his past. The sound design of Shutter Island correlates with the intense instrumental music to portray the suspense as used in many film-noir genres. ParralaxView.org explai ns noir sound design on their website, The sound of noir-plaintive sax solos, blue cocktail piano, the wail of a distant trumpet through dark, wet alleyways, hot Latin beats oozing like a neon glow from the half-shuttered windows of forbidden nightspots (Parralax View website). The Shutter Island and Insomnia films display similarities and differences in the characterizations, social issues and cinematic effects. The protagonists in both films are determined to find clues and answers that uncover the truth. Both detectives experience hallucinations and flashbacks from their traumatic past in their attempts to investigate the truth. There are often many diversions that the detectives must overcome in order to solve the mystery. The cultural and social issues in each film were contrasting even though there are many similarities in both films. Cinematography was successfully utilized in each film with camera shots, lighting and sound design to display the pure emotions of the characters in the films.

Harry Potter: Books and Merchandise :: Harry Potter Essays

Harry Potter: Books and Merchandise With the rising popularity of the Harry Potter books, there is an increase in production of Harry Potter merchandise that both Hasbro and Mattel are taking full advantage of. Warner Bros. Worldwide Consumer Products has announced that Hasbro has received the license to create Harry Potter games that involves the first two books in the series, Harry Potter and the Sorcerer’s Stone and Harry Potter and the Chamber of Secrets. Some of the Hasbro divisions including, Wizards of the Coast, Tiger Electronics and OddzOn, are also going to create some Harry Potter products. These companies are worldwide leaders in the products that they make, some of the products that they are known for are, the Pokemon Trading Card Game and Magic: The Gathering. There are trading cards, candy, youth electronic video games, and role playing games. Cap Candy will have interactive candy including the magical Bertie Bott‘s Every Flavor Bean and Tiger Electronics will introduce handheld electronic games, personal radios and recorders, diaries, kids messaging systems and voice changing devices. â€Å"The millions of Harry Potter fans around the world are going to love seeing literary references to things like cards and candy come alive through our exiting range of offerings,† said Alan G. Hassenfeld, Hasbro’s chairman and CEO (About). Mattel, however, has the rights to Harry Potter toys. They have produced action figure trivia games, and collectible figures. Some of the collectible figures will only be offered in specialty stores. Most of these toys became available during the first part of the 2001 (Find Articles). There have already been over five hundred toys and gimmicks in stores, including dolls, puzzles, castles, broomsticks, and do-it-yourself magic. With the holiday season coming up, the Harry Potter products will be selling out fast. Mattel expects certain items to be sold out by Thanksgiving. Storeowners are happy to see the rise in sales with the merchandise and have had a hard time keeping products in the stores (CNN.com). The popularity of J.K. Rowling’s Harry Potter series has helped Hasbro’s and Mattel’s sales go up. People, young and old, are buying up all of the Harry Potter merchandise and spending an enormous amount of money on the products. Along with the merchandise being sold in stores there is also a movie, â€Å"Harry Potter and the Sorcerer’s Stone† that came out November 16, 2001.

Objectification of women Essay

Should prostitution be legalised and monitored or illegal and unmonitored? Main Arguments Primoratz â€Å"what’s wrong with prostitution?† ( Vol. 68, No. 264, Apr., 1993 ) Nussbaum â€Å"taking money for bodily services† Yolanda Estes â€Å"moral reflections on prostitution† Sources The philosophy of sex contemporary readings, Alan Soble and Nicholas.P.Power, Rowman & Littlefield, Jan 1, 2002 Prostitution and pornography: â€Å"philosophical debate about the sex industry† Charges against prostitution: an attempt at a philosophical assessment, Chicago journals, Vol. 90, No. 3, Apr., 1980 Lars.O.Ericsson Introduction and thesis I will clearly state how my argument will be structured for prostitution through the various articles and philosophers I have studied. I shall also outline how I will come to my conclusion. Body An outline of my basic arguments will be presented with supporting sub arguments, these will include all the above references. I will use both Primoratz and Nussbaum to back up my conclusion. I will then evaluate and analyse their arguments in order to further support my view for prostitution. Then I will look at views that are opposed to the legalisation of prostitution through Yolanda Estes who defends Kantian ethics. After evaluating this I will come up with various responses. Conclusion Look at objections I was unable to argue against as lack of space, also look  at my overall argument and see implications of accepting the conclusion. Essay plan Although we are sometimes justified in withdrawing or withholding life sustaining treatment for someone who is terminally ill and suffering, we could never be justified in killing such a person? Critically discuss the claim? Intro Define what passive and active euthanasia are and their basic differences, Discuss the various arguments that you will look at and show your point of view for the essay State the part of the world that you will be discussing, both the us and uk Main body Body will be split into two main arguments, my first argument will discuss the moral difference between killing and letting a person die. I will use various references and examples from the articles and books noted. My argument will attempt to show that their can be no yes or no answer to the question as each case is very specific and should be taken on its own merits and not by one law. I will then look at various examples where courts have both ruled for and against passive and active euthanasia, critically discussing the decisions and as to weather they were morally permissible. I will then attempt to add a philosophical standpoint such as utilitarianism or Kantian ethics to further prove my original argument. After this I will also add counter arguments and attempt to provide possible responses in order to strengthen my argument. Conclusion Here I will summarise my viewpoint and show various arguments that I may have added if I had more space. I will then attempt to finish my essay with a quotation from one of the various articles that both agrees with and summarises my stance. Books and articles Euthanasia and physician assisted euthanasia, (Gerald Dworkin, Cambridge University Print, August 28 1998) Euthanasia: a reference handbook Jennifer Fecio Mcdougall, Martha Gormen, 2008) Euthanasia: death with dignity and the law, Hasel Biggs, Hart publishing, jan 1, 2008) Ncbi.nlm.nih.gov (why active euthanasia should be allowed, article, 2001, navlo, Brithish medical journal)

Night Essay by Elie Wiesel Essay

Night/Worms from Our Skin: Literary Analysis Essay – Dehumanization Hunger. Terror. Despair. Flames. Death. These are just a few things men and women saw during the time at Auschwitz, Gleiwitz, and Buchenwald. Separated from their family members, these people felt many hardships. In this essay, I will evaluate how men and women that were dehumanized had the will to survive despite starvation, physical labor and fear of separation. Night is essentially Elie Wiesel’s memoir about his experiences in the Holocaust while Worms from Our Skin tells about Mam’s excruciating experiences on Khmer Rouge. Both Wiesel and Mam faced starvation during dies of desperation. â€Å"Bread, soup – these were my whole life. I was a body. Perhaps less than that even: a starved stomach. The stomach alone was aware of the passage of time.† (Wiesel 50). Wiesel only really has a strong sense of starvation throughout the book. How is it possible for one to turn on his own father, to murder him like he never knew him before? In the book Night, Wiesel states that of a son killing his father so he could eat a piece of bread which his father had saved. Every time that Elie thinks he and the prisoners have suffered as much pain as they can bear and have behaved as cruelly as possible to one another, the Nazis lead them to behave even more basely and without human respect. People eat the snow off the people’s backs as stated by Elie in the book. People were so desperate for food that they didn’t know what else to eat. In Mam’s perspective, Chamroeun a mother of three chil dren couldn’t feed them. In the end, all three children died because of starvation. Separation of families was a strong and leading cause of unforgiveness during the Holocaust and Khmer Rouge. Mam stated that little children were taking out of homes so that the Khmer Rouge could indoctrinate them. Stein, the niece of Eliezer’s mother finds Eliezer and his father at Auschwitz and is desperate to hear news of his family. Eliezer lies and tells him his family is doing fine, which keeps him alive for awhile. Stein is very shocked of the separation of his family and he only keeps living for his family. In the selection after they arrive in Gleiwitz, Elie and his father was almost separated but Elie causing confusion allows him and his father not to get separated and move on not going to the crematorium. â€Å"I was putting one foot in front of the other, like a machine. I was dragging this emancipated body that was still such a weight. If only I could have shed it! Though I tried to put it out of my mind, I couldn’t help thinking that there were two of us: my body and I. And I hated that body.† (Wiesel 85). Elie stated this because of the physical labor he had to go through. Groups had to run through the heavy snow for twenty kilometers with no rest and if you could not run they shot you to your death. Also Elie had to lift heavy stones of slab in order to survive. As quoted by the gate at Auschwitz â€Å"Work will make you free†. (Wiesel 40). In Worms from Our Skin, Mam had to work fifteen hours a day in order to survive and also had to walk several kilometers in order to reach the fields they worked. Elie Wiesel exemplied dehumanization of the many Jewish prisoners in Night. He showed the readers a personal view of the Nazi’s treatment to the prisoners. They lost their possessions, family, morality and their identity. They also had to face starvation, labor and separation. In Mam’s perspective, she had to face the consequences of losing her father and facing excruciating physical labor. Succinctly, Hitler, Khmer Rouge and the Nazis dehumanized and inhumanely tortured the Jews and innocent people.

This Memorial Day, Remember an Abundance Mentality

This Memorial Day, Remember an Abundance Mentality This Memorial Day Sunday, as I sat on a bench overlooking the Hudson River in Tarrytown, NY, I pondered the concept of abundance. Where do I have an â€Å"abundance mentality† and where do I live with a scarcity mindset? â€Å"What about this river, I mused. Rivers are a symbol of abundance. Do rivers have an abundance mentality? What about droughts? If I were a river I would not feel very abundant in a drought.† â€Å"Brenda,† I told myself, â€Å"Stop trying to give a river a brain. Rivers don’t know from abundance and scarcity. They just are. It’s people who feel scarcity during droughts.† Well, that line of thinking didn’t get me too far. Even after attending a yoga class nearby, where the teacher threw out the idea that we should imitate nature and just be, I wasn’t sure what to make of my river question. But what I do know is that for humans, having an â€Å"abundance mentality† is one of the keys to happiness. When we remember that there is enough – more than enough – to sustain us, we can not just survive, but thrive. Experiencing the Abundance Mentality There are some areas where I’ve mastered the abundance mentality. In my travels, for instance, when plans fall through (as they often do, and did on this trip), I am open to what other plans will arise. All I have to do is pick up the phone and I can find a friend to hang out with or a new place to stay if I need it. I am never worried about being stranded or running out of possibilities. In other areas, I have yet to vanquish the scarcity mentality. Last year, when a corporate client abruptly reduced the volume of business they were sending to The Essay Expert, I was scared and discouraged. Without that business, I did not have a solid client base. Initially, I did not know what to do to turn things around. It took me a year to build my business back up to where it was before. And lo and behold, it turns out there was abundance after all – I just had to strive for it. I’ve also faced my own scarcity mentality with my writing team. Now that business is booming, I have been known to worry that I won’t have enough high-quality writers to cover the projects coming in. At first, I was limited in my ideas about how to find writers. But I asked other writers and coaches for ideas, and they shook up my scarcity thinking. I took their advice and reached out aggressively to executive resume writers through multiple channels- including some I had never thought of before. Surprise! Some amazingly talented writers inevitably arose. Whatever convictions I have about what’s impossible are simply not true. An Abundance â€Å"Mentality† is Not Enough Here’s the thing. Just believing that abundance exists is not enough. You need to take action. When my corporate client dropped off, I felt sorry for myself for a little while, but ultimately I upped my game and got my name out to the world on a bigger scale. When I needed new writers, at first I did the same things I had done in the past, but those actions did not produce results. So I did something different. This principle applies to bigger issues too. This is Memorial Day, and some of us are thinking of people we have lost. While the pain of loss is real and will never go away, when we can appreciate the people who are in our lives now, and know there is enough love and connection for us in the world, we can continue with our lives and allow ourselves to feel joy amidst the pain. With an abundance mentality, we see possibilities and can embrace challenge and change. In scarcity, we experience lack and hopelessness. I know this from experience. Where do you fall on the abundance vs. scarcity mindset spectrum? What is your mentality around money? Love? Jobs? Clients? On this Memorial Day, can you remember that good things are out there for you- and go after them? I encourage you to take one action today to create what you thought was not possible in your life. And let me know what happens. *********** Ready to create abundance with your job search, college applications or business? The Essay Expert offers writing help in all of these areas. Contact us!

How to Write the Seven Deadly Sins in Japanese Kanji

How to Write the Seven Deadly Sins in Japanese Kanji The seven deadly sins are a Western concept rather than Japanese. They are abuses or excesses of drives everyone experiences but may lead to serious transgressions if they are not kept in check. These symbols in Japanese kanji script are popular for tattoos. Hubris - Pride (Kouman) Pride in a negative sense is feeling superior and more important than others, putting your own desires above those of any other person. It has traditionally been listed as the most serious sin. In modern thinking, a narcissist would be guilty of hubris. The proverb, Pride goeth before destruction, a haughty spirit before a fall, is used to show that reckless disregard of others can lead to serious actions and crimes. For example, rape is thought to be stem from the sin of hubris more than from lust, as it is placing the rapists desires above any consequences for the victim. Opposite virtue: humility. Greed (Donyoku)   Desiring to acquire more and more earthly treasure can lead to unethical methods of obtaining them. Excessive pursuit of wealth is a deadly sin. Opposite virtue: charity or generosity. Envy (Shitto)   Wanting what others have can lead to hostility towards other people as well as to  perform unethical actions to take it from them. Envy can target more than possessions or wealth, including envying someones beauty or ability to make friends. If you cant have what they have, you dont want them to have it, either. Opposite virtue: kindness Wrath (Gekido)   Excessive anger can lead to violence as well as non-violent but destructive actions. It has a scope from simple impatience to violent revenge. Opposite virtue: patience Lust (Nikuyoku) Lust is allowing sexual attraction to get out of control and lead you to have sex outside of marriage or other committed relationship. It also can be an unbridled desire in general, always wanting more. Opposite virtue: chastity Gluttony (Boushoku) Gluttony is eating and drinking too much, including drunkenness. It can be consuming more of any resource than is needed and being wasteful. In addition to being self-destructive, this can deprive others of what they need. Opposite virtue: temperance Sloth (Taida) Laziness and inaction can lead to failing to address problems until it is too late. Sloth is not doing the things that you should be doing, ignoring duties and procrastinating. Opposite virtue: diligence The Seven Deadly Sins Manga Series This manga series began publication in October 2012, written and illustrated by Nakaba Suzuki. It has been developed into a television anime and published in English. The Seven Deadly Sins are Holy Knights who were brutal criminals with the symbols of beasts carved onto their bodies. These are: Meliodas - the Dragon Sin of Anger  Ã£Æ' ¡Ã£Æ' ªÃ£â€š ªÃ£Æ'€ã‚ ¹Diane - the Snake Sin of Envy  Ã£Æ'‡ã‚ £Ã£â€š ¢Ã£Æ' ³Ã£Æ'Å'Ban - the Fox Sin of Greed  Ã£Æ' Ã£Æ' ³King - the Bear Sin of Sloth  Ã£â€š ­Ã£Æ' ³Ã£â€š °Gowther - the Goat Sin of Lust  Ã£â€š ´Ã£â€š ¦Ã£â€š »Ã£Æ' «Merlin - the Boar Sin of Gluttony  Ã£Æ'žãÆ' ¼Ã£Æ' ªÃ£Æ' ³Escanor - the Lions Sin of Pride  Ã£â€š ¨Ã£â€š ¹Ã£â€š «Ã£Æ'ŽãÆ' ¼Ã£Æ' «

All the SAT Idioms You Need Complete List

All the SAT Idioms You Need Complete List SAT / ACT Prep Online Guides and Tips Idiom questions on the SAT are different than most of the other grammar questions. Why? Idiom questions can't be figured out by applying a specific rule. You have to rely on your general knowledge of English and your familiarity with certain phrases. Because you’re likely to encounter a couple of idiom questions on the SAT Writing and Language subsection, I’ll provide you with some information about idioms that should help you raise your SAT score. In this post, I’ll do the following: Explain the concept of an idiom. Detail the most common type of idiom questions on the SAT Writing and Language subsection. Offer strategies to help you identify and correctly answer idiom questions. Give a thorough SAT idiom list to help guide your studying. Provide you with practice questions to test you on what you’ve learned. What Is an Idiom? Idioms are phrases or expressions that do not conform to simple rules. Each idiom, by definition, is unique. Most people think of idioms as expressions that often have figurative meanings different from their literal meanings. Examples of this type of idiom include "at the drop of the hat," "beat around the bush," and "in over (one's) head." However, the SAT does not test you on these colloquial expressions. SAT Writing and Language idiom questions will test you on different types of idioms. How Are Idioms Tested in SAT Writing and Language? While the SAT does not test you on the figurative expressions I referenced above, the SAT may test you on two types of idioms: prepositional idioms and idioms with gerunds/infinitives. Prepositional Idioms For prepositional idioms, you must know which prepositions to use with a given word based on the context of the sentence. For example, you should say that you're "interested in" something, not "interested at" something. You "focus on" something, not "focus at" something. There is no rule to determine the correct preposition to use. You must be familiar with the phrase or rely on what you think "sounds right." Here's an example sentence with a prepositional idiom: Because he laughed when his friend fell down, Justin was accused of being devoid at sympathy. You may encounter a sentence like this on your SAT. In the sentence, there is no violation of a specific grammar rule. However, "devoid at" is an idiom error. Why? Well, the correct phrase is "devoid of." The corrected version of the sentence looks like this: Because he laughed when his friend fell down, Justin was accused of being devoid of sympathy. The expression "devoid of" means without. Familiarity with the given expression greatly helps to identify an idiom error. There is another type of idiom that may be tested on the SAT. Idioms with Gerunds or Infinitives Gerunds are verbs that are used as nouns and end in "ing." Examples of gerunds include running, jumping, and thinking. Infinitives are verbs used as nouns and are constructed by using the word "to" plus a verb. Examples of infinitives include to run, to jump, and to think. What are some examples of idioms with gerunds or infinitives? The correct phrase is "capable of being," not "capable as being." The proper idiomatic expression is "mind being,"not "mind to be."For these types of idioms, you need to know which preposition to use and whether to use a gerund or an infinitive. With some idioms, depending on the context, it is acceptable to use an infinitive or a gerund. Here's an example: I struggle to do geometry. Or, you can also write: I struggle doing geometry. Both sentences are correct. Here is a sentence with an idiom error: Bob insists at being annoying. Do you recognize the idiom error? Do you know the right idiom? This is the corrected version of the sentence: Bob insists on being annoying. Again, there is no rule to learn that lets you know that the phrase should be "insists on being" instead of "insists at being." This is another example of an idiom error: Julietends being worrisome. Check out the sentence after the idiom error is corrected: Julie tends to be worrisome. The infinitive form should be used with the word "tends" instead of the gerund form. Now let's look at idiom questions from the SAT. Real Examples Here are a couple of idiom questions from the College Board's practice tests. Explanation:The infinitive "to be" is incorrectly used with the verb "serves." In this sentence, the proper idiomatic expression is "serves as." The correct answer is B. See if you can figure out this idiom question: Explanation: The correct idiomatic expression is "as a means of." The answer is B. Why Are Idiom Questions Difficult/Easy? Why They're Difficult Idiom questions can be challenging because other grammar questions follow specific rules or patterns that can be applied to all sentences. Idiom questions test your knowledge of specific idiomatic expressions. Literally, there are thousands of idioms. It's not practical to try to remember each one. Furthermore, ESL students are less likely to be able to identify idiom errors. Those who have recently learned English have had less exposure to idiomatic expressions and can't learn all of the correct expressions by memorizing a rule. Why They're Easy Idiom questions are one of the few types of grammar questions where solely relying on what "sounds right" is likely to give you the right answer. These questions don't require you to understand and apply a rule. If you're familiar with the specific idioms that appear on your SAT, you can easily spot any idiom errors. SAT Tips for Idiom Questions #1: If a preposition, gerund, or infinitive is underlined, check for idiom errors. #2: The question may be testing idioms if the answer choices are all prepositions. #3:Keep a list of idioms that appear on practice tests. #4: Review and familiarize yourself with the list of idioms below. Complete List of SAT Writing Idioms While there are thousands of idioms in the English language, SAT idiom questions will most likely involveprepositional idioms or idioms with gerunds/infinitives. I've listed some of the more common prepositional idioms and idioms with gerunds/infinitives to help guide your studying. Idioms that have appeared on questions in the College Board’s practice tests are listed first. It's not practical for you to memorize every single idiom on this list. There will probably only be a couple of idiom questions on your SAT Writing and Language subsection. Spending numerous hours learning hundreds of idioms wouldn't be the best use of your study time. However, I do recommend that you review this list periodically to become more familiar with these phrases. Thinking about proper idiom construction should benefit you when you encounter idiom questions on the SAT. You'll improve your intuitive grasp of idioms and be able to better recognize idiom errors. Here's my thorough list of idioms: IDIOMS FROM SAT PRACTICE TESTS as a means of serve as wait for in order to be PREPOSITIONAL IDIOMS About anxious about ask about bring about curious about hear about think about talk about worry about Against adviseagainst argue against count against decide against defend against go against rebel against As celebrate as regard as see as view as At aim at arriveat laugh at look at succeedat By accompanied by amazed by confused by followed by go by impressed by organized by struck by For advocate for ask for blame for famous for known for last for meant for named for necessary for pay for ready for responsible for tolerance for strive for wait for watch for From abstain from different from excuse from far from obvious from protect from Into enter into lookinto inquire into read into In engage in fall in love in Aas inB interested in succeed in take in On base on draw on focus on impose on insist on move on prey on rely on Over argue over ruleover talk over thinkover Of approve of capable of certainof characteristic of combination of A and B cure of deprive of die of a fan of in danger of in the hope of in recognition of made up of a model of an offer of on the border of remind of a selection of a source of suspicious of take advantage of an understanding of a wealth of To able to accustomed to adapt to adhere to admit to adjacent to agree to as opposed to belong to central to come to contribute to devoted to in addition to in contrast to listen to object to prefer Ato B partial to reluctant to reply to see to similar to a threat to try to (NOT try and) unique to With agree with bargain with correlate with familiar with identify with in keeping with interfere with sympathize with trust with GERUNDS VS. INFINITIVES Verbs Followed by a Gerund accuse of admire for allow appreciate capable of complete concentrate on confess to consider delay describe discourage from discuss dislike effective at enjoy escape finish forbid imagine insist on permit plan on postpone refrain from report resent resume stop tolerate PrepositionsFollowed by a Gerund before after without Verbs Followed by an Infinitive agree attempt choose condescend dare decide deserve encourage expect fail intend love mean neglect offer plan prepare promise refuse scramble seem strive swear tend threaten want Additional Practice Congratulations on successfully making it to this point in the article! I know that was a long list. By now, you should understand the concept of idioms and how idioms are tested on the SAT. I've created some realistic SAT questions on idioms for you. Consider the proper construction of idiomatic expressions and try to answer these questions without referring to the list above. 1. Diligent research performed byeducation scholars indicatesthat moretime spent studying correlates frombetter educational outcomes. A. NO CHANGE B. of C. with D. Delete the underlined portion 2. Because she is extremelyprotective, Renee hopes to preventher younger sister formaking irresponsible decisions atparties. A. NO CHANGE B. to C. from D. at 3.After beinginterrogated bythe police for five hours, Ken admitted to beingguilty of racketeering and money laundering. A. NO CHANGE B. to be C. to having D. is 4.Even thoughshe was expected doingall of the domestic labor, Natasha wasunwilling to conformto traditional gender roles. A. NO CHANGE B. to do C. at D. having done Answers: 1. C, 2. C, 3. A, 4. B What's Next? Now that the maximum score for the SAT is a 1600, find out what's a good score on the new SAT. Find out how to find your target score. Finally, learn whether you should take the SAT or the ACT. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep classes. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our classes are entirely online, and they're taught by SAT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

A Tale of Two Stories Essay Example | Topics and Well Written Essays - 500 words

A Tale of Two Stories - Essay Example What motivated me to speak up was that it wasnt really much difficulty to get the teachers to sign for themselves. It would be different if there was no way to contact them. Although it did take a while to visit each teacher, it was worth it in the end. I was satisfied with my response because I avoided a potentially dangerous situation and I resolved the problem all by myself. Since I was the one that objected to the forging of signatures, then it was only right that I went and got all the teachers to sign off on an important part of our project. What made is easy for me to speak out was that I had known most of my group members for some time and I was good friends with a couple of them. I was sure that they would react positively to my suggestion, so I did not fear for my standing within the group. A couple of summers ago I worked at a job where I was required to handle the phones during the lunch break while most of my fellow employees were out of the office. There was one time when my direct boss was with me in the office and we were talking about how my internship was going. Before he left, he told me that he wasnt supposed to be at work today and if anyone should call asking to speak with him then I should tell them that he was not here. A few minutes after he had left the office, the phone rang and I answered it; the person on the other end of the line wanted to speak to my boss. I hesitated because I was unsure of what to do. I eventually told the caller that my boss was not at work that day and I would take a message for

Strategic Management of Mango Essay Example | Topics and Well Written Essays - 2750 words

Strategic Management of Mango - Essay Example The company has recently introduced two new product lines, an initiative that is consistent with the company’s innovative image. Through these new product lines, the company is hoped to triumph the marketplace. Mango is a company that is characterised by strong corporate values and beliefs. These values and beliefs, translated in the company’s corporate strategy have been instrumental in the company’s effort to fight off competition and to ensure its survivability in tremendous economic crisis. The company in its years of operation has been able to develop effective communication systems and business processes. The company has used the rapidly evolving technology to its advantage by adopting these technological advancements in its business processes. Although the company is in a far better position than its competitors, but some of its biggest rivals like ZARA have successfully managed to build a business model that has allowed it to be highly responsive to its e nvironment, along with nimble and flexible operational design. These capabilities of ZARA have made it the market leader of this industry, but Mango, in no ways can be classified as a company which is far behind its market leader. The company has a very efficient logistics system that is augmenting its strong suppliers and distributions network. The company uses its own stores and franchises to reach out to its customers; however, recently the company has started using its website to further penetrate into the online market. The company has also launched two new product lines, one targeting men and the other targeting VIPs. These new product lines along with a mature product line of female wear are presumed to generate the future profitability of the company. Advantages of the Business Model of Mango: The most important aspects of the company’s business model have been its logistics system. This system has proved to be a defining point for the company. This logistics system h as helped the company to deliver its finished goods from production centres to distribution centres in 4 days. Even though this is not better than ZARA’s four day delivery system but still it is very close to the best practice of the industry leader. The company has a strong network of professionals, who are working very hard to anticipate the future of the company’s market. Other than this the training methods of the company for the point of sale employees has been very effective in creating customer loyalty. Mango has been very effective when it comes to managing its relationship with its suppliers, who are spread across the globe. The systems in place have been very helpful in integrating the value chain of Mango with its suppliers and other channel partners. The most important reason for company’s success has been its ability to take innovative initiatives. Recently the company has initiated a method through which it would cut out its distribution activity f rom its value chain. In this initiative the manufactured products would be directly sent to the company’s selling points without going to the distribution centres, this means that these finished products would leave directly from the manufacturers’ factory to the stores. This will enable the company to implement its cost cutting strategy with greater

Property Crowdfunding Position Paper Essay Example | Topics and Well Written Essays - 5000 words

Property Crowdfunding Position Paper - Essay Example There are three types of crowdfunding, which include donation, debt and equity. Donation crowdfunding is mostly related to noble causes, where most people decide to invest simply for they believe in the purpose of Crowdfunding. Similarly, debt crowdfunding is based on the concept of peer-to-peer lending process (Mollick, 2014). In debt crowdfunding, the entire process revolves around lending money, wherein the investors expect to receive their interest on their invested amount and thus, gain profits. In this case of debt crowdfunding, along with the financial returns, investors also aim at gaining the benefit of contributing to the success of a particular purpose, which they believe as worthwhile. Additionally, in the case of equity crowdfunding, people invest in exchange for equity. Fundamentally, here the money is exchanged with the shares. Correspondingly, it can be stated that when the funding is successful, the community’s share value goes up, and vice-versa (Bradford, 2012). It is worth mentioning in this regard that both debt crowdfunding and equity crowdfunding can be related to property crowdfunding concepts, wherein investors tend to buy a real estate in order to sell it or let it out in order to obtain profits or returns. Aimed at elaborating on the context of property crowdfunding, the discussion henceforth will elaborate on two main themes, which are property or real estate and crowdfunding. In the view of today’s competitive global business world, crowdfunding in real estate has emerged as a new investment option with secured high returns for many. It was following this augmentation in the rate of property crowdfunding that the Jumpstart Our Business Startups (JOBS) Act of 2012 was brought into effect in the US. This new rule was intended to allow all the investors from every income level to gain direct access to the real estate market with the help of crowdfunding.

Existentialism According to Two Philosophers Essay

Existentialism According to Two Philosophers - Essay Example   The reader realizes immediately that what is important about this character is not his actions, so much as his thoughts. Actions - if any - are the result of a decision, a choice. Even when he hands ‘the prisoner’ a glass of tea, or takes a pot of ink from a drawer, Daru does so not as a reflexive action, or one taken automatically or without consideration, but as a deliberately thought-out deed over which he seems to have some control. This is a kind of irony that comes from the pen of Albert Camus, an existentialist (although he denied it) writer whose philosophy was one born of the belief that life offers no clarity or meaning (Camus 1991). He places Daru in a spot, literally and metaphorically. From this place, this man cannot emerge unless it is through a deliberate deed. True, he did not ask Balducci to arrive with the prisoner, yet even in the introduction during the blizzard, Camus injects an atmosphere of anticipation and expectation. He seems to tell the reader that life - even if it does take place in a desert; emotional, philosophical, or otherwise - has a habit of presenting one with predicaments and obligations that require accountability (Camus 1991). Daru, in his dead-end job, had to dole out grain to the families of his students, something over which he seemed to have doubts. He is suddenly given the responsibility of taking an Arab prisoner to the prison at Tinguit: a dilemma which is at once perso nal, official and philosophical. Camus does this to illustrate his concept of inescapability: if you are alive, you will encounter this kind of problem that requires some sort of choice. Not making a choice is not an option that life offers. Even doing nothing is a default choice. In his Myth of Sisyphus, he shows this through the absurdity of life’s meaningless tasks, that are repetitive and devoid of meaning, and gives them to Daru to show there are no escaping life’s quandaries.

The analysis of art in history Essay Example | Topics and Well Written Essays - 750 words

The analysis of art in history - Essay Example The phenomenon is pretty well universal on pots: black frequently appears at the points where a need for strengthening on an analogous metal vessel might be expected. Although the practice of using black and red in what critics might describe as structural contexts was carried over into red-lines, it did not survive long there. It occurs on some of the earliest pottery, but its use on vessels made in this technique tends to be confined to lettering and subsidiary features such as streaks of blood, urine, black eyes, or cocks' combs. We might suppose that these were added in copper to silver vessels decorated in 'gold-figure'. The use of copper on vessels which had a substantial bronze component would not have affected their value, whereas its use on vessels made of precious metal had to be restrained (as it was, judging by their ceramic counterparts); for to over-use it would have been tantamount to advertising the fact that their value was not equal to their weight; the ancients (Pa pathanasopoulos 54). Another object selected for analysis is Three Mycenaean Terracotta One-Handled Cups. These cups dated back a. 1400-1300 BC. They belong to Mycenaean culture and represents a traditional type of pottery used by the civilization. The interrelationships of form and color in pottery had a long tradition behind them. They were, however, part of a continuum which can be observed over centuries, and certainly beyond the Roman period. The 'essential unity' of the most common kind of fine pottery, the tableware that is 'generally red in color and with a fine clay coating known variously as a glaze. In reality, while technical details of the potter's craft may well have passed from one centre to another, the vessels that were made will usually have evoked the plate made locally for rich households or sanctuaries. Gold- and silversmiths' designs, moulds, and plaster casts probably played a major role. The use of red on pots was probably but a gesture in the direction of gold, for the vessels i n question would never have appeared side-by-side in a context where close comparisons could be made. In the case of Mycenaean pottery, fine red tableware will probably have been made for people who had only heard about gold vessels, or who only saw them from a distance at festivals (Mycenaean 20-21). In contrast to the Cycladic Terracotta, red colors reveal in the cups. The characteristic forms of pottery after Alexander's conquests were rather different from those that had existed before. The mould-made, handle-less bowls decorated in relief that became the norm, doubtless reflected Near Eastern dining practices. The characteristic color of local mould-made pottery continued to be black: one category of bowls 'are covered with the black glaze familiar from Attic pottery of earlier periods (Mycenaean 21). The main difference is unique ornament and geometric figures in pottery: there are geometric ornaments on the jug. The cups are ornamented with geometric ornaments and circles. These ornaments represent unique cultural meaning of each civilization and their perception of the world around them. The pottery did not play a sacred role but is found in boreal places. Both examples allow to say that economic aspect

Organisational Effectiveness at Google and P&G Essay

Organisational Effectiveness at Google and P&G - Essay Example Employee swapping produces risks of reduced morale and poor alignment of cultures. Nonetheless, this case showed that Google and P&G can learn from one another’s cultural values and practices, so that they can both enhance their organisational effectiveness. Table of Contents Executive Summary 1 Table of Contents 2 Introduction 3 Competing Values Model 4 Overview 4 Applications 4 Employee Swapping 5 P&G and Google’s Employee Swapping 5 Conclusion 7 Reference List 8 Introduction The construct of organisational effectiveness is an important concept in organisational studies because organisations commonly aspire to improve or attain organisational effectiveness. Organisational effectiveness, however, is hard to measure because it does not possess a universally-agreed definition. As a result, several scholars criticised its significance to organisations, such as Steers (1975) and Hannan and Freeman (1977). Quinn and Rohrbaugh (1983) offer a model of effectiveness criteria i n â€Å"A Spatial Model of Effectiveness Criteria: Towards a Competing Values Approach to Organizational Analysis.† They conducted a two-part exploratory investigation on how individual theorists and researchers conceive the construct of organisational effectiveness. The first study included seven experts, while the second used 45 theorists and scholars. Findings showed that organisational effectiveness can be constructed using three axes of values: control-flexibility, internal-external, and means-ends. These values pertained to the critical issues of â€Å"competing values† in defining and measuring effectiveness, which has been embodied in the competing values framework (CVF) (Quinn and Rohrbaugh 1983, p.370). This paper applies the Competing Values Approach to Google and Procter & Gamble (P&G), as well as employee swapping. Competing Values Model Overview The Competing Values Approach is composed of three competing values, and they are control-flexibility, internal -external, and means-ends. These values offer four mid-range theories of organisational analysis: open systems model, human relations model, internal process model, and rational goal model (Quinn and Rohrbaugh 1983, p.369). The human relations model highlights on flexibility and internal focus. The open systems model concentrates on flexibility and external focus. The rational goal model prioritises control and external focus, while the internal process model emphasises stability and control (Quinn and Rohrbaugh 1983, p.371). Applications Procter & Gamble. P&G is described as having an internal process model with hierarchical and market attributes. It uses information management and communication to attain the ends of stability and control (Quinn and Rohrbaugh 1983, p.371). In terms of culture, it possesses a mixture of market and hierarchical cultures. It has a market culture because employees behave according to clear objectives and are rewarded through their achievements (Hartnel l, Ou and Kinicki 2011, p.679). The company’s main values are communication, competition, and achievement. P&G is effective in gathering customer and competitor information and developing the competitiveness of its products (Robbins, Judge and Campbell 2010, p.480). P&G is also hierarchical because of rules and regulations that clearly define roles and responsibilities. Behaviours are characterised with conformity and predictability, which it wants to change by swapping employees with Google (Robbins,

The analysis of art in history Essay Example | Topics and Well Written Essays - 750 words

The analysis of art in history - Essay Example The phenomenon is pretty well universal on pots: black frequently appears at the points where a need for strengthening on an analogous metal vessel might be expected. Although the practice of using black and red in what critics might describe as structural contexts was carried over into red-lines, it did not survive long there. It occurs on some of the earliest pottery, but its use on vessels made in this technique tends to be confined to lettering and subsidiary features such as streaks of blood, urine, black eyes, or cocks' combs. We might suppose that these were added in copper to silver vessels decorated in 'gold-figure'. The use of copper on vessels which had a substantial bronze component would not have affected their value, whereas its use on vessels made of precious metal had to be restrained (as it was, judging by their ceramic counterparts); for to over-use it would have been tantamount to advertising the fact that their value was not equal to their weight; the ancients (Pa pathanasopoulos 54). Another object selected for analysis is Three Mycenaean Terracotta One-Handled Cups. These cups dated back a. 1400-1300 BC. They belong to Mycenaean culture and represents a traditional type of pottery used by the civilization. The interrelationships of form and color in pottery had a long tradition behind them. They were, however, part of a continuum which can be observed over centuries, and certainly beyond the Roman period. The 'essential unity' of the most common kind of fine pottery, the tableware that is 'generally red in color and with a fine clay coating known variously as a glaze. In reality, while technical details of the potter's craft may well have passed from one centre to another, the vessels that were made will usually have evoked the plate made locally for rich households or sanctuaries. Gold- and silversmiths' designs, moulds, and plaster casts probably played a major role. The use of red on pots was probably but a gesture in the direction of gold, for the vessels i n question would never have appeared side-by-side in a context where close comparisons could be made. In the case of Mycenaean pottery, fine red tableware will probably have been made for people who had only heard about gold vessels, or who only saw them from a distance at festivals (Mycenaean 20-21). In contrast to the Cycladic Terracotta, red colors reveal in the cups. The characteristic forms of pottery after Alexander's conquests were rather different from those that had existed before. The mould-made, handle-less bowls decorated in relief that became the norm, doubtless reflected Near Eastern dining practices. The characteristic color of local mould-made pottery continued to be black: one category of bowls 'are covered with the black glaze familiar from Attic pottery of earlier periods (Mycenaean 21). The main difference is unique ornament and geometric figures in pottery: there are geometric ornaments on the jug. The cups are ornamented with geometric ornaments and circles. These ornaments represent unique cultural meaning of each civilization and their perception of the world around them. The pottery did not play a sacred role but is found in boreal places. Both examples allow to say that economic aspect

1920s medicine Essay Example for Free

1920s medicine Essay The 1920s had many discoveries and innovations when it comes to medicine and science. Many of the things that we now take for granted were just getting their start during the 20s. Throughout the 1920s, new innovations in the medical and science field led to the discovery of vitamins and knowing more than ever before about the human body. New vital drugs and vaccines were created in this era that are hard to imagine not having today. The invention/discovery of the first anti-bacterial drugs saved more people from bacterial and viral infections than any previous time. Before the 1920s many medical conditions were untreatable or even deadly that we now consider to be easily cared for. Penicillin was one of the big medical discoveries of the 20s, the worlds first antibiotic. Penicillin was discovered by Alexander Flemming when he was examining mold and bacterial growth. This discovery opened up the possibilities for killing bacterial infections and without this many other medical innovations would not have occurred. Insulin was another major medical discovery in the 20s. Without this people with diebetes would not be able to properly treat their condition and thousands would die from a now treatable disorder. Various types of vitamins were also discovered in the 20s that help people today stay healthy. The medical field would not be what it is today if it wasnt for the research put in by people of the 1920s. Millions of lives were saved due to the medical discoveries that were made in the 1920s. Without Penicillin, there may have never been any antibiotics created and a bacterial infection would mean a slow death. Insulin saves those with diebetes lives daily and without it diebetes would be considered a deadly condition. Life just wouldnt be the same today if none of medical innovations of the 20s happened.

Effects of ESOL Teaching on Social Integration

Effects of ESOL Teaching on Social Integration The effects of ESOL teaching on learners in relation to social integration, identity and social cohesion Introduction This paper will investigate the affect that current ESOL teaching practice can have in terms of impacting on a variety of diverse groups of learners. It is important to consider that ESOL provision is taught across a number of disciplines and exists in various capacities within colleges, community settings, in the workplace and even prison and detention centres. The types of learners undertaking ESL courses represent a rich mix of backgrounds and come with a number of incentives to learn English. For the benefit of focusing on an area that is potentially vast in its research, this dissertation will concentrate predominantly on the UK systems and the teaching of diverse communities that represent different ethnicity, cultural background and citizenship. Breaking the Language Barriers published by the DfES in 2000 documents the findings of a report into ESOL provision in the UK and identifies a number of issues that needed addressing. The report categorizes ESOL students into four types of learner: Settled communities Refugees and asylum seekers Migrant workers Partners and spouses of students. (DfES, 2000) From these categories they determined that a great many ESOL students particularly refugees and asylum seekers experienced a range of problems including; financial, legal, social, physical and mental issues and clarified that they were marginalized, often excluded and living in poverty, subject to frequent discrimination and racism. (Sourced from: http://www.niace.org.uk/Projects/esol-enquiry/documents/ESOL-Committee-Issues.doc, Date accessed, 21/11/08 What the report also highlighted was the variable levels of teaching ability, which has been attributed to the shortage of adequately trained teachers, the lack of use of the learners’ first language as a learning resource and the lack of support for students with special learning needs. (Sourced from: http://www.niace.org.uk/Projects/esol-enquiry/documents/ESOL-Committee-Issues.doc, Date accessed, 21/11/08 The way in which the link between social cohesion and teaching can be made is perhaps best summarised by the work of Dagenais et al in Intersections of Social Cohesion, Education, and Identity in Teachers, Discourses, and Practices. There paper examines the debate surrounding government policy on promoting social cohesion. It exemplifies programmes in Canada where local and national schools and teachers work with professional agencies to develop policy directives that are geared around building social cohesion practices within a bilingual and multicultural framework. Dagenais et al took this developmental work a stage further by undertaking teacher-researcher collaboration to determine how teachers utilize both their own cultural backgrounds as well as their student’s backgrounds in order to achieve an inclusive classroom setting. Teachers were seen to adopt learning techniques which were innovative in their ability to incite inclusion. Consequently the research project conclu ded that teachers have the ability to help inform policymakers, researchers and other learning practitioners about the link between ‘identity, language and education implicated in social cohesion projects’ (Dagenais et al, 2008) The link between social cohesion and teaching is not a modern concept. Historically it has played a significant role from the mid nineteenth century to the present day. Jewish settlers arrived in Victorian London and were assisted by voluntary organisations and a small series of published self-help texts. The next wave of refugees came about from those fleeing persecution in the Spanish Civil War and to escape Nazi Europe. It was during this time between the 1930’s and the 1950’s that the Berlitz guide and the linguaphone emerged. Over the next couple of decades following the post-war immigration to the UK the government began to respond as to local education authorities and the birth of the official ESOL teacher came about during the 1960’s. (Sourced from: http://www.niace.org.uk/publications/C/CriticalHistory.asp, Date accessed, 22/11/08) Ten years later and the Russell Report was published. The Russell Report of 1973 was to ‘prove a milestone in adult le arning in the UK’. With Russell emphasising the special needs of adults and the necessity to provide for them by developing a variety of courses at different levels. (Sourced from: http://www.niace.org.uk/Publications/R/Russell.asp, Date accessed, 22/11/08). This was an important decade again in terms of refugees entering the UK from Latin America, Uganda, Cambodia and Vietnam. The 1980’s witnessed the abolition of the Industrial Language Training and adult and community education was experiencing one of its most vulnerable periods. But at the same time other community languages were being recognized. During the 1990’s there was a significant move towards recognizing ESOL which was positioned within the newly established Adult Basic Skills Strategy Unit within the central government education department. (Sourced from: http://www.niace.org.uk/publications/C/CriticalHistory.asp, Date accessed, 22/11/08) Today this exists as The Skills for Life Strategy Unit which is based in the Department for Innovation, Universitiesand Skills and has been operational under its new identity sinceNovember 2000. The Unit works in tangent with other partner organisations including the Prison Service, Qualifications and Curriculum Authority and the Learning and Skills Development Agency in addition to voluntary and civil service. Its main objective is to take forward the Government’s Skills for Life agenda. In short it encourages continual improvement with literacy, languageand numeracy skills both at a national and local level. The Skills for Life Strategy Unit is categorized thus: Access and Inclusion ESOL Policy Learner Achievement Learner Engagement and Communications Level 2 and Level 2 PSAs Migration Strategy Quality and Teacher Education Workplace Engagement and Public Sector (Sourced from: http://www.dcsf.gov.uk/readwriteplus/who_we_are, Date accessed, 22/11/08) It is from the perspective of the twentieth century that this paper will scrutinize the historical relationship between ESOL provision and the wider community including its modern day responsibility to contribute to the framework of social cohesion and inclusivity. Chapter one will concentrate on the existing evidence to suggest that there is a definite need to enhance current learning experiences for those people in society who may be at risk of exclusion or requiring greater understanding of their social, political and cultural background where the teaching of the English language is concerned. Recent research and investigative projects working with minority groups and diverse learners will be explored for consideration in the broader argument to suggest legitimizing these theories. Chapter two will then examine what is currently being achieved in relation to forward thinking and strategic change taking into consideration the moves by government and learning bodies to begin the process of applying new curriculum and teaching developments that respond to the needs of a wider community of learners. Chapter One: Identifying problems and issues amongst learners and tutors The purpose of this chapter will be to outline an indication of the types of problems that exist for a variety of people in terms of how they are taught ESOL, to identify the characteristics and needs of the learners by way of case studies and examples. Consequently the teaching methods, ESOL curriculum and identified issues in these areas will be analysed. The perceptions of English Language teaching vary greatly between different societies in accordance with their demographic, political situation and the sanctioned education systems of the country. For example in the United States second language tuition is considered the medium through which non-English speaking children are fast-tracked into English in the shortest amount of time, with little scope for quality of provision. (Julios, 2008) To give another example, Pacific communities born into New Zealand life are currently facing a crisis with ESL provision in that while English is important to them economically and socially they are being denied their ancestral culture by losing their language and until further research has been carried out in this field it is feared the long-term issues of the teaching of English to Pacific ESL learners will remain problematic. (Sourced from: http://www.clesol.org.nz/2008/CLESOL08SaturdayAbstracts.pdf, Date accessed, 21/11/08) It is not just basic fundamental issues relating to culture or quality of teaching practice, other complications arise when learners have other specific learning needs which can further limit their academic success on an ESL course. For example individuals may experience low levels of literacy, no formal educational background or unfamiliarity with the standardized Roman-script. Recent studies in the UK reveal that within a cross- section of ESOL classes. ‘59 per cent of learners have had 11 or more years of Education, with 23 per cent having more than 15 years in education. Males were more likely than females to have no qualifications 37 per cent compared with 32 per cent of females’. (DfES, 2005) Some of these individuals may be survivors of torture and trauma as well as being older in years and require more time and attention in the classroom. The educational researcher McPherson determined that ‘classes formed on the basis of a range of characteristics which indicate a slow pace of learning, will often result in such a disparate group that their different language and literacy needs will not be effectively met.’ (Hinkel, 2005) Refugees, asylum seekers and migrant workers as well as established settled communities want to learn English. Amongst these individuals there exists a huge diversity as well as some obvious common themes like those already touched upon. All of which bring with them a set of needs and different expectations as to what students require from a course of ESL teaching. Their backgrounds and life histories are often complicated. A number of ESOL Pathfinder projects were commissioned in 2002 across ten locations in England with the intention of contributing to the Government’s Public Services Agreement Target to ‘improve the literacy, language and numeracy levels of 2.25 million adults between the launch of Skills for Life in 2001 and 2010’ (DfES, 2005) The ESOL initiatives were evaluated later that same year and stressed the diversity of learning characteristics within this sector, with interesting figures emerging about the slightly increased numbers of women than men undertaking the courses. This suggests that there may be a number of challenges for women trying to support their children at home. Gender in itself is another significant point of interest in this study as many women can be believed to have lived in England for a number of years and have never learnt the language or only speak elements of it, these women are often most recognized in Pakistani and Bangladeshi communities where they have very different cultural responsibilities and therefore less opportunities to attend beneficial ESL courses. (Heath and Cheung 2006) In particular women who are asylum seekers or refugees can experience tremendous isolation and feel restricted with access to health services, not being able to speak the language as well as being potenti ally more vulnerable to abuse or violence from a cultural perspective. The ESOL evaluation revealed that almost half of all learners were less than thirty years of age emanating from a broad sphere of ethnic origin. This ethnic breakdown included White and other students totaling 16 per cent, African, 15 per cent, Pakistani, 13 per cent and Other Asian 13 per cent. The Learner Survey revealed over fifty-four different first languages spoken by learners. Half were married or living with a partner and one in six were living away from their partner who resided outside of the UK. (DfES, 2005) The 2008 NIACE report ESOL: the context and issues also corroborates this evidence and adds that students of English are learning for a variety of purposes which include securing or progressing into long-term employment, supporting their children, being able to access services, being able to integrate more into their surrounding community and aspiring to embrace the British culture and British political systems. (Sourced from: http://www.niace.org.uk/lifelonglearninginquiry/docs/Jane-Ward-migration-evidence.pdf, date accessed, 21/11/08 Most recent studies reflect the need to improve on the way in which ESOL is delivered and encouraged for the benefit of the inclusion of a variety of needs and abilities. It is clear however that this issue has been apparent for a number of years which makes the prospect of re-developing curriculum provision and teaching methods in this complex area of teaching particularly difficult. ESOL has inherently adopted a style which serves a purpose, designed for the masses often to be delivered and completed within a limited timeframe. In 1989 a study of 13 Adult Education ESOL centres across the UK were investigated focusing on bilingual migrant learners. This early analysis captured the attitudes and motivations of these learners and emphasized their desire to maintain their mother tongue and heritage whilst being taught the language and customs of their new host country. (Lal Khanna, et al, 1998) One of the most interesting and informative research projects to date in this area is reflected in the Adult Learners’ Lives (All) working with people who are learning within adult literacy, numeracy and ESOL groups to understand and appreciate their concept of the learning experience in relation to their wider lives; covering the regions of Blackburn, Lancaster and Liverpool. As part of this initiative a recent commissioned piece of research was carried out amongst ESOL students who were enrolled on an evening class at Blackburn College. The findings of this report share some of the most important data in existence relating to primary first hand interviews with students. The outcomes reveal both positive and negative opinions relating to ESOL provision, which essentially can be interpreted in both a positive and negative light. The participants believed that more than anything their work experience had provided them with the best opportunity to encourage their learning of the English language an was much less restricted that the classroom. For many this was their only chance to utilize the language outside of the classroom. The learners were critical about the amount of provision available and found it affected their learning capabilities. One participant in particular, Mahmood found that working all day and then studying English in the evening prevented him from finding a vocational course in a different practical subject that could increase his chances of gaining better employment. In terms of issues relating to their background and culture, many familiar examples of diversity were apparent across the group as were their complex needs and considerations. Frederick carried the scars of war in his country and suffered considerably both physically and psychologically. Despite this his motivation levels were extremely high. Iqbal came to England in order to be with his new wife. The transition from his old life and professional career had left him very dissatisfied. Proving earlier references to gender and cultural relationship issues Ammara was studying at degree level and had been instructed by her husband to discontinue with it. This had repercussions on here work life which she had to compromise with and learn English accordingly. Below are some of the edited extracts detailing the participant’s interviews taken from this report. Frederick’s story: ‘Frederick came to England for the reasons above and more. He arrived in England with nothing. He didn’t have permission to work, couldn’t speak the language and had no friends or networks. His first step of integration in to the country was his attendance on an ESOL course at Blackburn College. Despite his desperate situation he was anxious to start again and enrolled almost immediately upon his arrival in Blackburn. Although he was aware of the importance of learning English he found the classes very difficult at first: â€Å"It was my first time, the first time it was so difficult.† In spite of his worries he continued the classes and vastly improved his English during his first year here. Also significant was the beneficial effect ESOL classes had on his social life. He made many new friends, who helped ease the loneliness of living in a new country, and gave him an extra chance to practice his English.’ Ammara’s story: ‘Ammara sees a close relationship between education and work. She clearly perceives education and training as a stepping-stone into work. She has shown that she is quite adept at completing courses and using the obtained qualifications to find work. Her biggest problem is language related. She had quite a good decent overall level of English when she arrived in England particularly with regards to reading and writing. Due to the high level of education she obtained in Pakistan she was able to complete the courses she took here easily because she had a good level of literacy skills in English. The language issues she is facing these days arise from her limited oral grasp of English and this appears to be most noticeable to her in her working life. With regards to work and language, Ammara feels she can manage but feels she regularly encounters difficulties. She has numerous concerns about language. She feels very unconfident about her use of grammar and structure when she is speaking. She believes that despite having a good knowledge of English, her speaking ‘imperfections’ lead to a barrier to her professional development. She also thinks that what she describes as a limited vocabulary is a barrier to communication and explanation. This has various implications for Ammara in the workplace. Because she lacks confidence she believes that her language prevents her from using her initiative at work, and so she ‘keeps quiet’. â€Å"sometimes I know somebody is wrong and even if the person is senior, I can explain but I just kept quiet because I feel like everyone is picking on me.† She also thinks that people’s perceptions of her professionally will change just because of her language proble ms.’ Mahmood’s story: ‘While he was waiting for the Home Office to grant him permission to work, Mahmood was unemployed for six months. He used this time to start English classes and familiarise himself with his new country and surroundings. Upon receiving his ‘leave to remain’ and permission to work from the Home Office he got a job at a sewing factory in Blackburn, where he still works. His role is to sew medical paraphernalia such as bandages and neck braces. He says that initially he found this job quite easy, as he was able to use the skills and experience gained from his sewing job in Afghanistan. He does however worry about his future. He says there is little chance of promotion in this job and therefore he is keen to look for different work. He has started to think about a change. When asked about his future ambitions with regards to work, Mahmood says he would like to do a building job. He thinks that this will be difficult for him to achieve because he doesn’t feel he has enough experience. He doesn’t feel that the experience he gained from his sealing job in Afghanistan will be of use to him here, as he believes that methods of building vary from the two countries. Mahmood is aware that he will have to do a course to help him achieve his aims, but has little knowledge about the courses available to him and thinks that it will be difficult to do a part time course, work full time and continue with his English classes. Mahmood believes that his job in England has had a positive impact on his language. He gets indirect language support from his work peers: â€Å"and if I’ve got any problem with any word, pronunciation they will help me.† He is able to use informal English at work in a mostly friendly atmosphere. He is also positive about the support he has gained from his boss with regards to his language. He says that right from the start of his employment his boss encouraged him to attend English classes. If overtime clashes with his twice weekly evening English class then his boss is always flexible, he will say, â€Å"OK you don’t have to work you go to college.† Mahmood is extremely aware of his language needs and is very motivated to improve. He told me that he uses friends at work to practice language covered in class, and his level of motivation can be seen in his 100% attendance in English class and the huge improvements he has made over the last two years. (Sirling, 2005) Accessed from: http://www.literacy.lancs.ac.uk/workpapers/wp08-esol-blackburn.pdf What is visibly obvious here are the feelings, aspirations and characteristics of a group of learners who may well require much of the special attention to teaching that this paper is attempting to argue. Although an already fairly advanced English language speaker, Ammara could like so many others at that level benefit from tutoring in just a few specific areas of English acquisition and at a time of the day when she does not have to juggle her family and several other jobs. And we see with Frederick that despite finding it hard to study and adjust to the cultural and social restraints of a new country he has actually achieved a sense of community and belonging by way of attending ESOL classes. It is clear that it must not be assumed that all migrant peoples, asylum seekers and diverse ethnicities should be labeled marginalized and socially excluded as there are many who do not experience this type of isolation. Nonetheless it is dependant on the type of teacher, classroom environment and delivery techniques which need to be made consistent in their quality and accessibility. Returning to Jane Ward’s ESOL into Context paper, she is very specific about the issues relating to the shortage of specialist ESOL teachers which impacts on the overall quality of provision across the UK with long waiting lists and minimized teaching time occurring in a number of venues offering ESOL tuition in urban areas. Rurally too where many migrant workers are being placed on entry to the country there is an inadequacy where teaching experience and expertise to deal with theses communities exists. Ward also stresses that in rural areas ‘learners accessing vocational programmes too often encounter subject tutors who have little awareness or training in language learning.’ (Sourced from: http://www.niace.org.uk/lifelonglearninginquiry/docs/Jane-Ward-migration-evidence.pdf, date accessed, 21/11/08 Chapter Two: Solutions and future provision Just as the former chapter dealt with the identification of the problems and consequences of inadequacies with ESOL teaching in respect of achieving a holistic and inclusive approach, this chapter will seek to establish potential solutions and recommendations for taking forward initiatives for future change within the current ESOL sector. This will be achieved by way of exploring current government objectives and responses to recent research which has exposed the levels of insufficient delivery within the sector. In 2003 the National Research and Development Centre for Adult Literacy published a comprehensive review of recent research projects carried out in the field of Adult ESOL. In particular that which ‘focuses on learners who need English for the UK workplace, for study in further and higher education and for living in the community. The review mainly concentrates on research that has taken place in the last 15 years and it has attempted to include all of the research that has been carried out within the UK. As most of this has been fairly small scale or not directly concerned with pedagogy, research that has been carried out in the USA, Australia, Canada and Europe is also included and its relevance to the UK context is discussed.’ (Sourced from: http://www.nrdc.org.uk/content.asp?CategoryID=424ArticleID=353, Date, accessed, 22/11/08) The recommendations that emerged from this review have been summarised below: It is recommended that a large scale study of actual practice in different settings is carried out. Alongside this larger study there should be a number of smaller ethnographic studies of good practice in ESOL classes, covering: learners with little prior experience of the written language; bilingual literacy provision; workplace courses; and language support on mainstream courses. The aim of these studies is to provide accounts that can be disseminated to other practitioners. There should be ongoing research into the relationships between teaching and learning in formal contexts. This could be based around a programme of practitioner research, with support from established researchers. This research should explore: specific classroom tasks to address issues of accuracy and fluency in the spoken language an investigation of different media of learning, including written materials and new technology learners discursive experiences and practices outside the classroom, and how classroom practices can take account of them learners expectations and learning strategies. And that primarily there is a need to track learners in terms of their learning ability and experience (both in and out of the classroom) as well as gleaning specific information relating to them as individuals, the key aims being to determine: learners who arrive in the UK with professional qualifications and experience, but low levels of English learners whose first language is an English based Creole or dialect learners with trauma. (Sourced from: http://www.nrdc.org.uk/content.asp?CategoryID=424ArticleID=353, Date, accessed, 22/11/08) This is a refreshing indication that learning practitioners are now heavily involved in a dialogue that recognises both the necessity to investigate further into the practices of ESOL and its students nationally. This also compliments the Government’s new commitment within its ‘Community Cohesion and Migration, 2007-08’ report which makes recommendations as well as recognising localised ‘Further Education Colleges, as the centres of ESOL training in the front-line for new arrivals, in particular as they are often the first official agency encountered.’ The report goes on to clarify that teaching staff working within ESOL should be providing ‘support and help to new arrivals and referral to other agencies’. The Government continues in its conviction for change by allocating funding to this area of support. (House of Commons Report, 2007) This is however not sufficient action for many academics working in the field. As Linda Morrice demonstrates in her paper Lifelong learning and the social integration of refugees in the UK: the significance of social capital. Morrice challenges the UK Government on its recent measures to account for the inclusion and integration of refugees in the face of an increasing migrant population. She refers to the learning issues of refugees and argues that current education systems and opportunities do not adequately address the issues that they face and declares rather that ‘for refugees to become integrated and useful members of society requires a shift away from the present focus on formal, individualised education provision to a greater recognition of informal and social learning opportunities’. (Morrice, 2007) Alongside this â€Å"Discourses on social cohesion widely acknowledge that public education systems provide critical contexts for constructing social cohesion among their diverse communities† (Dagenais et al, 2008 p 85). What this seems to show is that ESOL provision to date may be serving the political ends of British society by covert mechanism of social control. In her paper Action Research: Exploring Learner Diversity Pam McPherson carried out a class-room project in an Australian adult migrant English language class. It succeeded in profiling as well as discovering the learning needs of disparate learners. She trialed a number of teaching exercises and different learning techniques from course design, resources and even the room layout. In terms of responding to students with limited formal education and low levels of literacy, she suggested the following actions should be taken and integrated into ESOL courses: Assessment and referral schemes that can identify special needs at entry into the programme Bilingual assistance for course information, goal clarification, language and learning. Low intensity courses A teaching methodology that has explicit goals, the development of language learning strategies and spoken and written language for community access Teachers trained to identify special needs and develop appropriate strategies to meet them. Recognition within the certificates in spoken and written English in order to achieve language goals related to settlement needs and the need for further education and training. (Hinkel,2005) McPherson also recognises a specific type of approach for asylum seekers and those who have experienced trauma and the tortures of War. That their physical, Social and psychological needs require specialist attention. Assuming that many of these individuals are likely to feel overwhelmed, out of control as well as possessing memory loss and poor concentration it is likely that they will have difficulty with the amount of control and concentration that is associated with language learning. (Hinkle, 2005) Perhaps a solution might be to make ESOL classes more flexible and the level of participation and communication compliant with the needs of the students. Many of McPherson’s findings inspired the government in Australia to make significant changes to their systems of resettlement and language instruction. What then have the g