Serial Killers in the World - 1085 Words

Overview In the 1980s serial killers were understood to be a new development, a phenomenon frequently accredited to the excesses of American culture. It was a decade of change, one of freedom and great music. It was also a decade that brought the shock and fear of serial killers. Today it seems as if all societies have serial killers. People in today’s society are left with questions such as: Who are they? Why are they so different? Why do they commit such horrific crimes? There are many theories that psychologists and sociologists have researched but found no definite answers. The Bureau of Justice Statistics partnership with MINCAVA reported that, between 1976 and 1994 there were an estimated 405,089 murders in the United States. Of these, the circumstances surrounding the murder are known in 317,925, or 78.5%. Among the cases with known circumstances, an estimated 4,807, or 1.5%, were classified as involving rape or another sex offense (Greenfeld 1997). Though the vast majority of v iolent sex offending involves males assaulting female victims, females account for a small percentage of known offenders, and males account for a small percentage of victims (Greenfeld, 1997). Serial killers are a disturbing piece of the puzzle of society that we must figure out to save the lives of the public in the future. Although the term serial killer loosly means killing serveral people by different means, there are those who are indeed survivors of these horrific acts and live to tellShow MoreRelatedSerial Killers Have Plagued The World Since Before The 1500s1899 Words   |  8 PagesSerial killers have plagued the world since before the 1500s. Theories have evolved over long periods of time for explanations as to why people begin killing. The earliest explanation was rooted in witchcraft and demonic possessions overtaking the person causing them to commit these acts of violence. Biological, psychological, and social theories have emerged over the years as society has developed and advanced. The latest theory suggests that the behavior of serial killers results as a combinationRead MoreA Serial Killers Characteristics Begin at Childhood800 Words   |  3 PagesChi ldhood Characteristic of Serial killers The basic definition of Serial Killers are that it is a group of people who’s work is just to kill, kill and kill innocent people over a longer period of time without being wedged or bunged. They are not like mass murderers, who may kill many people at one time - majority of the time because of circumstantial behavior. Serial Killers are completely a different from traditional or mass murderers they always make a proper plan and they are very specificRead MoreSerial Killers in Modern Society1558 Words   |  6 PagesSerial Killers in Modern Society Introduction For hundreds of years, serial killers have actually been a huge fascination all over the world. Even though society has an undeveloped idea as to what a serial killer is and how they function, there is much more to serial killers that people are probably unaware of. In spite of classic myths regarding serial killers which are displayed a lot in movies, this essay will recognize serial killers as irregular as the individual that utilizes various strategiesRead MoreCharacteristics And Backgrounds Of Serial Killers Essay1495 Words   |  6 PagesSerial killers can be hiding behind the smiles of your neighbors, grocers, and the most unexpected individuals. According to Boschken (2014), a serial killer is an individual that has committed three or more murders over a month without a large gap between murders. Several different characteristics and backgrounds make up a serial killer. Studies have shown that an individual’s background can give insight into the victims and the offende r’s relationship to the victims. Serial killers can also beRead MorePerry Smith: A Passion to Kill1354 Words   |  6 PagesSerial killers have long eluded law enforcement while simultaneously grabbing the attention of the public, and now more than ever, criminal psychologists are beginning to understand what makes a serial killer. In his true-crime documentary, In Cold Blood, Truman Capote depicts the horrifying murders of four members of the Clutter family and the search to find the criminals responsible for the deaths. Eventually, two killers are caught, one being Perry Smith, a detached and emotionless man. And althoughRead MoreThe Various Forms of Serial Killers1018 Words   |  4 PagesThe term itself: serial killer, has so many connotations. Serial killers are very prevalent in today’s society, and are present in tv shows, books, movies, magazines. The public has formed an idea of serial killers that is not exactly all too correct. The general public’s idea of them is very broad, when in actuality serial killer’s come in many, many different shapes and forms. The world of a serial kiler has such a diverse group of people taht just a single, general idea of one doesn’t begin toRead MoreThe Mystery Of Serial Killers1214 Words   |  5 PagesSerial killers have unsuspectingly dwelled among society for as long as evil has been amongst the human race. The world would not be the same without these vile people. Yes, serial killers are awful human beings but there is something about them that has, and will continue, to be a topic of interest to the innocent. Serial killers are always talked about; in fictional movies, documentaries, books, speeches, dinner topics, the list goes on. The average, day by day people in society have always cravedRead MoreCharacteristics of a Serial Killer760 Words   |  4 Pagespain and death are twisted into a passion to kill. Unlike a â€Å"normal† individual, serial killers rely on m urdering to fulfill their craving of their gruesome thrills and addiction. Most of society incorrectly views serial killers because of how they are portrayed on television. For example, Dexter is a handsome serial killer who does lead a normal life but, he takes it upon himself to rid all of the â€Å"bad guys† in the world in order to accomplish his need to kill. Then there’s Freddy Krueger, he getsRead More Serial Killers: Monsters or Mentally Ill Essay1571 Words   |  7 Pages Studies show that traits of a serial killer can be seen in a person at a very young age. Most warning signs go unnoticed which is why the growth of the killer continues. A thing such as animal cruelty is one of many clues inside the growth of a serial killers mind â€Å"They often start out their careers by maiming, harming, and torturing small animals.† â€Å"In extreme cases, they have been known to spend hours inflicting a slow death on animals...this is a form of control that al lows them the power toRead MoreChapter 16. Serial Killers Are Not A New Development. They1189 Words   |  5 PagesChapter 16 Serial killers are not a new development. They have been among us since the beginning of time. Evidence of this can be seen by reviewing some of the world’s most high-profile crimes; some of which remain unsolved. Serial killers are difficult to detect. They are able to move through society, masquerading as normal, healthy individuals. A serial sexual sadistic killer is a specific type of predator. Their crimes suggest that they are void of any feelings or emotion. However, theories suggest

Retirement plans Free Essays

Abstract A good retirement plan should be one that would provide retirees with the most benefits. These benefits should ideally provide tax advantages. Tax savings can be realized in the short run or in the long run depending on the type of scheme selected. We will write a custom essay sample on Retirement plans or any similar topic only for you Order Now It should also provide a secure investment that offers attractive returns. This paper looks into the retirement programs highlighting the advantages of these schemes to different players. This paper opines that despite the few disadvantages of these schemes, They provide an great avenue through which employees can plan their futur. Definition These are a programs established by employer or employee or both aimed at providing the retirees with a source of income when they are no longer in employment. Retirement plans basically are set up as a form of savings plan to cater for the future i.e. by providing some form of income when a person has retired. Types of retirement plans There are several retirement plans available in the market today. The employees should therefore select a plan that meets their expectation and suits their needs. Below is a list and explanation of some of the available retirement plans. i) Individual Retirement Accounts plans It is one of the simplest retirement programs that can be set by an individual. It is also worthwhile to note that IRAs be established by employers. Therefore IRAs can be established with little employers’ involvement to those that they establish and contribute to the scheme. The retirement benefits depend on the contributions and subsequently the income earned by these funds. There are four IRA plans Payroll Deduction IRA- formed by the employee either under traditional or Roth IRA in conjunction with a financial institution. The financial institution (banks, insurance companies) then deducts the contributions towards the plan under the authority of the employee. Traditional IRA contributions are partly or wholly tax deductible and therefore present tax savings to the employee. The other advantage is that the earnings on the plan are not taxed unless distributed. The same applies to the contributions to the plan. Roth IRA deductions are not tax deductible and also distributions are not part of the income (Internal Revenue Service 2008) Salary Reduction Simplified Employee Pension Plan (SARSEP) – It is a simple plan that involves salary reduction agreement which enables the employers to contribute to the IRAs set by them and also to the employees IRAs. There contributions are subject to a limit. Simplified Employee Pension Plan (SEP)-Employers contribute towards the plan Savings Incentive Match Plan for Employees (SIMPLE IRA) – employers make contributions towards their own retirement plan and also that of the employees. The employees reduce their salaries with the employers making similar contributions. ii) IRC 401 (K) Plans. Can involve employees delaying their salaries and these money is taken to 401(k) plan supported by their employers. The deferred salary is not taxed unless distributed. The benefit of having a 401(k) plan is that one can have other plans as well The employee/employer contribution is subject to a limit with withdrawals being permitted but subject to taxes. iii) TRC 403(b)-Tax sheltered Annuity Plans This plan are operated by public schools and certain tax exempt organizations. This plan is same as 401(k) in the sense that contributions are in form of salary delays with the employers sponsoring the plan. The potential benefits of this plan are that the contributions and earnings on retirement are tax deferred with annuities being carried by the employee on retirement or change of employers (IRS: 2008) iv) IRC 457(b) Deferred Compensation Plans Established by state or local government or tax exempt organization under IRA (501(c). Employees or employers contribute to the plan through salary reductions up to a certain set limit under IRC 402(g) These plans can be eligible under IRC 457 (b) or illegible under IRC 457(f). Eligible plan allows tax deferral on contributions and earnings on the retirement funds (Ryterband Alpem: 2005) v) Designated Roth Accounts in 401(k) or 403(b) plans 401(k) and 403(b) can be designated as Roth plans since 2006. These plans are allowed under Code section 402 A added by the Economic Growth and Tax Relief Reconciliation Act 2001. Designated Roth contributions are included in the gross income and are also elective. A designated Roth account is where with contributions is made with separate accounting of contributions, gains and losses being maintained (IRS 2008) Designated Roth contributions are subject to limit with employee and employers contributing up to certain determinable limit. Advantages and Disadvantages of good retirement plan As discussed above, there are different types of retirement plans that employees and employers can chose from. The plan to be selected should provide the most benefits to both the employer and employee and most importantly suit the needs of both the employee and employers (Scotto, D., J et al: 2008) Therefore, in discussing the advantages and disadvantages of retirement plans, it important to approach it from the employees and employers point view. Advantages-Employees Tax saving-A good retirement plan should be able to provide the most tax savings and advantages. Tax advantages can be in the form of tax-exempt and tax deferrals. A good number of retirement plans offer these tax advantages and therefore employees and employers can select a plan that meets their needs (Maddock J, 2007) The tax savings can be realized in the short run or in the long run depending on the type of scheme selected. Many investment options and opportunities-The contributions (funding) to the retirement plan are invested in various investment options. A good retirement plan should therefore put the money in investments that offer attractive returns while at the same time safeguarding the investor’s money. Retirement plans are long term in nature and therefore the contributions should be invested in the long term also (Perlinger Financial Services: 2008) Provides a ‘nest egg’-Retirement plans provide employees with an opportunity to slowly but constantly contribute towards their retirement. The benefit of this arrangement is that it does not strain the employees financially and thus they are able to make contribution which they are comfortable with. All these contributions are invested in stocks, bonds and other investment opportunities which earn interest and appreciate in value and therefore the retirement benefits will accumulate and become substantial upon retirement. Employer contributions-Contribution to the retirement benefits plan can be by an individual or by the company or both depending on the type of plan. A good retirement benefit plan should allow both contribution of employee and employer. The employer contributions are usually elective in nature. Contributions by both employer and employee ensure that the fund accumulates faster and thus on retirement the fund will be huge. Performance of the fund-The contributors to the retirement scheme should be able to monitor the performance of the fund. A good retirement benefits plan should provide regular updates on the performance of the fund so that any surplus or deficit can be appropriately dealt with. Advantages- Employer Employee retention-A good retirement plan can act as an incentive to the employees and also attract better employees. The company can retain its top employees by offering them a good retirement scheme and since it is for the long term, the company is able to retain them. The company is also able to attract employees who are better qualified in terms of experience and skills and thus the company will benefit (Business Owners Toolkit: 2008) Financial security of employees-Employees is able to perform optimally if they know that their financial future is guaranteed.   A retirement benefit plan that provides this perceived financial security is good Employee morale-Since most pension schemes are based on the salary earned by the employee, a good retirement plan therefore, serves to motivate and encourage all employees to work hard and hence earn more wages. Higher salaries subsequently means ‘handsome’ retirement package and this enhances staff morale. Tax savings-The contributions to the retirement scheme in most plans is tax allowable and this provides the company with the most tax efficient way of rewarding its employees. The contributions are deducted when calculating the taxable income. Reduced recruitment costs-As seen above, a good retirement plan helps the company retain most of its employees and therefore the costs associated with recruitment and replacing the employees who left the company is minimized (Perlinger Financial Services:2008) Disadvantages of retirement plans Despite all the numerous advantages of setting up a retirement plan, there are several disadvantages associated with it. Some of these are discussed below. Some of the retirement plans are time consuming, expensive and complex to set up. The result of this is that the company incurs extra expenses and thereby squeezing the profit margins. The complexities in establishing the plan will also present more costs apart from being time consuming (Business Owners Toolkit: 2008) The operations of the retirement plan needs professional expertise e.g. that of actuaries and accountant. These professionals offer their services at a fee which is usually expensive. The administrative costs of running a retirement plan may pose a challenge to the company in terms of extra costs. Early retirement by the employee could reduce the amount received. This in essence means that the employee has to work his full employment term in order to receive all his retirement benefits. This could mean being trapped in employment even if one is not comfortable. Joining a retirement plan late on in one’s employment i.e. when there are a few years till retirement may not accumulate a large amount enough to sustain the retiree. Therefore the retirement plan will not improve the financial security of the employee (Scotto, D., J et al: 2008) In some of the retirement plans, the contributor has no role in deciding where to invest the fund’s money. This means that the money could be invested in assets that are not in line with one’s investment strategies. This essentially means that the contributor has no control of his money. Employees are responsible for ensuring that they have enough savings for their retirement in some of the plans. This means that the employee is the one in charge of all the investment assets and therefore bears the responsibility of any losses incurred by these investments. Reference: Maddock, J (2007) Advantages of Offering a Pension Plan to Your Employees: Retrieved On 29/1/2009 Perlinger Financial Services Ltd (2008) Pension Plans: Retrieved on 29/1/2008 Internal Revenue Service (2008) Types of Retirement Plans: Retrieved On 29/1/2008 Business Owners Toolkit (2008) Pros and Cons of Retirement Plans: Retrieved On 29/1/2008 From http://www.toolkit.com/small_business_guide/sbg.aspx?nid=P05_4640 Scotto, D., J.   Maglio, V., T. Maglio, M. (2008) Choosing a retirement plan that meets the needs of employees and employer: Retrieved on 29/1/2008 from Retrieved On From http://view.fdu.edu/default.aspx?id=2333 Chang RuthenBerg and Long Pc (2003) Types of Retirement Plans retrieved on 29/1/2008 from  Ã‚   http://www.seethebenefits.com/CRLframeset800x600.asp?targetPage=http://209.85.173.104/search?q=cache:AO6rPS-WpS4J:www.seethebenefits.com/content/CWHY/typesretireplans.htm%20types%20of%20retirement%20plans Ryterand, D., J. L. Alpem, R., L. (2005). The Hand Book of Employee Benefits: Design Funding and Administration, section 457, Deferred compensation plans 6th Edition (NY) Mc Graw-Hill Professional.          How to cite Retirement plans, Essay examples

Positive Change free essay sample

â€Å"Making it Happen: Creating Positive Change to Become a Peak Performer† showed many ways of to be a successful person. It’s not difficult or complicated, you can be successful if you want to but you will have to put very much effort into being successful. To be successful in life, one should first set goals, one might need many goals to set or only one depending on what the person wants out of life. Most people fail to achieve their goals because they don’t know what they want in their life. However, staying focused on one thing and working it out, when it is done you can move to the next one. A clear head and mind might take an investment of time, maybe a lot of it. Be patient and take it slowly to work toward your goals, never give up or be discouraged about your dream. Do not be discouraged if it takes you a long time to become successful as many have to strive extremely hard for success. We will write a custom essay sample on Positive Change or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Changing your habits would help, even if it’s difficult. First, write down a list of what you want to change and then it will force you to think about it. Always have a positive attitude and be motivated to do the right things. You need to have the ability to bounce back because some people see their failure as just a temporary setback for their goal and others as a dead end for them. In your life you have a thing called integrity, meaning â€Å"a sense of wholeness. † If you don’t have this in your life you will have difficulty with your everyday life communication. Even if you are very talented or have a high IQ without this the way of life will be useless. You should expect many road bumps in the process to success. Success will not fall on your doorstep overnight although for some, a very small percentage has had this happen to them.

Truism About Human Nature Essay Example

Truism About Human Nature Essay Their vulnerabilities can be divided into 2. * Physical vulnerabilities * Personal vulnerabilities Physical vulnerabilities: Physical needs can be frustrated by physical privations or traumas leading to acute distress experiences such as hunger, thirst, cold, fatigue, the pain of disease or accident or attack, sexual tension. In the animal realm there appear to be something like emotional distress experiences involved with some, at any rate, of the physical ones. Thus there is anger vented in defensive or offensive aggression when the issues concern mating, territory or food. There is fear leading to immobility or flight when under attack, as an alternative to counter-aggression. There is grief in some species exhibited in wailing and mourning when there is separation from parent or offspring or mate. Human beings, it is reasonable to suppose, function in similar ways, with emotional distresses of anger, fear and grief and their behaviors, tied in with physical frustrations. In animals of the same species, anger with its associated aggressive threat or fight behavior appears to have adaptive functions: it leads to social cohesion and leadership by maintaining dominance hierarchies; it makes for an effective use of available territory (and food) by separating groups out over it; it benefits progeny by selecting out the best parents; it protects the young. Nor, in natural habitats, is it necessarily highly destructive: the norm is often threat behavior or token fights rather than serious wounding and killing, although the latter does occur. We will write a custom essay sample on Truism About Human Nature specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Truism About Human Nature specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Truism About Human Nature specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Intra-specific aggression among animals seems more harnessed to the preservation of life than to its destruction. Among monkeys and apes, intra-specific aggression is stronger in baboons, weaker in gorillas and chimpanzees, but in the wild it is almost entirely reduced to threat displays with very little overt fighting. In unusual environmental circumstances however, as in captivity where there may be crowding and/or sudden disturbances, unfamiliar irritations, then all these species can be violently aggressive to their own kind. We do not know the sort of aggression that occurred among early hominids, but it does seem reasonable to suppose that the human organism, physically comparable as it is to the primates, has tendencies toward the adaptive aggression shown among primates and, when under physical duress such as overcrowding, to the more violently destructive aggression also exhibited under such conditions by primates. Personal Vulnerabilities: But the organism is not only the locus of physical needs, it is also the medium for the fulfilment of what I have called personal needs rooted in capacities for love, understanding and choice, where these capacities have a potential reach far beyond the confines of physical survival needs. Thus any interference with physical needs, any threat to the integrity of the organism, is at the same time some kind of interference with or threat to the fulfilment of personal needs. Why, for example, do human infants and children have a grief-like crying and sobbing response to minor physical hurts? Is it because the physical pain and shock is also experienced as an immediate interruption of their need to love and be loved? Thus to understand fully human response to physical privations and trauma, we must take into account, I suggest, not only the fear, anger and grief tied in with organismic frustration but also a different order of fear, anger and grief that is tied in with the frustration of personal needs as defined. The reverse may also be the case: frustration at the purely human level may of itself lead to distress at the physical level fatigue, insomnia, pain, wasting. ) Interrupt and restrict a child physically, then the simple angry fight response of the impeded organism can be enormously fuelled by the angry, righteous indignation of a being whose need to be self-directing in her exploration of the world has been suspended. There is often this double loading of distress to take into account. But the two sorts of frustration can be relatively independent of each other. Thus the human adult at any rate can experience minor physical frustrations without distress at the level of personal needs; and conversely can have all physical needs fully satisfied while undergoing major frustrations of personal needs. Primary sources of personal vulnerability By primary sources I mean sources that are intrinsic to the human condition prior to human invention and intention. They are the inherent stresses of human existence, of the given system of persons in the world, stresses which can frustrate basic personal needs. 1. Tensions between physical needs or survival and personal needs for self-realisation and cultural achievement. This is the great tension between life and mind, between the biocentric nature of the organism and the mental aspiration of the person, accentuated by a physical environment that can demand persistent, repetitive, arduous address to survival tasks. The relentless meeting of physical needs can significantly frustrate the meeting of personal needs for shared loving, for knowledge, for varied cultural achievement through lack of time, energy, resources, opportunity. Distress may thus accumulate at the personal level, without time or knowledge to resolve it. 1. If, as well as these effects of the persistent demands of survival, there is added actual frustration of physical needs as a result of drought or pests or disease or any other natural cause, then we have the crucial area of double distress: the distress of physical frustration compounds the already cumulative distress of personal frustration. 2. The biocentric nature of the organism may set up another kind of stress at the mental level. Physical needs may spontaneously distort the untutored human imagination into phantasies of disproportionate physical fulfilment, especially when these needs are subjected to the stress of frustration. There can thus be a stress-induced artificial inflation of physical satisfactions that can of itself subvert a real fulfilment of the person: mental capacities are frustrated by being harnessed to the irrelevant pursuit of redundant bodily gratification. 3. The postulated stress here is that of psychological gravity: the untutored capacities of the person are drawn into the orbit of physical needs, falsely illuminating and enlarging them, to the distortion of both. 2. Tension between love needs and the universal phenomenon of separation. Birth is a separation; death is a separation; disease, injury, congenital defect may involve separation; shorter or longer partings between those who love seem, to be inescapable components of living, working and surviving. Birth may be profoundly traumatic. 3. Tension between understanding needs and the relative inscrutability of phenomena. The world has not yielded up its intelligibility lightly: knowledge has been laboriously won. The unknown surrounds humans on every side. The human psyche is even more inscrutable than the phenomenal world. Humans want to understand, but the veil is drawn thickly around them and within them. 4. Tension between self-direction needs and the resistant, refractory, elemental nature of the physical. There is a great gap between aspiration and action, between the chosen possibility and its realisation in the world. Bodily skills have to be acquired, tools made, tough material worked. The world abounds with great frustrators of human effort, of the determination to take charge: fire, flood, deluge, drought, earthquake, avalanche, volcano, pests, vermin, animal marauders, disease, accident, deterioration, decay, and so on. 5. The inherent intrapsychic instability of, the internal tensions among, unprogrammed but potentially unlimited, human capacities, whose behavioural fulfillment is entirely acquired. This instability is accentuated by an environment which abounds with examples of destructive ruthlessness both in the animal kingdom and in the natural elements. A human may be frustrated and disoriented simply by the excess of options available. And in this state of internal disarray, destructive examples in nature may inspire inappropriate choices. Alternatively, situations may arise where human needs frustrate each other, so that love fulfilled or knowledge gained or autonomy achieved may be at the expense of one another. 6. Finally, of course, there is simply the presence of other members of the human race, all of whom are also subject to all the same sources of personal vulnerability, as well as the many sources of physical vulnerability. There is thus an inherent social instability in the given system of things: social transactions have to occur among beings who are immersed in a given world that can cause in them as individuals great personal stresses and frustrations on top of purely physical stresses and frustrations. Interacting with other beings who are personally and/or physically distressed is yet another source of frustration of personal needs. In one sense, all these interacting tensions can be seen as conditions of growth, the stresses that call human development into being. The human condition is inherently stressful, but in a human-affirmative or provocatively creative way. Up to a point, a tension or combination of interacting tensions, is a line of stress that provokes a growth-promoting and constructive burst of energy affective, cognitive, conative from the human being. Separation can intensify and clarify love; the inscrutability of the world provokes the mind into enquiry; the intractability of matter and its sudden cataclysms challenge achievement; the demands of survival arouse a technological and cultural development that transcends the purely iological; the inherent instability of human potential provokes self-knowledge and self-development; the inherent social instability that occurs in the given world is a spur to social creation, co-operation, collective achievement. The world provides a dramatic series of shocks and blocks that arouses the person slumbering in the organism, the society slumbering in nature. However the human condition a lso appears to be such that these tensions can interact and occur at a rate resulting in an accumulated overload of distress that can lead to compulsive, distorted, destructive behaviour. I have a phantasy caricature of a negative possibility for the life of early humans: they are beset by separation anxiety through high infant mortality, sudden death by natural disaster or animal attack, by disease or accident; they are beset by fears rooted in ignorance; by mounting frustration at the sheer implacability of the material world; they are internally confused by the inchoate aspirations of a multifarious, untutored and unknown potential; they are externally confused by association with other humans exhibiting the same range of tensions. And all these  personal  distresses compound a continuous series of  physical  dangers and distresses pain, hunger, cold, animal-like aggression (from animals and humans), and the fear and anger that go with them. Above all, because of the relentless need to pursue and maintain survival in a difficult environment, these compound distresses accumulate without respite without time to recover from them or knowledge to resolve them until a condition of overload is reached and behaviour breaks down into distorted and maladaptive forms  between people. The general thesis then is that the sources of physical vulnerability combined with the primary sources of personal vulnerability can have two different effects. Up to a certain level of intensity they provoke a truly human development: human capacities are exercised and fulfilled in meeting the challenge of physical existence. Beyond this level they overload the human system and behaviour starts to become distorted, especially behaviour between people. Distorted and perverted human behaviour is the secondary source of personal vulnerability. The level of intensity will fluctuate as a function of the changing patterns of interaction of very many variables. The critical threshold of overload will be idiosyncratic for each individual: a parent whose children all of die in infancy will be in a very different state of stress than one who loses none. But there may well be pervasive ecological factors that from time to time determine thresholds in a whole community. In general it seems reasonable to suppose that, given varied individual thresholds in a society, we shall find the typically human phenomenon of genuine cultural achievement interfused with distorted and perverted behavior some of which will be congealed in accepted social practices and institutions. The fact that the intrinsic stresses of the human condition are such that human behavior can break down into distorted and perverted forms is itself a kind of meta-challenge to transpersonal development, in my view. The first order challenge of the stresses is to personal and interpersonal development, but the continued vulnerability of  this  achievement is a second order challenge to cultivate the wider reaches of human awareness. In the theory and method of co-creating (Chapter 19,  Sacred Science,  Heron, 1998), I develop the radical view that cosmic self-forgetting, an ongoing contraction of spiritual awareness and attunement, is that which ultimately sustains all distorted human behaviors. Secondary sources of personal vulnerability Basic personal needs are frustrated by the interfering actions of other humans. The most obvious and most vulnerable victims are children. 1. Physical interference. Bodily harm or the threat of bodily harm; a difficult birth; sexual interference; deprivation of contact, food, water, heat, sleep, sex. This can lead to compound distress, as I have suggested: the emotional effects of physical frustration combined with the emotional effects of personal frustration. The emotional perturbation at the personal level when physical needs are frustrated will be much greater, I suggest, when other humans are the intentional frustrators than when non-human conditions are. Children who are physically harmed and deprived by their parents can clearly suffer, as well as the physical distress and its concomitants, a great interference with their needs both for love and for self-direction. 2. Psychological interference. That is, interference with personal needs as such. Love needs can be frustrated by parting, separation, loss that is the result of human decision and intervention; by censure, criticism, reproof, mockery, invalidation whether verbal or non-verbal; by psychological neglect, withdrawal, disregard, alienation, rejection. Needs for understanding can be frustrated in children by failure of adults to respond to enquiry, to give needed and relevant information, to communicate freely and appropriately, to provide an environment full of mental stimulation and arousal at critical periods of response, to facilitate imagination, phantasm and mythopoeia thinking, to provide equipment and opportunity for practical skills and learning how, to provide reading and writing skills. Needs for self-direction in children can be frustrated by adults nagging, by endlessly imposed prescriptions, commands, demands, precepts, minatory shoulds and oughts and musts and their negatives, by taking over and doing everything for, by failing to provide time and place for self-directed play, exploration, activity, interaction. There is probably no such thing as exclusive frustration of one basic personal need. Love frustrated is also in some way understanding and self-direction distorted (and similarly with each of the latter two): the unloved child may in later life exercise her intellect in strange ways and compulsively reject others in a way that severely restricts her ability to take charge of her life. 3. Social interference. The personal needs of a great number of people can be systematically interfered with in rigid organisations and societies in which there is political oppression, economic exploitation, denial of human rights. Personal needs here may be almost totally negated, or their fulfilment may only be tolerated up to a point and in certain restricted social areas, or the needs may be tolerated only in distorted and warped forms of development. But whatever distortions are imposed on the oppressed, complementary distortions are found in the oppressors. Social interference with personal needs can be looked at in three categories, the third including within it the second, and the second the first: * Face-to-face interference. The actual behaviour event where one or more persons interfere with the humanity of one or more persons. Organisational interference. A particular organisation the household, the school, the company, the department whose normative structure is oppressive in some or other respect to some degree. * Societal interference. Cultural oppression the oppressive features of the combined norms and values of a whole society, its political, economic, cultural, religious and domestic associ ations. Subcultural oppression would derive from the norms and values of a given social class, or ethnic group, or geographical community. Organisation and societal interference can be seen as the institutionalisation of distorted and perverted human behaviour. Oppressive interaction face-to-face generalises into oppressive normative structures. The distorted society is the artifact of distorted individuals and tends to be self-perpetuating until riven apart by the extremity of its own distortion. While an oppressive normative structure will be maintained by oppressive face-to-face interactions that occur within it, the mere existence of an oppressive normative structure can of itself be a source of oppression independent of any particular act within it. Thus once a person is sensitised to the structure, she will conform behaviour to it without there necessarily being any intervention from anyone else. Social interference with personal needs is not all of a piece. At the face-to-face level, these are some, at least, of the important distinctions to be made: * Interference that follows from distorted or perverted behaviour as these are defined in earlier sections. * Interference that follows from authentic good intention combined with ignorance. In the light of greater knowledge the interference would be seen to be both unnecessary and avoidable. The ignorance may have been avoidable or unavoidable: in the former case the good intention becomes somewhat tarnished. * Interference that follows from a rational, humane and well informed decision. The interference here may be regarded as necessary and unavoidable in the circumstances. There is unfortunately a blurred area between the first two of these and again between the last two. It may be unclear whether or not an ignorant good intention is but the masquerade of compulsive behaviour; or whether or not what appears to be a wise decision will be seen with the greater wisdom of hindsight to have been but ill-informed good intention. Tertiary sources of personal vulnerability A related and equally important distinction is that a social norm that has an interfering effect is not necessarily an obviously oppressive or unjust norm. In other words, I am postulating an area of unavoidable tension and conflict between personal needs and normative structures, however enlightened those structures may be. Persons can only be persons in relation. They can only realize their authentic personal needs in corporate systems of interdependence, in coherent and stable social structures, which by virtue of their nature tend to be conservative. At their best, such structures represent recently past levels of achievement in realizing human capacities. But if, as I postulate, such capacities are potentially unlimited in their range of fulfillment, then tension can arise between the degree of fulfillment evident in prevailing social practices and the innovative thrust of these capacities toward new levels of achievement. So that is one area of unavoidable tension: between the innovative individual and the social conserve, whatever the nature of the conserve. But apart from the drama of social change and innovation, there tends to be an unavoidable tension between individual needs and the corporate needs of the organization or collective within which the individual seeks fulfillment. The social realities of the human condition being what they are, I postulate that even in the most enlightened organizational development, tension and conflict will arise on the interface between individual need and corporate purpose. What makes an organization enlightened is that it has built-in procedures for acknowledging such conflict and working constructively with it. The child faces this tension in a particularly acute form, since the younger she is, the less readily she can grasp that the family collective has a purpose or purposes which may at times legitimately constrain the immediate fulfillment of her human needs. Frustration tolerance, skills in the constructive handling of tension and conflict, all appear to be necessary and legitimate concepts at the level of personal needs. When the capacity to love is fulfilled, it includes, paradoxically, just this ability to accept a measure of personal frustration, to work through conflict to the fulfillment of wider social purposes. These individual-in-society tensions I call tertiary sources of personal vulnerability because I believe they are intrinsic to social structures as such, however enlightened those structures may be, and only occur in their pure or intrinsic form in organizations that have started to clean themselves up, that have become relatively free of the more obvious distortions and perversions. I see such tensions as a creative issue when human beings start to climb out of their long history of individual and social breakdown, rather than as a contributory factor to such breakdown. The distresses to which these tensions may give rise will very much be self-generated by autonomous persons who will voluntarily undertake to undergo them as necessary part of personal growth and social change. This is the arena of voluntary, conscious, intentional suffering: the stress-seeking behavior of the self-actualizing person.

Industrial Production and Capitalism Drivers of Social Change in History Essay Example

Industrial Production and Capitalism Drivers of Social Change in History Essay Example Industrial Production and Capitalism Drivers of Social Change in History Essay Industrial Production and Capitalism Drivers of Social Change in History Essay Industrial Production and Capitalism: Drivers of social change in history Ho Xin Qian Louise In this essay, I will illustrate why industrial production and capitalism were major causes of social change in history by stating three main arguments. Firstly, I put forth the case that industrial production and capitalism have changed the role and nature of markets in history. In doing this, I trace how the market has become the central system of social coordination via market instruments, encompassing even the elements of industry like land, labor and money. In exemplification, I explain how industrial capitalism has brought about the rise of mass production and mass markets, enabling the market system to expand its influence. Secondly, I will illustrate how industrial capitalism has changed the social relations of production, as well as the social organization of work, resulting in class struggle and socio-economic stratification in history. Lastly, I touch on the changes in norms and culture within institutions due to industrial production and capitalism. For the purpose of this paper, I define industrial production as production brought about by mechanized technology and industrious labor in centralized locations. Capitalism is defined as a system of profit making commerce made possible by the usage of money, decentralized circulation of capital and the market exchange of commodities. I use the term industrial capitalism to denote the amalgamation of both forces. The Role and Nature of Markets in History It is my contention that industrial production has changed the role and nature of markets in history, placing it in the centre of society and economy. It is true that industrial capitalism presupposes the existence of a market system. However, the market system was never the dominant system of social control until the development of isolated markets by mercantilist means, and subsequently the transnational interaction and proliferation of markets into a market economy, brought about by industrialization in the 18thC. It is due to this transcendence of boundaries and displacement of market activity that gives rise to the â€Å"market† as an abstract mechanism. According to Polyani, before the rise of markets, the society organizes itself via systems of redistribution, house-holding and reciprocity, of which operates on non-economic motives like social prestige and kinship (Polyani 1944: 46-58). After the rise of markets with long distance and local trade, markets have started to take on a more important role in providing necessities; however, they did not function for a majority of the population, who were still dependent upon common exchange and subsistence systems. Thereafter, mercantilism created isolated national markets which consolidated local economic activity and increased trade. However, it was not until the Industrial Revolution in the mid 18thC that the market system became the main driver of social change across different countries through the creation of mass markets. The industrial revolution has brought about new forms of technology and power, transformed modes of production and created factories as centralized locations for mechanized production to take place. Mass production techniques like specialization, standardization, time-discipline, rational capital accounting and centralization allow for production costs to decrease with volume, thus generating a high amount of output, providing goods more cheaply than one could have done outside of the factory. As a result, people buy their essentials from these mass markets rather than produce by themselves. Also, they produce solely for the market, deriving income to purchase other goods in the circulation of commodities. Moreover, with industrial capitalism, the market mechanism has also come to allocate factors of production such as land, labor and money, which according to Polyani were not real commodities, but merely have exchange value because they become privately owned by use of legal contracts and sales (Polyani 1944: 68-76). Since then, mass markets have come to synchronize most economic activities like consumption, production, distribution and even finance in the most efficient fashion (Swedberg 2005:238-240). These markets become far reaching and displaced in light of industrial capitalism because of communicative and transport technology, the mobility of money and relations of free trade, which re-defined the notion of markets from a place to an abstract network of actors across national boundaries. Also, the nature of markets has changed from being state-controlled to being self-regulating. The market system becomes the center of economic and social life as it coordinates most economic activities not by state regulation but by economic instruments like the price mechanism, supply and demand aggregates. Social Relations of Production and Organization of Work Industrial capitalism has, with the change in material means of production, brought about a change in the social relations of production and organization of work. In capitalistic societies, instead of directly interacting with nature in production, human beings depend on each other by exchanging their assets in place of producing for subsistence. Hence, they inevitably enter into social relations of production between those who own the means of production (capitalist) and those who do not but are economically compelled to sell their labor power (worker) for wages. In the circulation of capital, surplus value can be derived from the difference between capital invested and capital retrieved because capital (such as land, factory and machinery), only when combined with labor, transforms products to sell for higher exchange values, thereby generating surplus value and profit. This circulation of capital is durable because capitalists aim to invest their capital to make even more profits while workers can only increase their wages by working harder or by investing in their skills. Since then, the relationship between capitalists have become increasingly competitive due to the drive for profits while the worker-capitalist relation has replaced family (sexual division of labor) as the primary relation of production. According to Marx, as the ownership of means of production is exclusive and alienable, the society becomes separated into two distinct classes – the bourgeoisie (capitalist) and the proletarian (or worker), where between them is a relationship of domination and exploitation. Marx observed that the capitalists tend to exploit the workers by privately appropriating the surplus value produced by the workers, giving them much less than the use value of their time and effort invested in production (Marx 1848: 23). Also, the exploitation goes further by manifesting itself in the working conditions of factories, where workers were forced to work for long hours and children were also engaged as child labor. The exploitation and domination over workers exists because of the profit motive of decreasing costs and increasing revenue, as well as the fact that workers have less argaining power over their jobs than their employers. Capitalism has also re-defined the social organization of work by the formation of labor markets and complex division of labor. Prior to the onset of industrial capitalism, work was just defined as any effortful activity which attributes use value to commodities. However, with industrial capitalism, the formation of labor markets constitutin g workers, employers, jobs and networks is possible, and they function to allocate labor resources and allow capitalists to negotiate labor price and working conditions. Here, there is a clear demarcation of what is considered paid â€Å"work† and what lies outside of the labor market in the informal economy. Within the labor market, the exchange value of labor depends on the quantity and quality of labor, which denotes different labor processes and skills. The differentiation in wages is due to the complex division of labor brought about by industrial capitalism. Unlike the simple division of labor, where society is categorized into different occupations as in craftmanship, the capitalistic industry has a tendency to control and divide the mass production process into many simple tasks which all unskilled workers are capable of accomplishing. Workers are subdivided into different capabilities and made to specialize in simple tasks to be able to perform quickly and productively. This organization of work greatly improves the efficiency of the system, bringing costs down with more units of production. As seen in the Fordist model of mass production, workers as such are being â€Å"deskilled† and made interchangeable to the extent that they can be fired or hired according to production requirements (Womack 1990: 19-46). Thus, the market value of such menial labor is very low as opposed to professions (doctors) and skilled labor (technicians). The way work is being socially organized into skilled and unskilled labor has thus brought about socio-economic stratification in production relations. Marx has criticized this form of organization as being â€Å"alienating†, especially for the menial workers. As workers are being made interchangeable by the subdivided nature of production process, their labor is being looked upon only as a commodity, at their employer’s disposal. The worker loses control over his produce, the work process and his ability to creatively express himself. Moreover, their menial labor becomes cheapened in the process of unemployment and labor surplus. On the other hand, professionals are able to safeguard their interests by exclusive job administration channels, keeping their wages high due to marketable specialized knowledge. As a result, socio-economic stratification has also become defined by consumption relations such as occupational prestige and status groups. Norms and Culture Lastly, it is clear that industrial capitalism has brought about important changes in norms and culture. Most explicitly, industrial capitalism has changed the culture of work in the society. Prior to this time, work was characterized by disparate tasks that one is required to do in the day, and is oriented to what is necessary to be attended to. There is little divide between work and life. In industrial-capitalistic societies, work is characterized by a series of jobs which need to be synchronized in terms of sequence and speed. Time-discipline is important for work in the capitalist economies because productivity and time are highly correlated (Thompson 1967, 60:61). People are expected to use time allocated for work efficiently and solely for work. As the stimulus for work has changed from subsistence to wage incentives, there is potential of increasing wages by putting in more effort put into work. Thus, as competition for jobs and within jobs increase, people are pushed to work harder and longer in their jobs. Also, in the 18thC, industrial capitalism has led to the trend of rapid urbanization due to rural urban migration and international migration in seek of factory jobs. This has led to a major restructuration of society within countries like England, where the working class poor tend to congregate near the city centre for employment and the more affluent middle class tend to decentralize away from these city centers, where living conditions are bad. The result is a case of socio-economic polarization within cities, where differences in standards of living are stark between gated communities and urban slums. In all, industrial capitalism tend to generate disparate levels of wealth and poverty amongst the working and capitalist classes. Lastly, industrial capitalism is likely to produce changes in habits and lifestyle which are oriented towards the market. The culture of consumerism is prevalent in many industrial and post-industrial societies, brought about by both producers and consumers. Producers aim to increase the capital return from their investment by either catering to existing needs or by creating new needs and wants. With the use of marketing strategies and production technology, they are able to sell their products at a high profit margin. Consumers, on the other hand, are faced with the proliferation of goods and services available at competitive prices. With the wages they have earned, they are able to afford more goods at a lower price. In all, this paper contends that industrial production and capitalism are major drivers of social change in three ways. Firstly, industrial capitalism has changed the role and nature of markets in history, from an auxiliary mechanism to the main instrument of social coordination. Secondly, industrial capitalism has revolutionized the social relations of production, from humanity’s struggle with nature to dependency on each other. It has also changed the social organization of work, by re-defining what is work and by organizing work into skilled and non-skilled categories with varying consequences. Thirdly, industrial capitalism has influenced the norms and culture of society through â€Å"industriousness†, urbanization and consumerism. (1991 Words)

The Characters in Romeo and Juliets House of Montague

The Characters in Romeo and Juliet's House of Montague The House of Montague in Romeo and Juliet is one of â€Å"fair Verona’s† two feuding families- the other being the House of Capulet. Montague’s son, Romeo, falls in love with the daughter of Capulet and they elope much to the anger of their respective families. This guide provides commentary on all the main characters in the House of Montague. House of Montague Montague: Father to Romeo and married to Lady Montague. Head of Montague clan, he is locked in a bitter and on-going feud with the Capulets. He is concerned that Romeo is melancholy at the beginning of the play. Lady Montague: Mother to Romeo and married to Montague. She dies in grief when Romeo is banished. Romeo Montague: Romeo is son and heir of Montague and Lady Montague. He’s a handsome man of about sixteen who falls easily in and out of love demonstrating his immaturity. Benvolio: Montague’s nephew and Romeo’s cousin. Benvolio is a loyal friend to Romeo who tries to counsel him in his love life- he attempts to distract Romeo from thinking about Rosaline. He avoids and tries to defuse violent encounters, but it is implied by Mercutio that he does have a temper in private. Balthasar: Romeo’s serving man. When Romeo is in exile, Balthasar brings him news of Verona. He unwittingly informs Romeo of Juliet’s death, but is not being aware that she has taken a substance to only appear dead. Abraham: Montague’s serving man. He fights Capulet’s serving men Samson and Gregory in Act 1, Scene 1, establishing the discord between the families.

Write a critical reflction and evaluation of your performance as a Essay

Write a critical reflction and evaluation of your performance as a mentor in workplace learning and assessing - Essay Example Gillespie (2005) asserts that a connected student-teacher relationship is characterized by the teacher nursing with students so that students â€Å"experience self-confirmation of their existing capacities and, prompted by the example of the clinical teacher, become aware of potential capacities† (Gillespie, 2005, p. 215). When investigating student perceptions of effective and ineffective clinical instructors, Tang, Chou, and Chiang (2005) found that students perceived that the most effective clinical instructors were those having strong interpersonal relationships with students and rated â€Å"solves problems with students† as the highest rated item within that category (p. 190). This would suggest that working together with students and role modeling professional behaviors are powerful determinants of effective teaching (Tang, Chou, & Chiang, 2005, 187-192). The term mentor is used to denote the role of a nurse, midwife, or even a health visitor who facilitates learning and assess students in the practice setting. According to Department of Health, the mentor role is to facilitate learning across pre and post registration programmes. In order to do that, the mentor must supervise, support, and guide students in institutional practice where learning happens in a clinical environment. One of the main roles is assessment where implementation of approved procedures for assessment is to be executed by the mentors. They would thus be facilitators of learning in the practice setting, where they would manage and contribute to the experience of the student nurses (Nursing and Midwifery Council, 2008, 1-17). The Nursing and Midwifery Council has developed a framework to support learning and assessment in practice. This framework also defines and describes the requisite knowledge and skills that are needed to be applied in practice when they support and assess students undertaking

Identify the various forms of plagiarism Research Paper

Identify the various forms of plagiarism - Research Paper Example n a student takes another student’s work and presents them as his/her own, and when a student downloads from the internet work that had been done and presenting it as his/her own. It also involves having someone do an assignment for you and presenting their findings or work as if you are the one who did the assignment (Gaines, 2007). Other students and authors will however not present works taken from the other sources in its original written form – they will rephrase other people’s ideas, research, opinion and information to come up with new works. Though the work seems on the face value to be original, only the wordings have changed from the original author’s work but the ideas are borrowed. This is commonly referred to as manipulated plagiarism (Neville, 2007). Students and authors wanting to make their work juicy or more presentable may take parts of other people’s work and incorporate them with theirs to enrich their ideas. The additional pieces of work may be quotes, phrases from a paragraph or entire paragraphs. The use of these parts without acknowledging the source constitutes to partial or juice plagiarism (Gaines, 2007). People also have a tendency of presenting their works either as a whole or in parts in more than one occasion or for different assignments. When this is done without letting the people using the work for the subsequent times know when the original work was done, one is considered to be involved in self plagiarism. This is most common when one is required to handle an assignment with similar requirements as the one he/she had previously handled (Neville, 2007). It is important for people to avoid plagiarism as much as possible. The most important thing is for writers to know what constitutes plagiarism and the implications that one is likely to face if found guilty of plagiarism. Writers ought to know how to acknowledge sources of their work. They should know how to do referencing and citations properly using the different

Top 10 Oil and Gas Companies of India Essay Example for Free

Top 10 Oil and Gas Companies of India Essay In the short story, â€Å"To Hell with Dying† written by Alice Walker, Mr. Sweet is a sick old man whose multiple ailments bring him often to the brink of death; the narrator’s father and the children would call him back from his deathlike state by calling â€Å"To hell with dying, man!† (Walker 1127), and surrounding him with affection. The â€Å"resurrections† in which the children participate hide from them the reality that death is permanent. Finally, when the narrator is away at college, Mr. Sweet gets sick again, and this time no one can call him back. After his death, the family celebrates him, and the narrator accepts the gift of Mr. Sweet’s guitar, which she plays in his memory. The central idea of â€Å"To Hell with Dying,† is death is inevitable, it comes to everyone. The main character, the narrator, is described in the story to look like a baby monkey when she was a child. For example, â€Å"†¦ around my hairline, which was rather low down, nearly to my eyebrows, and made some people say I looked like a baby monkey.† (1129). This shows that the narrator a unique hairline that resembled a monkey and other people noticed it. When Mr. Sweet is nearing death, the narrator is awakened in the middle of the night because she can bring him back with her love and affection. For instance, â€Å"For soon after we had gone to bed one of the neighbors knocked on our door and called my father and said that Mr. Sweet was sinking fast†¦Ã¢â‚¬  (1128), and, â€Å"I was very good at bringing him around, for as soon as I saw he was struggling to open his eyes I knew he was going to be all right, and so could finish my revival sure of success.† (1129). This shows that the narrator has always been helpful. The narrator thinks that if she continues to help Mr. Sweet come back from dying, he’ll always be okay. For example, â€Å"It did not occur to us that we were doing anything special; we had not learned that death was final when it did come.† (1129). This proves that the narrator didn’t und erstand what death really was because Mr. Sweet had always came back to life. She takes action with going to see him before his death by leaving college. For instance â€Å"†¦could I please drop everything and come home.’ Of course I could.† (1130) This shows that the narrator cares so much that she drops her main priority of college to go help with Mr. Sweet. She feels lots of love toward Mr. Sweet and is saddened by his death. For example, â€Å"The man on the high old fashioned bed with the quilt coverlet and the flowing white beard had been my first love† (1131). This shows she realizes that Mr. Sweet was the first person to show her how being loved and given attention felt. The supporting character is Mr. Sweet; he’s a tall, thin, and old. He is always kind to his neighbor family, especially to the children. He is always drunk and sad but when he is with these children, he is happy and energetic and loves to play with them. Mr. Sweet has many near death experiences which he always overcomes with the love and affection of the narrator. Mr. Sweet represents the special bond that can be shared between loved ones. The main conflict in† To Hell with Dying† is that death is inevitable. The narrator struggles with the internal conflict of death. Throughout the story she tries to control death by â€Å"reviving† Mr. Sweet. However, she learns that she cannot control death when he eventually passes. She doesn’t believe in death until a beloved friend dies. Through Mr. Sweet’s death the narrator realizes that death is always there. For example, â€Å"that Mr. Sweet was really gone? He had never been gone before.† (1130) This shows that now the narrator is seeing death first hand and believing in it for the first time in her life. In the end of the story the conflict is resolved by the narrator accepting that death is a part of life and cannot be evaded.

The Fellowship of Christian Athletes :: Expository Essays

The Fellowship of Christian Athletes Back in my high school, one day out of the month was dedicated to student-led clubs. On these so-called club days, most kids will go to any club just to get out of class. Some exclusive clubs, such as the Chess club, would look down on this. These groups would happily kick some kids, but there was one club happy to see everyone who came: the Fellowship of Christian Athletes. The little exposure to Christianity found at this club was all that some kids would get and the moderators of my school’s club knew this. Little by little, this is FCA’s nation-wide goal: to change the world into knowing Jesus Christ. This non-profit organization is responsible for everything from small club meetings in middle schools, high schools, and colleges, to massive summer camps. The Fellowship of Christian Athletes’s website lists the group’s mission which is to present the challenge and adventure of receiving Jesus Christ as Savior and Lord, serving Him in their relationships and in the fellowship of the church to athletes and coaches and all whom they influence (FCA). No matter whether on the court or in a group-led bible study, FCA focuses on this mission. FCA’s home website is www.fca.org. This site is very well done and contains an abundance of information, such as the organization’s values: â€Å"Our relationships will demonstrate steadfast commitment to Jesus Christ and His Word through integrity, serving, teamwork and excellence.† FCA's goal of Integrity states that we will demonstrate Christ-like wholeness, privately, and publicly. For the goal of serving, we will model Jesus' example of serving. As for Teamwork, we will express our unity in Christ in all our relationships. Lastly, for excellence: we will honor and glorify God in all we do (FCA). FCA’s in-your-face style of doctrine is pretty effective. Since 1954, the Fellowship of Christian Athletes has been challenging coaches and athletes on the professional, college, high school, junior high and youth levels to use the powerful medium of athletics to impact the world for Jesus Christ. FCA is the largest interdenominational, school -based, Christian sports organization in America. FCA focuses on serving local communities by equipping, empowering and encouraging people to make a difference for Christ.

Kinder Garten Math and English Game System Essay

My name is Robin Rutherford and I will be your child’s Kindergarten teacher this year. I am looking forward to an exciting and productive year with your child. This is my fifth year as a teacher at Parkview Elementary. I have 14 years of experience teaching Kindergarten. I graduated from TexasTech University with a degree in Early Childhood Development with a teaching certificate Pre-K through 6th grade. Over the years, I have taken many hours of professional development in order to be prepared to meet each child’s needs. I love teaching kindergarten! My mission as a teacher is to help children discover the joy of learning, and to help each child develop a strong belief in his or her own ability. I want them to do their best and to have a sense of pride in doing their personal best. It is also of primary importance to me that my students appreciate and respect other peoples’ differences. I enjoy reading, cooking, photography, scrapbooking and making jewelry. I love animals and have a Cocker Spaniel named Olivia and a Jack Russell terrier named Jack. I also have a large salt water aquarium and a cockatiel named Spike. I am a foster parent and, in time, hoping to adopt. Together we can make this year the best year possible for your child. If you have any questions or concerns, please feel free to call or come up for a scheduled conference. My conference time is Monday through Friday from 12:55- 1:45. The school phone number is 817-. 237-5121. The Beginning of Kindergarten Friedrich Frobel, of Germany, was the founder of the kindergarten – meaning garden of children. The Frobel kindergarten is based on German Idealist philosophy that explored the individual and natural world. The first kindergarten was based on natural play things/toys, songs and dance that promoted cooperative members of the community, and play for all children at all social and ability levels. His philosophy was based on free self-activity, creativity, social participation, and motor expression. News Superintendent of Schools Lynne Erdle invites public input regarding development of the school district’s 2013-2014 proposed operating budgets. The budget development period has arrived with the New Year and the Board of Education and district officials have begun work on next year’s budget. This early in the process, there are many unknowns, including Canandaigua’s level of state aid proposed by their Governor, and its Tax Levy Limit for 2013-14 under the law. News The Canandaigua City School District reminds all parents and visitors to our school buildings that proper photo identification is required to be shown for receipt of a Visitor’s badge and for full access to any building during school hours. Photo IDs are inspected and Visitor’s badges are distributed at the Reception Desk at each school building. There are no exceptions to this procedure. All.. News Robyn is a certified elementary teacher and ESL teacher in Illinois, who has taught 4th-6th grade, middle school ESL, and ESL to adults. She specializes in the fields of writing, ESL, academic/career advising, and higher education. She is a professional advisor for the state of Illinois, the Managing Editor of ED News Daily, and a blogger for Chicago Now. She has been published in Linkedin Today, Edudemic, Reading Horizons, BG Patch, The Niles Bugle and more. Robyn was recently?interviewed by Xavier University, discussing her life’s dedication and work in the field of education, as part of their â€Å"American Dream Project,† to be released on their website soon. Robyn was a featured educator and? writer for Edutopia. org. In addition to her passion for writing, she also has a great love of higher education. She launched and managed the first graduate advising program for National Louis University, supporting over? 2,500 teachers. She holds a B. A. in Elementary Education and an M. Ed. in Curriculum and Instruction, with a concentration in ESL. News Quality Early Childhood Education The agency supports high-quality early learning that promotes kindergarten school readiness for Texas children. The State of Texas is invested in the identification and dissemination of well researched early childhood education instructional strategies. Supported through key partnerships with the Regional Education Service Centers, the Texas Early Learning Council, numerous licensed child care programs, including Head Start, Texas continues to raise the bar for quality early learning. This includes laying the foundation for all investments through the adoption of the Texas Prekindergarten Guidelines (PKG), which emphasize research-based instructional strategies that are developmentally appropriate. Intended to support all students, these guidelines also work to inform teachers in addressing the specific needs of English language learners and students with disabilities. News ABC Phonics: Sing, Sign, and Read! by Nellie Edge book and CD features an innovative â€Å"Multisensory ABC and Phonics Immersion† strategy, creating an engaging and memorable way for children to learn letters and sounds and begin the reading process. The integration of visual, auditory, and kinesthetic learning pathways builds success for all young learners. Delightful watercolor illustrations, ASL signs, and a team of engaging children join you on this lively musical adventure. Because still pictures alone do not fully convey the beautiful flow and motion of ASL, Sign2Me publishers has created complimentary online tutorial videos to help you learn the signs in this ABC Phonics book. â€Å"Family ABC Wall Charts† and â€Å"Parents as Partners† letters are also available. Written by Joseph Gulino A child’s readiness for formal education should not be determined solely by a calendar date and a simple skills test. â€Å"I just try to pull them through! † said the kindergarten teacher when I observed that six of the children in her class of 21 did not seem ready for kindergarten. It was December 1999, I was new to the school, and I was concerned about some behaviors the kindergartners were exhibiting, such as inability to focus or sit still for more than a few minutes, lack of knowledge of letters and numbers, and—most of all—the desire to play rather than learn. As I got to know the students in grades 1 through 8, my concerns heightened. There were five to 15 children in each grade who were either struggling or just not interested in learning. What troubled me most, however, was the lack of a formal readiness testing process as a criterion for kindergarten entry. There also was no process to inform parents regarding school readiness issues, and no organized counseling strategies to assist parents of children who were not ready for formal school experiences. School accountability and student achievement are topics of paramount significance today. But I believe it is unfair to place accountability for student achievement on education systems that not only are financially strapped but are also hindered by current enrollment practices that set up students and schools for failure. That is why it is imperative for educational leaders and legislators to revamp the early years of formal schooling by designing, implementing, and assessing school enrollment practices and procedures founded on sound research.

What are the purpose of having your school clean Essay

If your school is clean, there is a motivation for students to be clean, even if they are naturally messy at home, school is a play where you learn things. You pick up good habits. Students can learn cleanliness in their schools and bring the idea of cleanliness to their homes. Having a school clean also prevents unknown illnesses from floating throughout the entire school making almost everyone contagious. There’s less room for illness and more room for learning. Having a clean school also encourages students to actually attend that school. I wouldn’t be encouraged to go to a filthy school. I would either want to transfer to another school or just stay home. When the school is clean, students will know that they are unique and special enough to be given the chance to attend such a clean school and they will want to do all they can, including being good students, to remain in that clean environment. Students will be inspired to learn. Teachers will also be more inspired to teach. When they come into a clean school, their spirits will be lifted, and they can spread that spirited attitude amongst their students. Keeping school buildings, floors and facilities clean is essential for health and the positive image of your institution. Schools are designed for teaching and learning. Clean, nice-looking facilities are a key component to a learning environment. If your school is clean, there is a motivation for students to be clean, even if they are naturally messy at home, school is a play where you learn things. You pick up good habits. Students can learn cleanliness in their schools and bring the idea of cleanliness to their homes. Having a school clean also prevents unknown illnesses from floating throughout the entire school making almost everyone contagious. There’s less room for illness and more room for learning. Having a clean school also encourages students to actually attend that school. I wouldn’t be encouraged to go to a filthy school. I would either want to transfer to another school or just stay home. When the school is clean, students will know that they are unique and special enough to be given the chance to attend such a clean school and they will want to do all they can, including being good students, to remain in that clean environment. Students will be inspired to learn. Teachers will also be more inspired to teach. When they come into a clean school, their spirits will be lifted, and they can spread that spirited attitude amongst their students. Keeping school  buildings, floors and facilities clean is essential for health and the positive image of your institution. Schools are designed for teaching and learning. Clean, nice-looking facilities are a key component to a learning environment. If your school is clean, there is a motivation for students to be clean, even if they are naturally messy at home, school is a play where you learn things. You pick up good habits. Students can learn cleanliness in their schools and bring the idea of cleanliness to their homes. Having a school clean also prevents unknown illnesses from floating throughout the entire school making almost everyone contagious. There’s less room for illness and more room for learning. Having a clean school also encourages students to actually attend that school. I wouldn’t be encouraged to go to a filthy school. I would either want to transfer to another school or just stay home. When the school is clean, students will know that they are unique and special enough to be given the chance to attend such a clean school and they will want to do all they can, including being good students, to remain in that clean environment. Students will be inspired to learn. Teachers will also be more inspired to teach. When they come into a clean school, their spirits will be lifted, and they can spread that spirited attitude amongst their students. Keeping school buildings, floors and facilities clean is essential for health and the positive image of your institution. Schools are designed for teaching and learning. Clean, nice-looking facilities are a key component to a learning environment. If your school is clean, there is a motivation for students to be clean, even if they are naturally messy at home, school is a play where you learn things. You pick up good habits. Students can learn cleanliness in their schools and bring the idea of cleanliness to their homes. Having a school clean also prevents unknown illnesses from floating throughout the entire school making almost everyone contagious. There’s less room for illness and more room for learning. Having a clean school also encourages students to actually attend that school. I wouldn’t be encouraged to go to a filthy school. I would either want to transfer to another school or just stay home. When the school is clean, students will know that they are unique and  special enough to be given the chance to attend such a clean school and they will want to do all they can, including being good students, to remain in that clean environment. Students will be inspired to learn. Teachers will also be more inspired to teach. When they come into a clean school, their spirits will be lifted, and they can spread that spirited attitude amongst their students. Keeping school buildings, floors and facilities clean is essential for health and the positive image of your institution. Schools are designed for teaching and learning. Clean, nice-looking facilities are a key component to a learning environment. If your school is clean, there is a motivation for students to be clean, even if they are naturally messy at home, school is a play where you learn things. You pick up good habits. Students can learn cleanliness in their schools and bring the idea of cleanliness to their homes. Having a school clean also prevents unknown illnesses from floating throughout the entire school making almost everyone contagious. There’s less room for illness and more room for learning. Having a clean school also encourages students to actually attend that school. I wouldn’t be encouraged to go to a filthy school. I would either want to transfer to another school or just stay home. When the school is clean, students will know that they are unique and special enough to be given the chance to attend such a clean school and they will want to do all they can, including being good students, to remain in that clean environment. Students will be inspired to learn. Teachers will also be more inspired to teach. When they come into a clean school, their spirits will be lifted, and they can spread that spirited attitude amongst their students. Keeping school buildings, floors and facilities clean is essential for health and the positive image of your institution. Schools are designed for teaching and learning. Clean, nice-looking facilities are a key component to a learning environment. If your school is clean, there is a motivation for students to be clean, even if they are naturally messy at home, school is a play where you learn things. You pick up good habits. Students can learn cleanliness in their schools and bring the idea of cleanliness to their homes. Having a school clean also prevents unknown illnesses from floating throughout the entire  school making almost everyone contagious. There’s less room for illness and more room for learning. Having a clean school also encourages students to actually attend that school. I wouldn’t be encouraged to go to a filthy school. I would either want to transfer to another school or just stay home. When the school is clean, students will know that they are unique and special enough to be given the chance to attend such a clean school and they will want to do all they can, including being good students, to remain in that clean environment. Students will be inspired to learn. Teachers will also be more inspired to teach. When they come into a clean school, their spirits will be lifted, and they can spread that spirited attitude amongst their students. Keeping school buildings, floors and facilities clean is essential for health and the positive image of your institution. Schools are designed for teaching and learning. Clean, nice-looking facilities are a key component to a learning environment.

The JFK Assasination essays

The JFK Assasination essays In a world with so many problems- crime, drugs, murder, poverty- Americans should be able to trust in the government for help. However, it is not safe to do so. Thus is the outcome of the Kennedy assassination. While the government was so busy trying to convince the public that Lee Harvey Oswald brutally murdered John F. Kennedy, they missed one important thing. The truth. The facts. Insufficient medical and hospital procedures, suspicious incidents during the Dallas motorcade, the impossible Magic Bullet theory, and countless other happenings- these are not just things the American public dreamed up in their heads. They had to begin finding the real truth on their own, for the government had betrayed the American people. Some of the most significant facts that hint the assassination was a conspiracy by the government come from the hospitals where Kennedy was examined immediately after the assassination. Dr. Charles Crenshaw, MD, who was in the emergency room at Parkland Hospital before and during the Presidents death, claims that the wound in Kennedys neck was much to small to be an exit wound, and was clearly an entry wound. However, pictures taken at Bethsada Hospital reveal a much larger neck wound than had been seen at Parkland. Apparently someone had mangled the wound to make it appear as an exit wound. But who, and why? Was it to support the Lone Gunman theory? If it was, it failed to do so. Another startling piece of information was concerning Kennedys brain. When the President was ordered out of Parkland without an autopsy, he still had a brain. However, when it the body arrived in Bethsada, the brain had suddenly disappeared! As if that was not mysterious enough, Dr. Crenshaw, the last per son to see Kennedys body before it was flown to Bethsada, said the body was put in a coffin, but when it arrived at Destination B, it was in a body bag, and a different coffin. This ...

4 Tips to Sneak Soft Skills in Your Resume

4 Tips to Sneak Soft Skills in Your Resume What should your resume looks like? There are plenty of standard resume tips and resume best practices  out there, but only a few provides actionable tips.  Here are some savvy tips you can incorporate soft skills into your resume. It’s often easier to just list your last five positions than to think of creative ways to sell your personality, but consider these steps to include soft skills into your resume! 1. Use Soft Skills Mentioned in the Job PostingWhen in doubt, always harvest from the ad that told you the job was available! Odds are they’ll mention â€Å"detailsWhenever you’re stuck, think of the STAR method- â€Å"Situation, Task, Action, Result†- to back up what you did, how you did it, and why it matters.Situation:  Ã¢â‚¬Å"As the medical clinic’s head receptionist†¦Ã¢â‚¬ Tasks:  Ã¢â‚¬Å"†¦responsibilities included maintaining schedules, administering paperwork, filing appointment records†¦Ã¢â‚¬ Action:  Ã¢â‚¬Å"â € ¦.and developing a systematized approach to the coordination of care between offices.†Result:  Ã¢â‚¬Å"This coordinating system has now been adopted by all five clinics in the building and facilitates clearer communication and speedier medical care across the clinic.†4. Highlight Your Leadership QualitiesEmphasize the roles in which you’ve supervised others, developed flagship protocols or policies, or headlined important projects! Once again, make sure you have  specific examples to support each instance. If you make it to the interview, you’ll want to illustrate your claims  with quantitative experience.

Thomas Struths Expedition reveal about Photography Essay

Thomas Struths Expedition reveal about Photography - Essay Example The essay "Thomas Struth’s Expedition reveal about Photography" talks about Expedition about Photography by Thomas Struth. The artist presents in a landscape format or as portraits to highlight different themes as thought out most of these photographs. The photography according to Thomas Struth attempts to answer questions about self as seen by the audience. It is worth noting that the photography by Thomas Struth is mainly landscapes that are shown in different compositions, color and detail. However, an important part of the photography that has been exercised by the contemporary photographers is the use of portraits that also form a big part of photography collections found in galleries. Additionally, the photography by Thomas Struth is sincerely portrayed in that the artist attempts to bring out true life situations that make the audience trust the message in the portraits. The portraits are brought out in a natural way that brings about the true relationship between form and content, which makes it possible to identify with the photographer. Once a person comes into contact with the portraits captured by Thomas Struth, for instance the Giles Robertson, Edinburgh 1987, there is a communication bond that is created between the audience and the photograph, whereby the audience would be asking itself what the photograph represents in a continuous dialogue. This shows that the images in the portraits actively show that Thomas Struth prioritizes the perception of his audience.