The And The Great Gatsby - 877 Words

I consider myself relatively adequate in terms of my writing skills. In highschool I spent a majority of my freshman year reading classics and analyzing the themes and motifs in said novels. My main issue was development because I felt that most statements or inferences could be made in terse arguments. By sophomore year I found my struggle to be the absolute opposite with issues in condensing my writing pieces. While I did spend a majority of my highschool experience dealing with various writing difficulties, I was able to overcome them and they left me prepared for a challenge. In the beginning of freshman year we were told to choose ten novels, within reason, that we found somewhat intriguing and given a list of essay topics that were broad enough to apply to any of the novels. I chose mostly classics because I thought they would help me in junior year for the New York State english regents exam. I read standard novels such as Frankenstein, Les Miserables and The Great Gatsby which at the time I considered relatively difficult to analyze because I usually struggled with development of themes and symbols. My solution was to read more essays and take notes of their development so I could apply it to my own writing. While I was able to establish a solid basis of my writing skills when dealing with literature, I was aware that narrative or persuasive essays were extremely difficult for me. My out of school readings were mostly playwrights since I was extremely intriguedShow MoreRelated Great Gatsby1497 Words   |  6 PagesIn chapter 3 of The Great Gatsby Ni ck is invited to one of Gatsby’s extravagant parties. He arrives only to find he doesn’t know where Gatsby is, and then he runs into Jordan Baker. Together they set off to find Gatsby and they head to the library where they find â€Å"Owl Eyes†, a drunken man trying to get sober. After talking to â€Å"Owl Eyes† for awhile they head outside again where Nick unknowingly starts a conversation with Gatsby. After revealing himself, Gatsby tells Jordan that he would like to speakRead MoreThe Great Gatsby1141 Words   |  5 PagesThe Great Gatsby Paper The Great Gatsby, by F. Scott Fitzgerald, is told from the perspective of one of the main characters, Nick Carraway. Nick tells the story of a man named Jay Gatsby, who is his neighbor in the West Egg. Fitzgerald portrays Gatsby as a man who everyone wants to know and copy but deep down are very envious of him. Gatsby trusts few people and those whom he trusts know his life story. To everyone else, he is a mystery. Everyone seems obsessed with Jay Gatsby. For this reasonRead MoreThe Great Gatsby1080 Words   |  5 PagesThe Great Gatsby Don’t judge a book by its cover. In the novel The Great Gatsby, an aura of lies becomes an outward appearance. Gatsby creates a false background which is believed by most characters. Also, Gatsby pretends to be prestigious through the schedule he makes modeled after Benjamin Franklin’s virtuous schedule. Furthermore, Gatsby is a parallel to Biloxi such that he is the epitome of what Gatsby wants to be. Jay Gatsby puts on a mask of lies to court Daisy as shown by his falseRead MoreThe Great Gatsby1327 Words   |  6 Pagesï » ¿The Great Gatsby The Great Gatsby is too concerned with conveying a picture of 1920s American society to have relevance to modern readers. From what you have read of the novel so far and using relevant contextual information, give your response to the above view. The USA in the 1920s is remembered as the ‘Roaring Twenties’, an age of new life, of hedonism and opportunity following the horrors the Great War. The decade is synonymous with wealth, materialism and unprecedented freedom. F. ScottRead MoreThe Great Gatsby998 Words   |  4 Pagesadaptation of The Great Gatsby by F. Scott Fitzgerald, the director uses several visual techniques to emphasize and heighten the illusion of the American dream. These visual techniques include: Framing, color, lighting space. The most interesting type of framing repeated al throughout the film is the use of mirrors in trapping the characters in their surreal reflection. The director used this technique in more than one scenes, nevertheless this framing was used when Gatsby is about to meet aRead MoreThe Great Gatsby891 Words   |  4 Pagesconflict. F. Scott Fitzgerald’s groundbreaking novel The Great Gatsby has stood the test of time with its messages of how corruption, extravagance, and overindulgence can destroy people’s lives and relationships. Egotism can overtake the minds of virtually anyone who attempts to gain status and wealth. The gift of humility is something that would be hard to come by during the 1920’s in the American northeast. One character in The Great Gatsby that shows the vice of overindulgence is Mrs. Daisy BuchananRead MoreThe Great Gatsby951 Words   |  4 Pagesessay 　 The great gatsby, a novel by F.Scott Fitzgerald, is about the loss of innocence and societys downfall as they try to reach this dream. The goal is different for each person, as well as the loss. He or she has a chance of achiving wealth and happiness that sccompaniesit. The great gatsby believes that one can acquire happiness through the accumulaton of wealth and power. Fitzgerald uses images of the character Jay Gatsby, excessive wealth, and immoral actions with the characters to portrayRead MoreGreat Gatsby1147 Words   |  5 Pages   Charles de Montesquieu says that to become truly great, one has to stand with people, not above them. Throughout F. Scott Fitzgeralds novel The Great Gatsby , protagonist Jay Gatsby progresses as a hero through his dedication for love, his youthful dreams, and his Christ-like persona. His passion for love reflects in his greatness; for he proves commitment, dedication, and a loving soul for others. Jay Gatsby lives the model of the American Dream in a youthful and undertaking way. ExtravaganceRead MoreThe Great Gatsby1205 Words   |  5 PagesEnglish Essay Ââ€" The Great Gatsby The main theme of the novel The Great Gatsby focuses on the American Dream and it is portrayed through the life of Jay Gatsby. Through Gatsbys life we see the withering of the American Dream, a tragedy that struck Jays near finished dream. The American Dream is what many have hoped of achieving, it has existed in the past and is in the present. The American Dream gives people a goal that they can work towards, it also gives them a purpose in life. The AmericanRead MoreThe Great Gatsby1279 Words   |  6 Pagesdeep desire for Fitzgerald’s wealth, fame, money and material luxury. Both Gatsby and Fitzgerald idolize wealth and luxury and at last fell in love with a beautiful woman when they stopped at a military camp in the South. After, author fell in love with Zelda; he tried to convince her by attending reckless Saturday parties and wanted to win Zelda’s love by writing to earn money. In the novel, same thing happened with Gatsby, he devoted himself to acquire both name and fame and did his best to win

The Crystal Shard 26. Rights of Victory Free Essays

Wulfgar leaned back in his chair at the head of the main table in the hastily constructed Mead Hall, his foot tapping nervously at the long delays necessitated by the demands of proper tradition. He felt that his people should already be on the move, but it was the restoration of the traditional ceremonies and celebrations that had immediately separated, and placed him above, the tyrant Heafstaag in the eyes of the skeptical and ever-suspicious barbarians. Wulfgar, after all, had walked into their midst after a five year absence and challenged their long-standing king. We will write a custom essay sample on The Crystal Shard 26. Rights of Victory or any similar topic only for you Order Now One day later, he had won the crown, and the day after that, he had been coronated King Wulfgar of the Tribe of the Elk. And he was determined that his reign, short though he intended it to be, would not be marked by the threats and bullying tactics of his predecessor’s. He would ask the warriors of the assembled tribes to follow him into battle, not command them, for he knew that a barbarian warrior was a man driven almost exclusively by fierce pride. Stripped of their dignity, as Heafstaag had done by refusing to honor the sovereignty of each individual king, the tribesmen were no better in battle than ordinary men. Wulfgar knew that they would need to regain their proud edge if they were to have any chance at all against the wizard’s overwhelming numbers. Thus Hengorot, the Mead Hall, had been raised and the Challenge of the Song initiated for the first time in nearly five years. It was a short, happy time of good-natured competition between tribes who had been suffocated under Heafstaag’s unrelenting domination. The decision to raise the deerskin hall had been difficult for Wulfgar. Assuming that he still had time before Kessell’s army struck, he had weighed the benefits of regaining tradition against the pressing need of haste. He only hoped that in the frenzy of pre-battle preparations, Kessell would overlook the absence of the barbarian king, Heafstaag. If the wizard was at all sharp, it wasn’t likely. Now he waited quietly and patiently, watching the fires return to the eyes of the tribesmen. â€Å"Like old times?† Revjak asked, sitting next to him. â€Å"Good times,† Wulfgar responded. Satisfied, Revjak leaned back against the tent’s deerskin wall, granting the new chief the solitude he obviously desired. And Wulfgar resumed his wait, seeking the best moment to unveil his proposition. At the far end of the hall, an axe-throwing competition was beginning. Similar to the tactics Heafstaag and Beorg had used to seal a pact between the tribes at the last Hengorot, the challenge was to hurl an axe from as great a distance as possible and sink it deeply enough into a keg of mead to open a hole. The number of mugs that could be filled from the effort within a specified count determined the success of the throw. Wulfgar saw his chance. He leaped from his stool and demanded, by rights of being the host, the first throw. The man who had been selected to judge the challenge acknowledged Wulfgar’s right and invited him to come down to the first selected distance. â€Å"From here,† Wulfgar said, hoisting Aegis-fang to his shoulder. Murmurs of disbelief and excitement arose from all corners of the hall. The use of a warhammer in such a challenge was unprecedented, but none complained or cited rules. Every man who had heard the tales, but not witnessed firsthand the splitting of Heafstaag’s great axe, was anxious to see the weapon in action. A keg of mead was placed upon a stool at the back end of the hall. â€Å"Another behind it!† Wulfgar demanded. â€Å"And another behind that.† His concentration narrowed on the task at hand, and he didn’t take the time to sort out the whispers he heard all around him. The kegs were readied, and the crowd backed out of the young king’s line of sight. Wulfgar grasped Aegis-fang tightly in his hands and sucked in a great breath, holding it in to keep himself steady. The unbelieving onlookers watched in amazement as the new king exploded into movement, hurling the mighty hammer with a fluid motion and strength unmatched among their ranks. Aegis-fang tumbled, head over handle, the length of the long hall, blasting through the first keg, and then the second and beyond, taking out not only the three targets and their stools, but continuing on to tear a hole in the back of the Mead Hall. The closest warriors hurried to the opening to watch the remainder of its flight, but the hammer had disappeared into the night. They started out to retrieve it. But Wulfgar stopped them. He sprang onto the table, lifting his arms before him. â€Å"Hear me, warriors of the northern plains!† he cried. Their mouths already agape at the unprecedented feat, some fell to their knees when Aegis-fang suddenly reappeared in the young king’s hands. â€Å"I am Wulfgar, son of Beornegar and King of the Tribe of the Elk! Yet I speak to you now not as your king but as a kindred warrior, horrified at the dishonor Heafstaag tried to place upon us all!† Spurred on by the knowledge that he had gained their attention and respect, and by the confirmation that his assumptions of their true desires had not been in error, Wulfgar seized the moment. These people had cried out for deliverance from the tyrannical reign of the one-eyed king and, beaten almost to extinction in their last campaign and now about to fight beside goblins and giants, they longed for a hero to gain them back their lost pride. â€Å"I am the dragonslayer!† he continued. â€Å"And by right of victory I possess the treasures of Icingdeath.† Again the private conversations interrupted him, for the now unguarded treasure had become a subject for debate. Wulfgar let them continue their gossip for a long moment to heighten their interest in the dragon’s gold. When they finally quieted, he went on. â€Å"The tribes of the tundra do not fight in a common cause with goblins and giants!† he decreed to rousing shouts of approval. â€Å"We fight against them!† The crowd suddenly hushed. A guard rushed into the tent, but did not dare interrupt the new king. â€Å"I leave with the dawn for Ten-Towns,† Wulfgar stated. â€Å"I shall battle against the wizard Kessell and the foul horde he has pulled from the holes of The Spine of the World!† The crowd did not respond. They accepted the notion of battle against Kessell eagerly, but the thought of returning to Ten-Towns to help the people who had nearly destroyed them five years before had never occurred to them. But the guard now intervened. â€Å"I fear that your quest shall be in vain, young king,† he said. Wulfgar turned a distressed eye upon the man, guessing the news he bore. â€Å"The smoke clouds from great fires are even now rising above the southern plain.† Wulfgar considered the distressing news. He had thought that he would have more time. â€Å"Then I shall leave tonight!† he roared at the stunned assembly. â€Å"Come with me, my friends, my fellow warriors of the north! I shall show you the path to the lost glories of our past!† The crowd seemed torn and uncertain. Wulfgar played his final card. â€Å"To any man who will go with me, or to his surviving kin if he should fall, I offer an equal share of the dragon’s treasure!† He had swept in like a mighty squall off the Sea of Moving Ice. He had captured the imagination and heart of every barbarian warrior and had promised them a return to the wealth and glory of their brightest days. That very night, Wulfgar’s mercenary army charged out of their encampment and thundered across the open plain. Not a single man remained behind. How to cite The Crystal Shard 26. Rights of Victory, Essay examples

Impact Of Tax Determination Of Shine Homes And Charlie - Samples

Question: Discuss about the Impact Of Tax Determination Of Shine Homes And Charlie. Answer: Issue The important consideration of the main issue of the tax evaluation has been seen with impact of tax determination of Shine Homes and Charlie. The main consideration has been followed with Charlie being an employee of Shiney Homes Pty Ltd, who has been employed as a real estate agent. On the other hand Holmes has been seen to perform the landscaping as per the 4 wheeled Sedan. Based on the rulings of Section 6 of the Miscellaneous Taxation Rulings and Fringe Benefit Tax Assessment Act 1986 the main circumstances associated to the consideration of which particular fringe benefit tax shall be levied on the car (Richardson et al., 2014). Law Section 6 of the Miscellaneous Taxation Rulings and Fringe Benefit Tax Assessment Act 1986 Taxation rulings of MT 2027 Section 136 (1) Sub-section 136 (1) of the Miscellaneous Taxation Rulings of 2027 Section 51 of the Income Tax Assessment Act 1997 Miscellaneous Taxation Rulings of 2027 Sub-division F of Division 3 Taxation rulings of IT 112 Section 51 of the Income Tax Assessment Act 1997 Newsom v Robertson (1952) 2 All ER 728; (1952) Simon in Taylor v Provan (1975) AC 194 FBT Act 1986 Fringe Benefit Tax Act 1986 TR 94/25 Section 5 of the Fringe Benefit Tax Act 1986 Subsection 51 (1) of the Income Tax Assessment Act 1936 Subsection 51 (1) of the ITAA 1997 Section 5 of the Fringe Benefit Tax Act 1986 Tubemakers of Australia Ltd v. FC of T 93 Application The important consideration as per the taxation rulings of MT 2027 has been duly stated under the sub-section 136 (1), which has duly stated about the use of assessment of the income based on the employee which shall be considered for the private usage. Despite of this sub-section 136 (1) is seen to be defined as per the operational valuation method for the business journey seen to be with the use of car and made in form of the employers associate. As per the paragraph 3 of the Miscellaneous Taxation Ruling the requirement of the logbook has been seen to be identical with the business kilometres travelled by the use of the operating cost model. The various depictions made form the case study has been able to highlight on the total distance of 50,000 km for work purpose. The determination of the fringe benefit for the vehicle has been further seen to be applicable with the cost valuation model which applicable under sub-section 136 (1) of the Miscellaneous Taxation Rulings of 2027 (Ta ylor et al., 2015). The critical question arises in terms of the determination of the private and business use. Henceforth, the car is used by the employee with the exclusive association of generating assessable income of the employee. This has been further seen to comprise of the assessable income which needs to be considered with the business activity required to produce the assessable income as per the sub section 136 (1). The course of employment with the employee has been considered with the FBT and the same might be considered for the business use. In addition to this, the car has been made to use with the course of business and the same is carried on by the employee for the use in business (Lin Flannery, 2013). As per the evaluated case Charlie has been able to made use of the car during the term of the employment and the sole purpose if it has been see with the business activities. It has been further discerned that Charlie has made use of the car, as per the assessable income of the employee and the same has been able to attract the FBT. The main test results has shown the use of tax evaluation for FBT purpose and the same is seen to be defined as per income tax laws in ascertaining the deductible regulations based on section 51 of the Income Tax Assessment Act 1997. Based on the different types of evidences the expenditure incurred by Charlie for the vehicle can be fully considered for deductions as the expenditure has taken place for the employment use. Hence, this can be completely considered as per the deductions of IT. The determination of the differences among the business use of FBT can be regarded for raising the question whether Charlie will be able to incur the expenditure as per the use of the car and the expenditure based on the present case of Charlie which will be regarded for the income Tax (Adebisi Gbegi, 2013). The consistency of the present study of the case has been taken from the guidelines as per Miscellaneous Taxation Rulings of 2027, this has been further seen to be establishes as per the IT principles. The various types of the rulings of the study have been seen with Sub-division F of Division 3, for the assessment of income tax in terms of depiction of the vehicle expenses which are incurred by Charlie and Homes and the same is deductible in terms of the income tax (Grantley Taylor Richardson, 2014). The rulings based on taxation rulings of IT 112, has been able to consider the decision held with the case of Lunney and Hayley v FCT (1958), which has been further confirmed with the various circumstance leading to the travel from place of abode to place of work and the same has been considered as per private ordinary travelling. The travel to the pace of employment is considered with the various types of the pre-requisite which is mandatory in depicting the income and the same is not considered with the income earned. Henceforth, the distance travelled by Charlie to the place of work shall be considered as private and the considered that Charlie has used the car as per the course of employment which would not cause any change in the projections. It needs to be further understood that the course of employment is considered to be itinerant. As per the case Newsom v Robertson (1952) 2 All ER 728; (1952), the cost of barrister in travelling the distance from place of abode to the place of work would included in the expenses. The court has been further seen to acknowledge the various types of the travelling expenditure from the place of abode to the chambers and this has not amounted to any expenses (Blaufus et al., 2014). Employment duties of an Itinerant Nature: The main nature of the employment has been seen to be taken into consideration as per the travel expenses of the employees and the nature of the unemployment which has been considered to be itinerant inherently. The reference with Simon in Taylor v Provan (1975) AC 194 has been considered with the travel of Charlie in regards to the employment travel formed in the portion of the work. Additionally, the employment travel has been based on the fundamental part of the work. Based on FBT Act 1986, Charlie has been seen to use the car for the employer which has been also seen to be based on the part usage of private use. The various cost consideration by Charlie has been further able to depict on the cost such as insurance, repairs and registration. Henceforth, Charlie has considered the FBT deductions as per the work related concerns as the use was mainly seen with gaining or producing of the assessable income (Burkhauser et al., 2015). Car parking fringe benefit: The fringe benefit may seen to originate as per the benefits provided to the employer and the car parking facilities considered with the aforementioned factors. The car is seen to parked in the owned premises under the control of the provider The car is further seen to be parked for more than four hours The leasing of the car has been further seen to be done as per the employment of the employees The vehicle has been further seen to travel between home or work for a minimum of one day It has been further discerned that there is commercial parking station which has seen to be situated in the commercial parking station and is suspected to imposition of parking fees as per the radius in one kilometre of the premises. The main form of the factors evident has been further seen to be based on different types of depictions which show that Shine Homes was charged fees of $200 each week. It has been considered that the car was parked in the garage of Charlie and controlled by the provider. It has been further discerned that vehicle was provided for employment purpose and the barrister has used it for travelling from home to workplace. The fringe will be considered with the deductions as per Charlie and Homes as per employee (Zucman, 2014). FBT on accommodation: As per the provision of Fringe Benefit Tax Act 1986, the provision to represent the entertainment has been seen with accommodation, recreation linked with the entertainment. The various considerations have been further seen to be evident with the minor accident which led to vehicle unusable for two weeks. The following incident has taken place a week before Charlies wedding and the decision of Shine Homes for hiring of the car for a particular period for allowing Charlie to attend the honeymoon. In addition to this, Sine Homes has been seen to pay for the honeymoon accommodation of Charlie. The present circumstances are considered in accordance with the FBT provisions and attract liability of tax for entertaining the employees for a weekend tour at the place of tourists for offering holiday. The given scenario has been further able to consider the cost incurred in the accommodation trip for Charlie and the same was not seen to be claimed for deductions. It has been however seen that Charlie needs to declare the allowance in the tax return as an income. Fringe Benefit Tax consequences of Charlie Homes As per the rulings of taxation TR 94/25 is seen to be applicable as the taxes which are held liable under section 5 of the Fringe Benefit Tax Act 1986. The various rulings have been further able to consider the tax associated to fringe benefit. The specific rulings has been further seen to be considered with the timing in the fringe benefit consideration and tax instalment of fringe benefit which has been seen to be incurred as per subsection 51 (1). As per the rulings taxation TR 94/25 or the instalments as per the fringe benefit tax are generally based on the depiction of the assessable income which has been further seen to be considered under the deduction as per the subsection 51 (1) of the ITAA( Richardson et al., 2015). The liability based on the Fringe Benefit Tax for Shine Homes which has been seen with commonwealth legislation. As per the section 5 of the Fringe Benefit Tax Act 1986, tax will be normally considered as per the accordance with the fringe benefits as per the taxable income. As per the cited reference Tubemakers of Australia Ltd v. FC of T93, the fringe benefit sum comprising of the total amount considered with the ordinary case with the various types of the values allocated to the multiple Fringe Benefit by Shine Homes to the employee Charlie (Mertens Ravn, 2013). The scenario has been evident with the different expenses like honeymoon accommodation, fees for parking and the expenses which are incurred with producing of the assessable income. The compliance of the subsection 51 (1) of the ITAA 1997 has been taken into consideration as per the assessable income seen to be related to the going concern of the business and the deductible expenses (McKerchar Lavermicocca, 2013). Conclusion: It can be further concluded that the case study has been related to the fringe benefit expenses and the events which are seen to be taxable as per FBT Act 1986. The study has considered relevant with the sections and the application of the case laws which has arrived at the decision associated with the car fringe benefit. The vehicle has been seen to be used in the assessment of the income of the employee and the various concerns of FBT. References Adebisi, J. F., Gbegi, D. O. (2013). Effect of Tax Avoidance and Tax Evasion on Personal Income Tax Administration in Nigeria. American Journal of Humanities and Social Sciences, 1(3). https://doi.org/10.11634/232907811301328 Blaufus, K., Eichfelder, S., Hundsdoerfer, J. (2014). Income Tax Compliance Costs of Working Individuals: Empirical Evidence from Germany. Public Finance Review, 42, 800829. https://doi.org/10.1177/1091142113488162 Burkhauser, R. V., Hahn, M. H., Wilkins, R. (2015). Measuring top incomes using tax record data: a cautionary tale from Australia. The Journal of Economic Inequality, 13(2), 181205. https://doi.org/10.1007/s10888-014-9281-z Lin, L., Flannery, M. J. (2013). Do personal taxes affect capital structure? Evidence from the 2003 tax cut. Journal of Financial Economics, 109(2), 549565. https://doi.org/10.1016/j.jfineco.2013.03.010 McKerchar, M., Lavermicocca, C. (2013). The impact of managing tax risk on the tax compliance behaviour of large Australian companies. Australian Tax Forum, 28, 17. Mertens, K., Ravn, M. O. (2013). The dynamic effects of personal and corporate income tax changes in the United States. American Economic Review. https://doi.org/10.1257/aer.103.4.1212 Richardson, G., Taylor, G., Lanis, R. (2015). The impact of financial distress on corporate tax avoidance spanning the global financial crisis: Evidence from Australia. Economic Modelling, 44, 4453. https://doi.org/10.1016/j.econmod.2014.09.015 Richardson, G., Taylor, G., Wright, C. S. (2014). Corporate profiling of tax-malfeasance: A theoretical and empirical assessment of tax-audited Australian firms. eJournal of Tax Research, 12(2), 359382. Taylor, G., Richardson, G. (2014). Incentives for corporate tax planning and reporting: Empirical evidence from Australia. Journal of Contemporary Accounting and Economics, 10(1), 115. https://doi.org/10.1016/j.jcae.2013.11.003 Taylor, G., Richardson, G., Taplin, R. (2015). Determinants of tax haven utilization: Evidence from Australian firms. Accounting and Finance, 55(2), 545574. https://doi.org/10.1111/acfi.12064 Zucman, G. (2014). Taxing across Borders: Tracking Personal Wealth and Corporate Profits. Journal of Economic Perspectives, 28(4), 121148. https://doi.org/10.1257/jep.28.4.121

The Wilding of America Essay Example

The Wilding of America Paper Before we look at the entire word. Lets break It down. The root of wilding is obviously wild. According to Dictionary. Com, wild is an adjective, an adverb and a noun and it has an idiom of run wild as follows: Run wild: a) to grow unchecked; b) to show lack of restraint or control. Now, by adding the inning does it become a whole new meaning, or is it right on course? Is tit way of life? Is it fulfillment of the American Dream? Is it criminal? Is it only Inflicted on Individuals? Is It political? Does It happen In corporations? In churches? The answer: All the above. Wilding holds no bars. It Is the extreme selfishness at best, a form of narcissism, with total disregard for individuals, communities, churches, parents, or even children. The term wilding was first introduced In 1989 after a rich, white woman, who was logging In Central Park, was attacked and raped by black teenage boys from the Inner city. According to the press reports, it was a term the youths themselves used to describe their behavior (Drabber 2). The term wilding was then associated with wealth, class, and race. It would soon take a shocking and not so subtle turn. Is It wilding If a husband of the same race and class kills his wife? Is this were ultimate selfishness kicks in? The Charles and Carol Stuart story answers these questions. On October 23, 1998, Just six months after the attack at Central Park, Charles and Carol Stuart, then 8 months pregnant, were walking to their car after attending a birthing class. They got In their car and minutes later Mrs.. Stuart was shot dead. We will write a custom essay sample on The Wilding of America specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Wilding of America specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Wilding of America specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Charles Stuart proclaimed that It was a black man who had shot his wife. To corroborate his story, Charles Stuart went so far as to shoot himself in the stomach. Months later, the nation was stunned. The murderer, her husband. The motive, he had the American Dream to open a restaurant using the life Insurance money (Drabber 4). So now wilding Is compacted Into the family unit. The Stuart case kicked off what I call Family unit Wilding. Lets not forget that soon to follow were the Maddened brothers who were of a wealthy family. They killed their parents and lived the high life they longed for until they were caught and convicted. Susan Smith. She was the white mother who took her children. Strapped them to the back seat of her car, and drove her car into a lake. Killing drowning her win children. Why? Her rich boyfriend did not want children. (She also blamed this heinous act on a black man. ) Scott Peterson, he killed his pregnant wife, Lacy, in order to continue an affair he was having with Amber Frey. Locally, we have well known sportscaster Vince Marseille. He disguised himself, wrote a to do list and killed his wife because she was divorcing him due to bigamy. Family unit Wilding has run amok. Although wilding was coined In America In 1989, Anthropologist Colic Turnbuckle experienced wilding first hand In 1964 when he lived among the k people of Uganda (Drabber 5). However, for the k, wilding was more of a form of survival. They would lie FIFO or melamine Ana teen would consoler anyone, even Tamely, won was SICK or malnourished as a threat or a waste of food. The k all but partied when a family member would die because that would mean more food, etc. For them. They even went so far as to kill their own children, family members for food. Aside from violent wilding, we have corporate or economic wilding. We have the corporations of Merrill Lynch, Enron, and Martha Stewart, who all played the stock market at the expense of others to personally gain a profit. I am sure that if one looked hard enough they would discover that corporate wilding existed with the Rockefeller and even the Kennedys. Now, recently, we have Bernard Maddox who admitted to defrauding clients for billions of dollars in a massive Opinion scheme in which he took new money from investors to pay off existing clients who wanted to cash out. Additionally, although it is relatively occurring at present, we have a national debate as to whether Alga has exercised wilding. Did they take money that rightfully belonged to the people of America in order to give 73 executives in their reparation a million dollar bonus or do these bonuses have merit? This story is still playing out and has yet to me seen. I personally see corporate wilding through and through. The most gruesome type of corporate wilding appears in the companies that make a huge profit at the expense, not only of Americans, but of those from other countries who work practically as slaves. Of course, I am sure that there is no one in business to make others rich, but since when do American companies take so many Jobs away from Americans and out of the United States and give them to other countries at a seer expense. How is it these countries can do the work for so much less? We all know the answer to this and wonder how corporations allow it. The three children of Sam Walton, deceased owner of Walter, were all named one of this years billionaires. How can they be so proud of that. They have made their fortune knowing that 17 year old girls and younger are living in slave like conditions working 20 hours a day to mass produce their products. These women and children for that matter are making pennies an hour, get a 40 minute lunch break and are allowed only two bathroom breaks. Heaven forbid they call out sick, they lose income already earned (Drabber 62). How much are their supervisors making? The government tried to put an end to this by inspecting the factories, facilities, etc. , but all inspections were announced. Hence, why bother! Kudos to the companies that have discovered this was happening with their own products and put an end to it. Wilding has also nested a place in religion. Charles Drabber stated Wilding in the church is then, arguably, the most dangerous type (Drabber 84). Does individualism overpower a belief or a message? We have Jimmy Swaggers and Jim Baker who admittedly preached about morals and values, yet had affairs with prostitutes nonetheless. We have John J. Goanna who was one of many priests in Boston who molested children. Cardinal Bernard Law, a highly respected and valued member of the church, sealed his fate when he attempted to cover up the Boston molestations by transferring the priests to other archdioceses. Religious wilding and corporate wilding are very similar in these aspects. Hurricane Strain. What kind of wilding would one associate with this horrific, life canalling, analogical numerical? As tenure personal winning: survival winning? Government wilding? Economic wilding? Media wilding? Yes, there was. First, lets talk about the media wilding, my personal peeve. The national media made out like bandits and were chomping at the bit regarding this hurricane. They showed stories of people dying, hurting, starving, stealing, shooting, and trying to get out. They were here, they got in. Were they going after ratings at the expense of people lives? Why didnt they bring in any food, water, tents, first aid kits? They got in to do the stories. Why couldnt they help people out? The media showed what they wanted you to see. Chaos! Anderson Cooper was right there in the thick of it watching old women struggle to get up a bridge. Why didnt he put his microphone down to go assist? Why didnt the cameraman? The media did not show survival wilding and that the majority of people looting were doing so to survive. They showed people walking out with televisions, tennis shoes and guns. What about the people walking out with food, and water and sharing that with other? They showed police shooting, arresting, and even occasionally sleeping in high rise garages. What about showing the police and military who were working for over 48 hours straight who were exhausted, had not eaten in days and were still walking through infested water to save people? All sorts of wilding was present during and far after Hurricane Strain. There were helicopter pilots who were being shot at. There were nursing homes that did not evacuate the members, all died. There were gas and other price gouging prevalent all over the southeast United States. There were faulty and negligent insurance claims made. There was lack of government support. Contractors contracting to do house repairs, getting paid, not doing the work and skipping town. There were people charging to do work that other volunteers would do for free. Wilding during and after Hurricane Strain was rampant to say the least. Student wilding also has been going for years and years. Although it seems to be more prevalent now then ever more so due to advances in technology. There are essays that are for sale on the internet or even on the campus. There are codes that can be formed during tests. There are discs being sold with answers on them. There re sales of the professors study guides with tests in them. If one looks hard enough, a cheat sheet or quick fix are out there. Who does this benefit though? Yes it might get you that A you are looking for, but on the flip side it does absolutely nothing to help you in the future. So you get an A in this class, and then take the requisite class and have no clue what the professor is talking about. The only people benefiting from this are the ones making the buck. There are even books on how to cheat. The author of these books sees nothing wrong with it claims its his First Amendment eight (Drabber 50).

What Is AP Seminar Should You Take It

What Is AP Seminar Should You Take It SAT / ACT Prep Online Guides and Tips If your school offers AP Seminar, you might be wondering what it's all about. This AP class is great for students who want to challenge themselves and learn more about the independent research process before starting college. In this guide, I'll give you an overview of what AP Seminar entails, a sample course outline, advice on whether you should take the course, and some tips on how to do well in it. What Is AP Seminar? AP Seminar is one of the course requirements for the AP Capstone Diploma and the AP Research and Seminar Certificate, both of which were introduced by the College Board in fall 2014. If you take and pass AP Seminar, AP Research, and four other AP courses and exams, you will earn the AP Capstone Diploma. If you take and pass just AP Seminar and AP Research, you'll earn an AP Research and Seminar Certificate.Both of these actions are impressive accomplishments that demonstrate your ability to successfully manage college-level academic challenges. AP Seminar offers studentsan introduction to conducting independent analysis of complex ideas across various disciplines.It involves reading and understanding advanced source material in the form of texts and other media. You are expected to synthesize information from different sources, and formulate research questions based on these source materials. You'll elaborate on these ideasthrough essays, oral presentations, and team projects.The goal of AP Seminar is to provide students with the tools to evaluate information accurately and make compelling, evidence-based arguments. Your seminar curriculum might be connected to another AP course you take,meaning you'd explore themes that relate to that course when constructing research projects for AP Seminar. For example, your school might offer aclass titled "AP Seminar: American Studies" that is for students who are concurrently enrolled in AP US History. AP Seminar can also function as a stand-alone class. For example, it could be called something like "AP Seminar: Networks" and offer a focus on the impacts of societal networks from various perspectives. AP Seminar: Social Networks. You must write your research paper in the form of a series of tweets. Wait, that actually sounds kinda fun. What Will You Do in AP Seminar? The AP Seminar curriculum is framed around what the College Board callsfive "Big Ideas."These ideas are all pretty buzzword-y (their first letters spell Q.U.E.S.T.- need I say more?), but they cover the main educational goals of the class. Below are the five Big Ideas of AP Seminar and what they mean: Big Idea 1: Question and Explore This idea is about encouraging students to embrace intellectual curiosity and develop their own points of view.Learning to consider issues from different perspectives is also an important part of this. You'll be introduced to the complexity of societal problems and learn how to view them in a larger context. This is where you start to build a strong foundation for the process of coming up with meaningful research questions. Big Idea 2: Understand and Analyze This Big Idea is about learning to read critically and reach the heart of an author’s argument. You'llpractice avoiding oversimplification and generalization when describing the points made by others. You'll alsolearn how successful arguments are formulated as well asthe importance of counterarguments, context, and the ability of an argument to influence behavior. Big Idea 3: Evaluate Multiple Perspectives With this idea, you'll learn that a person’s perspective is heavily informed by his or her background and worldview. You'llalso consider your own biases and how these might impact your reading and interpretation of an argument. Big Idea 4: Synthesize Ideas This is about creating an effective argument from your ideas.You'lllearn how to formulate a clear line of reasoning and how to avoid overgeneralizations. In addition, you'llbe taught how to collect evidence while steering clear of plagiarism. Big Idea 5: Team, Transform, and Transmit This one is about teaching students how to do their best work in a team environment (as you might've guessed from its cringeworthy name). The main focuses here are self-reflection, revision, and developing both good communication and effective presentation skills. Class discussions also play a large role in AP Seminar in the form of debates, group discussions, and reflection on open-ended questions associated with the course material. How These Big Ideas Are Put Into Practice These five Big Ideas manifest in AP Seminar in a series of tasks and lessons, whichinvolve the following: Exploring one or more different themes by making connections across subjects and looking at them from various perspectives Learning to fully appreciate and understand issues by viewing them in different contexts and across different types of sources (writing, performances, broadcasts, etc.) Learning to avoid plagiarism (very important for college!) while using the ideas of others for support in your own work Working collaboratively on a team project to evaluate a real-world issue and present the findings in a written report and presentation Working independently to come up with a research question and to formulate an argument that culminates in a written report and presentation AP Seminar will teach you many core skills that are important for college-level research,and it'll give you the tools you need for the AP Research course (which most students take the following year). In the next section, I'll give you an example of how a real AP Seminar course might be structured. Team, Transform, and Transmit: stage one of a bizarre cult initiation, Big Idea, or both? AP Seminar Sample Course Outline AP Seminar is a class that often weaves through many different subject areas. Since the goal is to gain a better grasp of the complexity of opinions on societal issues and to use your newfound understanding to do more effective, self-driven research, it covers a lot of ground. In this example (which I'm basing off a real syllabus I found online), the AP Seminar course was divided into three units for the first semester: Unit 1: Questioning Modernity This unit's focus is on introducing the main concepts behind AP Seminar. This includes learning about the process of inquiry, understanding complex arguments, and becoming familiar with rules for avoiding plagiarism.This particular unit is graded based on participation, a 250-word reflection paper, and a group presentation. In keeping with the theme of contemporary culture, source materials include the famous T. S. Eliot poem "The Love Song of J. Alfred Prufrock," a book by Steven BesttitledThe Post-Modern Turn, and an article fromForbestitled "Is Facebook Making Us Anti-Social?" Unit 2: Perception- Arguing Money This unit is a continuation of the learning experience in the first one but with a focus on advanced topics related to wealth and poverty. This unit also emphasizes viewing issues from different perspectives. It is assessed based on participation, a 400-word reflection paper, and another group presentation. Source materials for the unit include Adam Smith's Wealth of Nations,The Communist Manifesto,and Andrew Carnegie's essay "The Gospel of Wealth." Unit 3: Mastering Education This final unit in AP Seminarbrings together concepts learned in the previous units to discuss topics in education. It is graded based on participation, a 500-word argumentative paper, a 500-word reflection paper, and another group presentation. Source materials for this unit include the film Waiting for "Superman" and several scholarly articles on The Common Core. "Oh, is that what I'm supposed to be doing?" Education is complex. In the second semester of the class, students will use the skills they learned in the first three units to take on larger challenges in the form of two research projects and the final exam. Each of these assignments makes up a portion of the final AP score. Team Project and Presentation (25% of AP Score) The first assignment is a team project and presentation, worth 25% of the final AP score. Students collaborate in teams of three to six to identify a problem or question they want to research. Each student does research individually and presents his or her findings to the group. The group then works together to compile a written report and an approximately 10-minute class presentation, followed by a defense of their argument based on questions posed by the teacher. Each student will also write a reflection on the project as a whole, detailing their collaborative process and approach to both research and problem-solving. The entire project takes place over the course of about two months. Individual Research-Based Essay and Presentation (35% of AP Score) The second assignment, worth 35% of the AP score, is an individual project. For this part of the course, the College Board releasessource materials on a certain topic or theme that students are expected to use in their research.The final paper must use at least one of these sources. Students are expected to produce a 2,000-word written argument, a six- to eight-minute oral presentation, and a defense of their argument based on two questions posed by the teacher. Students will have around two months to complete this project. Final Exam (40% of AP Score) The final exam for AP Seminar consists of three short-answer and two essay questions. The short-answer questions ask students to analyze an argument from a single source. For one essay question, students must compare arguments from different authors, whereas for the other, they must formulate their own evidence-based argument. Seven sources are given to students for use on the final exam questions. If a featureless white blob creature can do research, so can you. You can see from this outline that AP Seminar stretches across a variety of topics, and there's quite a bit of freedom to choose what you want to research in the second half. Overall,AP Seminar is focused on teaching you how to think critically,which is a big departure from many high school courses that just serve to convey specific information. AP Seminar is clearly a more abstract course- but also potentially a more valuable one. Should You Take AP Seminar? If you hope to earn an AP Research and Seminar Certificate or an AP Capstone Diploma, you need to take AP Seminar.The AP Capstone program culminates in a 5,000-word research paper that is completed in the AP Research class- an impressive accomplishment for a high school student! Even if you don't go on to earn the AP Capstone Diploma, you will learn highly valuablecritical- thinking and research skills in AP Seminar.Students who take itmight place out of introductory college courses or earncollege credits. AP Seminar can also help you avoid academic shock when you get to college.Many high school students have never done in-depth research and therefore don’t know how to begin when they’re tasked with their first big project in college.If you take this AP class, you'll be ahead of the curve in understanding proper research methods and in learning to avoid both unreliable information and plagiarism. Lastly, AP Seminar can be a fun experience because it gives you the opportunity to debate important issues with your classmates and work on a project that interests you.There is a level of independence in the seminar-style classthat is absent in most other high school classes, which might appeal to students who prefer to explore ideas on their own terms. If you're an independent, driven student who ishoping to attend a competitive college, AP Seminar might be a great course for you. AP Seminar will allow you to start forging your own academic path before you even get to college. How to Do Well in AP Seminar: 3 Essential Tips What you'll need to do to succeed in AP Seminardepends partly on the format and subject area of the class since ithas a lot of flexibility in its structure, teaching methods, and topics.Here are some general tips for success: #1: Be Open-Minded AP Seminar mainly deals with analyzing differing perspectives, so try toapproacheach reading with a willingness to listen and think critically about the author’s opinion, even if it doesn’t align with your own.This will enable you to adopt a wider view of issues and appreciate their complexity.These skills are critical if you hope to be successful in your research projects. #2: Participate in Class Class discussions are very important in AP Seminar.Even if you’re not usually big on participation, you should make an effort to contribute to every discussion. Being able to actively engage with your peerswill enhance your understanding of the material and allow you to carry out productive conversations with others in your class who might see things differently. #3: Keep Up With Assignments This is important in any class, but it's especially critical in AP Seminar.Since you’ll be reading and absorbing a lot of material, it’s important not to fall behind the rest of the class.Participation relies on a thoughtful reading of the course material, and it’s hard to do that if you’re trying to play catch up with assignments that were due earlier. Because you’ll be doing research projects both independently and with a team, always stay on top of deadlines to avoid getting overwhelmed or letting down your teammates! Learning how to communicate ideas effectively is a major part of AP Seminar. Conclusion: The Benefits of Taking AP Seminar Critical thinking and the ability to logically evaluate arguments are key skills that'll help you in all aspects of your life. AP Seminar can be a very practical course if you're up for the challenge. You'll have three major assessments: A team research project An independent research project A final exam Throughout the course, you'll be asked to read a variety of source materials and participate in class discussions. You'll learn about proper research methods, argumentative techniques, and the importance of looking at issues from all sides. Students who take AP Seminar can then go on to take AP Research, which offers students even more independence in choosing research topics. AP Seminar is essentially an opportunity for advanced students to get some experience with the types of assignments and expectations that are common in college classes. Take this class and you'll be way ahead in the game! What's Next? Still planning out your schedule? Use this guide to help you decide which AP classes to take. If AP courses seem kind of intimidating, check out this article to learn just how hard they really are- and to decide whether you are up for the challenge. To learn more about creating a class schedule that'll give you the best chance of attending a top college, read this article on what a rigorous course schedule looks like. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Case Study Healthcare Provider Essay Example for Free

Case Study Healthcare Provider Essay Game (151) , Plan (45) company About StudyMoose Contact Careers Help Center Donate a Paper Legal Terms & Conditions Privacy Policy Complaints A large, regional healthcare provider is developing a new, integrated wellness and prevention program (IWPP) for their patients. This involves developing an overarching strategy and aligning existing prevention capabilities. The client has employed Point B to facilitate the development of the plan’s strategy, conceptual design, and roadmap for initial implementation. Describe how you would approach this effort. Broadly, the approach has three steps starting with the leadership team and then engaging the entire organization: I. Leadership Strategy Development and Plan II. Organization Engagement and Strategy Refinement III. Initial Implementation I. Leadership Strategy Development and Plan Once the leadership participants are confirmed with the sponsor, facilitated workshops will be structured to shape the key deliverables: business strategy, conceptual design and roadmap. Workshops will focus on: Finding a common understanding of what is a successful IWPP. This includes: †¢ Identifying current challenges for the healthcare provider as a whole and specific to an IWPP †¢ Agreeing to the existing strengths overall but with a focus on existing prevention capabilities †¢ Understanding what has and has not worked in the past †¢ Defining a common IWPP vision and values Defining what capabilities are needed and how to measure a successful IWPP. Capabilities will shape the conceptual design and span such things as: †¢ Technology †¢ Business processes †¢ Applications †¢ People/organization structure †¢ Information †¢ Geographic location Identifying the activities (immediate and future) to create a new IWPP. For example: †¢ People – assessing the organization’s culture and behaviours for integrative wellness, prevention and medical care †¢ Process – redesign business processes to emphasis case management and cross organization collaboration per patient(s) or member(s) †¢ Technology – data conversion to a common rollout schedule for compliance standards across the network e.g. ICD 10 Activity timing will determine when capabilities are in place to chart a roadmap of changes to the organization. II. Organization Engagement and Strategy Refinement The second step is the most intensive and often the most overlooked when developing strategy. The leadership team will be required to engage the broader organization to test the strategy, conceptual design and roadmap. This requires cascading participation from management, team leaders and front-line staff. For a healthcare provider this is critical given the complexity and diversity of the network (complementary service providers, insurers, medical providers, members and patients). Input is also required regarding how best to monitor progress, to measure outcomes and to continuously collect feedback once implementation is  underway. Step II has the following benefits: †¢ Improve the leadership team’s work by adding operational detail †¢ Create strategy awareness so the organization’s day-to-day decision making better aligns with the strategic vision and intent. †¢ Start to foster ownership and champions for IWPP changes The third step focuses on identifying the activities that can be implemented first. Activities will be assessed by not only business value to achieve a new IWPP but also by other planning constraints such as the availability of people with the right skills, funding and interdependencies with existing project work. Step III also requires the establishment of implementation processes to monitor progress, to measure outcomes and to continually improve implementation methods based on feedback. Case Study Healthcare Provider. (2016, Mar 25). We have essays on the following topics that may be of interest to you

Respond Assignment Example | Topics and Well Written Essays - 250 words - 1

Respond - Assignment Example In my point of view, the best example of my words is music industry. Lyrics to modern popular songs almost always include coarse language, especially it can be witnessed in rap songs. Sexual relationships, racism and other taboo topics are broached by many performers. It is done mainly to offend their opponents or to simply to get a good PR. But the worst thing is that public condones and even encourages that. 2. Last century may boast with an impressive amount of films. Some of them were good, real opuses, while others turned out to be simple flicks. But there was one film which was a huge sensation and gave birth to dozens of remakes. I am talking about the very first episode of the James Bond film series. It is called â€Å"Dr. No†, shot back in 1962 and since that time there have been made more than 20 films about this MI6 secret agent. Moreover, the traces of James Bond films can be found in tons of other thrillers and spy movies. The one of most recent rehashes of it is the film called â€Å"Kingsman: The Secret Service†. Of course, the plot of this movie somehow differs from traditional James Bond style; however, the theme of secret agents and their incredible spy gadgets was undoubtedly borrowed from the 007 Agent’s

Press Releases & Networking - Pitching the Story Pitching the Story Essay

Press Releases & Networking - Pitching the Story Pitching the Story - Essay Example Lastly, conclusions are drawn regarding the effectiveness of design and appeal of pitch letter and the impact it was able to make on public image of the company. Introduction Every business acknowledges the fact that marketing, building public relations and gaining spotlight on media is pivotal for success of its operations. For this purpose, management of all incorporations are engaged in the practice of pitching stories to journalists and media persons, seeking to be heard and talked about on media without spending of excessive costs. In a research, practitioners were found to be involved in writing seven pitch letters per month on an average (Napoli et al. 370). This practice is traditional, being followed since decades and shall always play an essential role for marketing of businesses (Rubel, n. p.). However, the only thing that has changed is the mode of communication and types of media broadcasting them. It began from paper media, turned to electronic and digital media and is currently resting on the internet resources: conventional media has lost its dominance (Waters et al. 242). Considering these factors, a pitch letter has been drafted and its planning and follow-up procedures have been discussed in the subsequent sections. Part 1: Pre-Pitch The company represents a restaurant, part of a large food chain, that serves its local customers with various cuisines for lunch and dinner meals while regular breakfast and fast food items for catering younger tastes. The customers targeted mainly are those living in nearby vicinity. Mostly, the customers it aims at range between age groups of 18 to 50 years. Fast food items are available to entertain younger customers who frequently hang out with their friends while unique cuisines are offered for enthusiasts and food lovers of mature ages. Other customers include one-off walk-in families or gatherings on weekend dine off meals. Rarely, this outlet might be able to cater tourists and foreigners by offering uniq ue traditional meals that might interest them. Media outlets vary in forms and need to be selected very carefully as each generate a different impact on audience. In today’s technology savvy era, internet media, online bloggers and social media networks have sabotaged the significance of paper media. The remaining market share is captured by digital media, including TV and radio. As a result, selecting paper press media as connector seems highly ineffective as only a minute proportion of audience relies on it. On the other hand, targeting digital media might be most difficult as it needs high quality relationships, expenditures and networking to be able to fall under its radar. Since target customers include significant proportion of teenagers and younger generations, it shall be essential to be heard on platforms where they focus their most of the attention: social networking portals and online blogs. Researchers have acknowledged the vitality of converting businesses into a form acceptable by social media (Anderson and Swenson n. p.). Moreover, many journalists are reported to have grabbed thousands of stories from social

Edgar Schein Model Essay Example for Free

Edgar Schein Model Essay The term â€Å"Organization culture† refers to the values and beliefs of an organization. The principles, ideologies as well as policies followed by an organization form its culture. It is the culture of the workplace which decides the way individuals interact with each other and behave with people outside the company. The employees must respect their organization’s culture for them to deliver their level best and enjoy their work. Problems crop up when individuals are unable to adjust to a new work culture and thus feel demotivated and reluctant to perform. Who is Edgar Schein ? Edgar Henry Schein born in 1928 is a renowned professor at the MIT Sloan School of Management who has studied extensively in the field of organization management. Edgar Schein model of organization culture According to Edgar Schein Organizations do not adopt a culture in a single day, instead it is formed in due course of time as the employees go through various changes, adapt to the external environment and solve problems. They gain from their past experiences and start practicing it everyday thus forming the culture of the workplace. The new employees also strive hard to adjust to the new culture and enjoy a stress free life. Schein believed that there are three levels in an organization culture. 1. Artifacts The first level is the characteristics of the organization which can be easily viewed, heard and felt by individuals collectively known as artifacts. The dress code of the employees, office furniture, facilities, behavior of the employees, mission and vision of the organization all come under artifacts and go a long way in deciding the culture of the workplace. Organization A No one in organization A is allowed to dress up casually. Employees respect their superiors and avoid unnecessary disputes. The individuals are very particular about the deadlines and ensure the tasks are accomplished within the stipulated time frame. Organization B The employees can wear whatever they feel like. Individuals in organization B are least bothered about work and spend their  maximum time loitering and gossiping around. The employees use derogatory remarks at the work place and pull each other into controversies. In the above case, employees in organization A wear dresses that exude professionalism and strictly follow the policies of the organization. On the other hand, employees in organization B have a laid back attitude and do not take their work seriously. Organization A follows a strict professional culture whereas Organization B follows a weak culture where the employees do not accept the things willingly. 2. Values The next level according to Schein which constitute the organization culture is the values of the employees. The values of the individuals working in the organization play an important role in deciding the organization culture. The thought process and attitude of employees have deep impact on the culture of any particular organization. What people actually think matters a lot for the organization? The mindset of the individual associated with any particular organization influences the culture of the workplace. 3. Assumed Values The third level is the assumed values of the employees which can’t be measured but do make a difference to the culture of the organization. There are certain beliefs and facts which stay hidden but do affect the culture of the organization. The inner aspects of human nature come under the third level of organization culture. Organizations where female workers dominate their male counterparts do not believe in late sittings as females are not very comfortable with such kind of culture. Male employees on the other hand would be more aggressive and would not have any problems with late sittings. The organizations follow certain practices which are not discussed often but understood on their own. Such rules form the third level of the organization culture.

Chinese Women Essay -- China Chinese Culture Essays

Chinese Women Traditional Chinese society was patriarchal, patrilineal, and patrilocal. In this male dominated society, sons were preferred to daughters, and women were expected to be subordinate to their fathers, husbands, and sons. Because marriages were arranged, young women and men had virtually no voice in the decisions on their marriage partner, resulting in loveless marriages. Once married, it was the woman who left her family and community and went to live with her husband’s family, where she was subordinate to her mother-in-law. In some cases, female infants were subjected to a high rate of infanticide, or sold as slaves to wealthy families. Men were permitted to take as many wives as they wished and bound feet, which were customary even for peasant women, symbolized the painful constraints of the female role. Chinese women were considered second-class citizens and were subject to the wishes and restraints of men. The basic unit of Chinese society, the family, was male dominated. The oldest living male ruled the patriarchal Chinese family. As the head of the family, the grandfather or father decided whom the children and grandchildren would marry. Because the Chinese practiced a patrilineal system, ancestry was only traced through the male side of the family. When a woman married in the patrilocal system, she was no longer a member of her own family and was sent to live with her husband’s family. Her mother-in-law was to be considered her own new mother and her authority was absolute (Major 107-109). â€Å"Her rule could be benevolent but, far more generally, is reported to have been harsh and autocratic in the extreme, leading at times to suicide (Tregear 120). Daughters, whose long-term contribution to their families was limited, were valued much less than sons. Traditional Chinese philosophy was that, â€Å"raising daughters is like raising children for another family† (Major 109). After O-lan delivers her first daughter, in the novel The Good Earth, she says to her husband Wang Lung, â€Å"It is only a slave this time – not worth mentioning† (Buck 65). Sometimes daughters were sold as servants or prostitutes, or even killed in order to give sons a better chance for survival in times of stress or prolonged famine. During a time of great famine, O-lan, wishing to do what is best for husband, suggests selling their daughter, â€Å"If it were only ... ...his women’s feet and associates small feet with attractiveness and sex (Buck 169-180). Chinese women had no choice but to comply with this torture. â€Å"It was a social convention of long standing and a girl was disgraced if she came to maturity with unbound or large feet† (Latourette 84). When a girl reached the marriageable age, she had better hopes of marrying well if she had bound feet. It was seen to be a reflection on her parents’ ability to raise her properly. Mothers told their daughters that a woman’s attractiveness resided more in her character than in her face or body. Bound feet showed discipline and respect for the Confucian idea of a â€Å"mindful body.† Furthermore, small feet showed refinement and class, which reflected back on a woman’s family (Vento 4). The disgusting display of sexism in China has been immensely reduced by the Communist regime. However, the situation is still far from ideal. Although concubinage and footbinding have been outlawed, the woman’s role is still considered to be in the home. As Soren Kierkegaard once said, â€Å"the present state of the world and the whole of life is diseased.† With a little luck, the cure will be discovered soon.

An Evaluation and Analysis of the Effectiveness of Professional Training in Preparing Teachers for Dealing with bullying and Classroom Management

ABSTRACT Bullying is known to be a widespread problem in schools and also in workplaces. It is not confined to the U.S.A. and across the globe researchers have been examining the behavior of both perpetrators and targets of bullying for several INTRODUCTIONIntroduction to the studyThere is no universally accepted definition of bullying, although several descriptions have certain common elements. For example, Norwegian researcher Dan Olweus (1993) considers that bullying occurs when someone is exposed to negative actions, carried out by one or more people, repeatedly and over a period of time. Negative action may be described as harmful physical, verbal or other sorts of contact designed to intentionally inflict injury on another person. Bullying may be both overt and covert – for example, loud aggressive shouting in public places, or whispered threats and taunts in the classroom or workplace (Nishioka, Coe, Hanita and Sprague, 2011). A number of academic studies have demonstrated the emotional damage that bullying causes, for example, Schroeder (2010) suggests that bullied students experience disruption in learning, and Dempsey and Storch (2008), link being a target of adolescent bullying to increases in levels of de pression (as cited in Chambless, 2010). Extensive research has been conducted into bullying in schools, including studies by Olweus (1993), Winters (1997), Atlas and Pepler (1998), Brockenbrough (2001) and Natvig, et al. (2001), and these suggest that while certain anti-bullying interventions are deemed to be successful, for example, Olweus’ intervention program in schools in Norway and Sweden (Olweus 1993, pp 64-107), nevertheless further study is needed.Organization under studyFor this reason, conducting a study of teachers’ views on bullying and how they impact on classroom management could make a significant and relevant contribution to the development of effective anti-bullying programs. Conducting a study in middle schools in the Brentwood School District will supply relevant information and provide useful insights to aid further research.Problem statementBullying causes high levels of distress among school students, disruption to their education and increased st ress for teachers and school authorities; thus, there is an imperative to devise successful anti-bullying interventions (Olweus, 1993). Teachers are the ultimate authority in the classroom and they have responsibility for, and a duty to care for and protect, their students (Kendall, 2012). They may be the first adults to observe or become aware of bullying behavior at school, so it follows that teachers should have input into the creation of school anti-bullying programs in order to ensure the classroom environment, and the school as a whole, is safe for all students.Research objectiveConducting a study of teachers’ perspectives on bullying and their classroom management skills could make an important contribution to the creation of an appropriate, successful anti-bullying intervention. Olweus noted that to achieve this â€Å"adults at school and, to some degree, at home [need to] become aware of the extent of bully/victim problems in ‘their’ school; [and to] de cide to engage themselves, with some degree of seriousness, in changing the situation† (Olweus, 1993, p66). Bradshaw et al., (2011) confirm that an examination of staff members’ interpretations of bullying is important and constitutes a significant advance in improving how these are understood. Wright (2003) provides teachers with strategies and guidelines to assist them to understand, and improve their skills to manage, the problem of bullying in school settings. Thus, teachers’ knowledge, experience and skills in dealing with students are highly likely to make a useful contribution to the creation of effective interventions.Proposal structureThis research proposal contains an overview of the subject literature, followed by an outline methodology. The research philosophy, approach and strategy are explored; data collection and analysis is outlined and access and ethical issues are considered. Ideas for sample questions, definitions of terms and research variable s are contained in Appendix 1. LITERATURE REVIEW The literature on bullying is comprehensive and studies are now attempting to address why and how bullying occurs, and ultimately who is to blame. Bradshaw et al. (2011) suggest that teachers should fully comprehend a working definition of bullying and work with the Department of Education to carry out classroom procedures to deal with it. Some researchers suggest that students themselves should not be labeled as a bully or victim, and instead it is the behavior that should be labeled bullying or victim behavior (Burzinski, 2012). Overt or direct bullying behavior involves observable behaviors that are usually conveyed by verbal and physical means. Normally direct bullying takes place face to face and involves relatively blatant attacks on a victim; additionally, children may use disruptive acts that are just as hurtful, but are more difficult to detect. Covert or indirect bullying includes actions such as spreading rumors to damage another child’s character, deliberately excl uding others or encouraging other children to dislike another person. Such behavior may happen behind someone’s back, rather than face to face. Porter (2009) states that the intention to harm physically/emotionally is an essential component of bullying behavior. For example, a friend teasing another friend good-naturedly is not classed as bullying, while a person deliberately teasing another in order to upset them is classed as bullying. Further, bullying can be defined as a ubiquitous aggression, frequently occurring in schools, which has specific features that distinguish it from other aggressive behaviors, namely, it is repetitive, and the victims of bullying have less access to power than the perpetrators. Cyber-bullying is increasing but verbal abuse is still more common (Childnet International, 2007). During the last two decades researchers have focused on identifying the causes and results of bullying, however there are still significant gaps in the literature. While m any studies have investigated students’ views of school bullying, only very few have looked at these issues from staff members’ perspectives (Bradshaw, Sawyer and O’Brennan, 2007; Juvonen, Nishina and Graham, 2008; Goldstein, Young and Boyd, 2008). Newman-Carlson and Horne (2004) state that despite the existence of numerous commended programs in schools to confront the bullying problem, few empirical studies have evaluated or confirmed their effectiveness. Recording teachers’ views based on managing and monitoring behaviors in a classroom setting is therefore valuable in this context. Pellegrini and Bartini (2002) posit that research provides counselors with useful guidelines for developing successful bullying assessment programs. These programs deliver the most precise information when they are conducted over a considerable period of time. Members of a school team, including teachers, who work alongside counselors, may assist the process of creating a mo re integrated format for successful programs. However Lakewood (2012) notes that while during the last ten years bullying has become the central issue that schools have to tackle, and research has examined programs to assess successful and unsuccessful interventions, there appears to be no single program for bullying prevention or bullying intervention that is likely to work in every environment. Dan Olweus’ Swedish study of â€Å"mobbing†, a term for bullying most prevalent in the Scandinavian countries, as reported in â€Å"Aggression in the schools: Bullies and whipping boys† (1978) was the first notable study of school bullying. Subsequently many other countries have undertaken research to try to understand the bullying phenomenon including Norway, the United Kingdom, Australia, Canada, the Netherlands, Italy, Japan and the United States (Porter, 2009). These studies show the problem of bullying is prevalent on a national and worldwide level. Increasing repo rts of bullying and its consequences have encouraged more research studies. Milsom and Gallo (2006) note that research demonstrates a tendency for bullying to reach its height in late childhood or early adolescence. This implies that taking steps for prevention and intervention in middle school is crucial. The findings from the National Education Association’s Nationwide Study of Bullying are that the views of bullying expressed by school staff members differ from those of students, who perceive that staff members do not respond adequately when told of bullying incidents (Bradshaw et al., 2011). The Office of Civil Rights (OCR), a sub-department of the Department of Education, has decreed that individual schools are responsible for devising policies and programs to tackle bullying. Data held by the OCR seeks to help school officials to better understand that some acts of bullying may effectively violate the civil rights of the victim, and that this can have an influence on th e way a bullying incident is reported.Literature review summaryBullying is not just a minor problem; the phenomenon has escalated in recent years to such an extent that community leaders, academic researchers, parents, school officials, teachers, and the media have recognized the need for prevention and intervention. The literature concludes that teachers and other school staff require training to acquire appropriate knowledge and skills to deal with the pervasiveness of bullying (Blosnich and Bossarte, 2011).Research questionTeachers and students have different views about how teachers handle bullying incidents. Commonly, victims of bullying fail to report it to a teacher. This is because, according to those who do, while some teachers may help, others are indifferent or even contribute to making the bullying more serious. Contrary to this, the teachers’ view is that they intervene in bullying incidents; students do not feel this is accurate (Porter, 2009). This study seeks to explore teachers’ attitudes to and perspectives on the bullying problem and to gain insights into their understanding of it. Further, this study will look at the different methods teachers use to manage their classrooms and the role of training in developing these methods. Through analysis of the collected data, the study will examine the research question: does teacher training adequately equip teachers with effective techniques to tackle bullying in the classroomThe objective of this study is to use the evidence gathered to arrive at sound conclusions that will help inform future anti-bullying programs. METHODOLGY Research philosophyThe majority of researchers agree that the most effective anti-bullying interventions are comprehensive (Espelage and Swearer, 2003), engaging adults and children at individual level, at classroom level and at whole-school level (Olweus, 1993, p64). There is a lack of research on how teachers understand bullying, and on the specific factors that influence their interventions and views (Mishna, Scarcello, Pepler and Wiener, 2005). This is a curious omission as teachers are in an important and influential position on the subject. If teachers feel respected and their point of view is valued, then intervention programs may be more effective. The planned research will adhere to a positivist philosophy, which holds that every rationally justifiable assertion is capable of logical or mathematical proof or can be scientifically verified and will examine teachers’ perspectives on bullying, and how they manage the phenomenon in their classrooms. Research ap proachThere have been many international media stories concerning high-profile events linked to behavioral problems in schools, such as the Columbine school murders in 1999 and the Virginia Tech massacre in 2007, both incidents in which angry teenagers killed and injured fellow students on school premises. Subsequent investigations often reveal an element of revenge for bullying on the part of the perpetrators of such crimes. Then there are other incidents where students have died or committed suicide as a result of being bullied. Neil Marr and Tim Field coined the word ‘bullycide’ to describe these tragic deaths in their book Bullycide: Death at Playtime (2001) and the â€Å"bullyonline† website has a Bullycide memorial page listing the names and circumstances of many young people who have died in the UK and elsewhere as a result of bullying. Such events provide a focus on the seriousness of bullying and the extent of the problem, highlighting the enormity of th e emotional and physical devastation that the victims, and their families, experience. The planned approach for the research is to conduct a quantitative survey of teachers, collecting data and converting it into numerical form in order to make statistical calculations and draw valid conclusions. This will contribute knowledge that will enable improved strategies for classroom management across all schools, which could have a substantial effect on the frequency and severity of school bullying, and may prevent incidents escalating to such extremes.Research strategyThe Brentwood School district includes four middle schools – North, South, East and West – which have a total of about 150 teachers. With permission from the school administration and the Institutional Review Board (IRB), the research strategy is to conduct a survey of teachers’ views across these four schools. The researcher will use self-administered questionnaires to gather data, to analyze it across a number of constituent elements and to draw conclusions from the findings. Although a longitudinal study may deliver more detailed results, this would be time-consuming and onerous for participants as well as the researcher. As a research tool, a survey is cost effective, takes a relatively short amount of time to answer, and is more convenient and less stressful for the participants (Creswell, 2009). This study focuses on the attitudes and perceptions of teachers in regard to bullying and classroom management. Both male and female teachers will be recruited from the four middle schools in Brentwood, NY. All teachers will be invited to take part and the target is to achieve a 55% response rate, which is deemed to be sufficient for making sound judgments (Van Bennekom, 2011). School principals will be asked for permission to approach the teachers for this study and also asked to ensure the questionnaires are placed in the mailbox of the teachers, in each school listed.Data collecti onHaving obtained permission from the director of special programs via an introductory letter explaining the reason behind and the importance of the survey, the questionnaires and accompanying stamped, self-addressed envelopes will be placed in the teachers’ mailboxes. Participants will also receive a letter explaining the research, assuring them that responses will remain confidential and asking them to confirm their consent. No financial compensation will be provided for participation in the study; however, respondents will be able to receive a copy of the survey findings. Teachers will be asked to return the questionnaires within a two-week period in the envelopes provided. On completion of all the returned questionnaires, the data analysis will commence. The data will be stored in the office of the researcher in a locked cabinet.Data analysisA good survey design permits a clear and rigorous assessment process via a logical model (Babbie, 1990). The questionnaire for the s urvey will be designed to measure the attitudes of teachers concerning bullying; a series of questions will allow responses across a Likert scale ranging from 1 (disagree strongly) to 7 (agree strongly). Other questions will cover demographic information, such as age, gender, racial and ethnic background and length of time teaching in this district, as well as a series of questions about teachers’ experiences of observing and dealing with bullying in the classroom, and their perceptions of self-efficacy. A text analysis using a free online lexical analysis tool will be carried out on information contributed in these areas. Bandura (1994) defines perceived self-efficacy as the beliefs people hold concerning their capacity to produce certain levels of accomplishment that are known to â€Å"exercise influence over events that affect their lives† (Bandura, 1994, p. 71). Thus, self-efficacy beliefs govern how people think, feel, behave and motivate themselves. Banduraâ€⠄¢s instrument teacher self-efficacy scale will be used to measure responses in which teachers are assessing their own self-efficacy. Teachers will be asked to complete and return questionnaires within two weeks. This should give them sufficient time, without pressure on them, although a prompt may be provided closer to the deadline. The research will undertake coding and analysis of the returned questionnaires using a computer program specifically made for data analysis (SPSS). See Appendix 1 for sample questions, definitions of terms and research variables. Access As long as permission is obtained as planned, there are unlikely to be major access issues. The use of a postal questionnaire means that the geographic location of the participating schools can be overcome. For people with disabilities, additional steps can be taken to make the survey accessible. For example, large-print versions of the questionnaire could be issued for any participants with sight impairment. The two-wee k period during which forms can be returned is considered to be sufficient time to allow busy teachers to complete the form. Reliability, validity, and generalizability The range of questions asked allows for a correlation between several factors (see Appendix 1), including levels of teacher training, effectiveness of the schools’ anti-bullying programs and policies, and levels of teacher confidence in dealing with bullying behavior. Data on social and ethnic backgrounds is also being collected, in order to underline any specific trends that may emerge concerning how bullying is viewed in different parts of the district, for example, or by teachers of a specific age and background. A T-test can be used to assess whether the means of the different groups of teachers are statistically different from each other. The results will be representative of the district, and may be held to be valid for a large number of middle schools elsewhere in the USA.Ethical issuesBullying causes s tress and Blosnich and Bossarte (2011) propose that school bullying, as a form of low-level violent behavior that has been associated with negative outcomes for both physical and mental health, continues to be a serious public health issue. People dealing with bullying also suffer stress, and it will be important when conducting this research to ask questions in such a way as to elicit general information from teachers, rather than ask them to recall specific bullying incidents, which may be upsetting and uncomfortable. The same applies to questions of self-efficacy – being asked to judge their own competence in terms of classroom management is a delicate subject area and must be handled with care.Research limitationsDue to time constraints, and the ways in which schools function, it is not feasible or practicable to observe how anti-bullying programs within schools work at first hand. The study is thus limited to an analysis of data gathered via a survey of teachers’ views on the bullying situations in their classes; how they feel about the programs used in their schools; and their self-perceptions of their own confidence levels in dealing with bullying behavior. This data will be specific to teachers and will not reflect the views of students other than as perceived by teachers. The participating schools and teachers, and the information extrapolated from the resulting data, may not necessarily be typical of how all teachers in all schools view bullying. CONCLUSION Bullying is acknowledged as a widespread problem and the need for further research has been voiced consistently by academics in the field. This dissertation proposal offers the opportunity to design a new study focused on teachers’ views and attitudes. Its findings will inform current knowledge about interventions designed to mitigate school bullying, and may provide substantial new information that can be used to improve current policies, programs and the scope of teacher training. APPENDIX 1 An agreed definition of bullying would ensure that stakeholders have a shared understanding of the issue. Important questions to be considered are: What is the individual teacher’s definition of bullyingThis may indicate how the teacher approaches bullying in the classroom. A definition will be offered and individuals will be asked to score the extent to which they agree or disagree using a Likert scale. How does the teacher perceive the anti-bullying program that is in place in the schoolThis may indicate how bullying situations are approached across the whole school. Has the teacher had any training on bullying preventionThis may indicate if the teacher will properly implement the program. How does the teacher perceive the target of bullying and the bullyThe words used to describe the individuals will be counted as part of the text analysis. Is the teacher competent and/or confident in handling bullying situationsExamining the age and gender differences of teacher s, in the context of the extent of their anti-bullying training, could provide useful information on whether these factors influence approaches to dealing with bullying. These are the key questions that will be addressed during the development of the study. Definitions Bullying– behavior perpetrated by one or more students (the bullies) who single out a child (the target or victim) with an intention to harm that child. Bullying actions may include making threats, attacking someone physically or verbally, spreading rumors and deliberately excluding someone from a group. Teachers’ training– any training acquired as part of obtaining teaching credentials, including training about bullying; any additional anti-bullying training received within the current school. Training may include in school seminars and lectures; knowledge and information obtained through the Internet; workshops given by the school or any outside sources; continuing education credits (CEUs); any extra reading, or individual personal knowledge, or certifications, (there should be written documentation by the organization that gave the class or workshop). Teachers’ understanding– teacher’s understanding and interpretation of bullyi ng and anti-bullying terms according to the definitions used by the New York State Board of Education. Increased reporting– as measured by the teachers’ incident reports (counting increases in the report logs). Effective classroom management– decrease of bullying behavior as perceived by the teacher; evidence of the positive cooperation of students formerly involved in classroom aggression toward other students; increase in student work production. Fewer episodes– evidence of decrease in student involvement in name-calling, shoving, pushing, teasing, etc; evidence of decrease in classroom disruptions. Student trust– evidence that students feel more confident about telling the teacher of any uncomfortable circumstances; evidence that teacher is helping students gain access to needed services i.e., guidance counselor referrals; evidence that the teacher will discreetly attend to the bullying within the classroom and observe the victim and the bully, deflating any pending incidents. Confiding– evidence that the student trusts the teacher to help the student; increased disclosure of any problems they may be having concerning bullying or similar incidents within the school perimeter. Research variables The independent variables are: 1.Teacher training; 2. Teacher understanding; 3. Increased reporting by teachers; 4. Effective classroom management. The dependent variables are: 1. 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