Examining class differences Essay

(a)Explain briefly what is meant by the term ‘elaborated speech code’ . Elaborate speech code is usually associated with middle-class, well educated people. It uses a wide variety of vocabulary, is more context based, uses grammatically complex sentences, communicates abstract ideas and is mostly context-free. (b)Identify three policies that governments have introduced to compensate for material and cultural disadvantage, apart from Educational Priority Areas. Compensatory education is a policy designed in order to tackle the problem of cultural deprivation, by providing resources to communities as well as schools in deprived areas. An example of a compensatory education programme is Operation Head Start in the United States, which is one of the best known examples of such programmes. Operation Head Start focuses on pre-school ‘planned enrichment’ education in poorer areas, which was introduced in the 1960s. Their aim was to develop children’s learning skills and instil achievement motivation. This included tasks such as: setting up nursery classes, home visits by health visitors and educational psychologists, improving parenting skills and the creation of intensive learning programmes for deprived children. Sesame Street, the popular TV programme, was initially created as part of Head Start, in order to reach young children and reflecting the values and attitudes needed for educational success; such as the importance of general knowledge, literacy and numeracy. In the UK, there have been several compensatory education programmes over the years, such as the Education Priority Areas that were created in the 1960s, Education Action Zones, which were introduced in the 1960s, and more recently, with the launch in 2000, comes Sure Start. Sure Start is a nationwide programme aimed at pre-school children as well as their parents. However, it also has non-educational aims, such as improving children’s health. Sure Start was introduced by the British Government in order to tackle poverty and social exclusion. The centres available provide integrated education, family support, support with parental employment, care and health services. Sure Start’s main aim is to work with parents to promote the physical, intellectual, educational and social development of babies and young children, particularly those who are disadvantaged. (c)Outline some of the ways in which material deprivation may affect educational achievement. Material deprivation is a lack of resources and necessities needed to live a basic lifestyle, such as an adequate diet, housing, clothing, or in some cases, the money to be able to buy these things. Material deprivation can affect educational achievement as the result of the lack of these necessities. Children in education will need financial support from their parents/carers in order to pursue a sufficient education; however disadvantaged families cannot afford educational aids. As well as that, families living in poverty may have limited space in their home. This leads to overcrowding, which means there is nowhere for the child to study. Also, this could lead to illness, depending on the state and cleanliness of the house. For example, dampness can cause a variety of illnesses, which leads to absence at school, therefore, lessening the child’s chance of a successful education. Some parents may force their children to leave school early and pursue a career in order to provide extra income for the family. (d)Using material from Item A (source) and elsewhere, assess the view that working class children under-achieve because they are culturally deprived. The idea that working-class children will most likely under-achieve due to a lack of culture, also known as cultural deprivation, refers to children lacking the norms, values, beliefs, skills and knowledge that a society would regard as important and necessary. The attributes that these children should know and learn are, in most cases, taught by their parents and are passed to the next generation through socialisation. All children are socialised differently, and the social class of the parent has a huge impact on the child and may affect their achievement in education. According to the cultural deprivation theory, some working-class parents fail to communicate and instil the appropriate norms, values, beliefs, skills and knowledge needed for educational success. However, there are other factors that can determine how well a child does within education. For example, material deprivation, cultural capital and economic capital can also have an impact on how well some children will attain, therefore cultural deprivation is not the only factor and may not be the most important reason to why working-class children under-achieve.

Things Fall Apart Tragic Hero

The role of a tragic hero within a story line is essential in a dramatic film or written work. The hero has the standards of becoming a great character that can take charge of the story through courageous action and bold dialogue. However, since the character is deemed a â€Å"tragic† hero, his flaws will ultimately be his downfall, usually leading to the characters own demise. Nowhere is this ideal of a tragic hero more relevant that in Chinua Achebe’s novel Things Fall Apart. The story is set in late nineteenth-century in a small village in Nigeria. The tragic hero in this case is a young man named Okonkwo.He is a dynamic growing character but is doomed from the beginning of the story with two major flaws that in the end will destroy his character. Okonkwo cannot physically display any of his emotions because he thinks it is a sure sign of weakness. His second flaw is that if and when he does show any emotion, it is an uncontrollable rage. Both of these flaws will get Okonkwo into trouble that he cannot handle. Okonkwo has been taught from a very young age that showing his emotions is a feminine characteristic, a sign of weakness within his culture.This is brought about because when Okonkwo was a child his father was not very involved with the community or with the elder counsel. The community is the most important aspect of everyday life for Okonkwo’s people. The village does not have a centralized government, but it is does have democratic ruling through the elder males (Ohadike xxii). Since Okonkwo’s father was lazy and drank too much, he did not receive any respect from the majority of the community. Okonkwo did not want this for himself so he always displayed a tough exterior so that he could have respect. This characteristic is clearly shown throughout the story.One such example is when Okonkwo becomes very fond of a boy that is in his care. Even though he likes the boy, Ikemefuna, he still treated him â€Å"as he treated ev eryone else – with a heavy hand† (Achebe 20). Even to a person who was considered part of his own family, he could not show the emotion of affection or graceful attention. In addition to not being able to show any true emotions, Okonkwo has trouble controlling his temper. His anger and rough treatment of everyone around him, particularly his wives, once again springs from the fact that his father was segregated from the community.Also, his short-temper towards his wives may have been fueled by the fact that women were beneath men within the village’s social ranking. Okonkwo thinks that the only way he can gain the village’s respect is through being bold and strong. It was also very important to show strength during this time of need because there was much change going on in the community itself with the coming of the white man and new traditions. He must absolutely display only anger and strength â€Å"when the institutions he had fought so hard to sustai n collapse in the face of European colonialism† (Gikandi x).The most infamous scene of Okonkwo’s irrational anger and lack of respect is when he beats his wife for not preparing the meal for their children during the Week of Peace (Achebe 21). This is just a single case of Okonkwo beating one of his wives, but the village punishes him more severely because it is during their Week of Peace in which everyone should be nice and kind to their neighbor. The village was shocked because no one ever breaks the rules of that week. â€Å"Even the oldest men could only remember one or two other occasions somewhere in the dim past† (Achebe 22).Another instance where Okonkwo’s disorderly behavior takes control of his actions is when he kills the boy he was fond of, Ikemefuna. Okonkwo’s clansmen are attacking the boy, so Ikemefuna runs to seek help from Okonkwo. However, since Okonkwo â€Å"does not want to look weak in front of his fellow tribesmen, [he] cuts t he boy down† (Ward 1). He lets his rage and pride take over and kills the boy whom he considered his own son. The characteristics of a tragic hero are clearly visible within Okonkwo. If his ideals were prevalent in someone during this day and age in the United States, it would be quite interesting.It is almost shocking to say, but someone with those characteristics would be very successful in the competitive and fast-pace market of the United States. They could take charge of their business career as well as not buckling under pressure due to the lack of physical emotions. Okonkwo’s manners are instinctual in most humans, no matter how primitive or modern. Wall Street brokers and fast-talking businessmen can be compared to primitive African men whose attitudes have â€Å"been masculine-based even before the advent of the white man† (Mezu 1).In a country based on the powerful business ethic of â€Å"only the strong survive,† there is no doubt Okonkwo could make it far. It can be easily concluded that Okonkwo’s flaws were the leading means of his character’s destruction. His lack of emotions and uncontainable anger were definite components for the deterioration of his character. However, the meaning in Chinua Achebe’s novel Things Fall Apart would have been lost without Okonkwo as the dominant character. The tragic hero is still and always will be the stable character of any deeply meaningful epic novel or movie.

Police Brutality, Have Times Really Changed Essay

The history of Police Brutality for minorities; especially people of color has left America wondering have times changed. Police brutality has deemed the opportunity for socioeconomic advancement or access to good and services for many Black/African Americans dating back as far as 1955. The system of Police brutality has affected many realms of society for minorities’ employment and family life. After some scholarly research, police brutality is still prevalent in the Black/African American community; moreover, it comes in many different forms and fashions. Police brutality is the use of excessive and/or unnecessary force by police when dealing with civilians. Excessive use of force is a means of force well beyond what would be necessary in order to handle a situation. This research seeks to understand the history of police brutality and how it continues to be prevalent; if not, more prevalent in presently than in the past. The history of police brutality dates back to slavery, encompasses the civil rights movement, and defines the growing accounts of modern situation in which Blacks/African Americans have been treated wrong by law enforcement. Elijah Anderson (2000) claims, â€Å"the idea of the race man goes back to the segregated Black/African American community, in fact all the way back to slaver† (Elijah Anderson, 2). Modern leaders like Jesse Jackson could be viewed as a race man; meaning, his help is deeply imbedded when he feels the Black/African American community has been treated unjust. As a leaders of the Black/African American community, there is always a time to become actively involved in the community, especial pertaining to police brutality. Secondly, Emmett Till is another example of police brutality, but in another form. Note, Emmett Till was not beaten by the police; however, his brutal beaten came from a group of white men in Money, Mississippi. I define this travesty as police brutality due to the milestone of social inequality that police brutality has fed off of. Bob Blauner (1992) reveals, â€Å"Chicagoan Emmett Till in Mississippi has been awakening to the end of social equality (Bob Blauner, 1). Instances such as the brutal killing of Emmett Till led to the civil rights movement. The civil rights movement was geared toward  helping not only Blacks/African American community, but helping America dismantle discrimination, segregation, lynching, double standards of laws and rules, police brutality and overall equality. The civil rights movement was filled with many acts of police brutality. For instance, a woman in Riverside, California was shot several times by law enforcement officers. They claim they were threaten by her, but had no idea this woman was engulfed in a diabetic coma. Legalized Cop Violence (1999) shares, â€Å"Dontae Dawson was sitting in his car and was ordered to raise his hands, when he did he fatally shot and killed the officer claims he thought the young man had a gun† The New York News, 12). The civil rights era proved that law enforcement officers did not serve the poor, the powerless or the un-influential. The legalized violence that was committed throughout the civil rights era has drastically changed; however, police brutality is still presently evident. For instance, officers of the law are servants of the state. They hold deeply to the interest of capital, wealth, and government to corporate figures. Currently, Black/African American leaders are still dealing with the vicious killing of two youth. These two particular situations has rocked the nation. First, Trayvon Martin, who was seventeen years old was walking from a community store in Sanford, Florida and was shoot to death at close range. No, he was not shot by the police; moreover, this situation has ignited once again racial inequality which is no stranger to police brutality. Although Trayvon Martin’s assassin was found not guilty, laws in the State of Florida allows citizens to stand they ground if they feel threaten. The 2014 State Statues of Florida 76.013 reveals, â€Å"home protection; use or threatened use of deadly force; presumption of fear of death or great bodily harm† is permitted. Despite the important racial progresss our society has made since Emmett Till’s death, from the civil rights era, to present increase of police brutality has still left the Black/African American community in shadows of segregation. The second most recent shooting of teenager Michael Brown has left citizens in ongoing battles with law enforcement officers of Ferguson, Missouri. New Statement (2014) reports, Missouri police similarly attempted to retain control of the narrative, claiming Brown had stolen cigars, and then paying for them, and then claiming he was a bad child and attacked the officer who shot him† (New Statement, 21). Brown autopsy reveals he was gun less and shot six  times. Police brutality is not solely about Ferguson, Emmett Till, or the civil rights movement, but it is simply about the history of capitalism and police brutality in America and having many forms of it. Which leads us to the question has times really changed are is police brutality still very surreal. Granted we talked mostly about Emmet Till, Trayvon Martin Michael Brown, and the civil rights these are not the only men or eras in time where police brutality has and still to this day is taking place. A few others who have suffered and died from police brutality include: Ezzel Ford who was mentally disabled and John Crawford III who was playing with a toy gun in the toy section of Wal-Mart. I know there are more people and time eras that have faced police brutality but these are just a few that are having a major impact on the world as we see it today. Which rises brings us to the question is Police Brutality the problem or as we as African America/ Blacks causing the problems and then when police are called to settle or solve the problem we over react or act as if we have done nothing wrong. Some cases in which police were called to a scene and they were hurt or out in danger include in July of 1920 five police were called to a home in New York to settle a dispute between two brothers where in return all five of the cops were injured, another time is in September of 1991 when three of duty officers in the state of New York were in a argument with a 18year old who in return pulled out a box cutting razor knife slashing one of the officers. Now I am not saying that because of these incidents this gives cops a reason to act the way that they do, but my question again is are we as African Americans/Blacks completely innocent or do we sometimes react to situations when cops are just doing their jobs that make them feel threatened so they have to kill. Yet there are more and better ways to deal with situations. Just like we the people should not always resort to violence and killing and committing black on black or white on white crime police need to and should follow the same rules of the world. Every man woman boy and girl should be treated how they would want to be treated. I’m sure the way police treat African Americans/Blacks when we commit crimes is not how they would want their family and or friends to be treated. There are some people who think that the way to downgrade police brutality is to adopt more white ways specifically the white perspective and to manifest intensively. Granted this is true; however, I do believe that just like us African Americans can  sometimes over react and over step our boundaries, I believe that cops have a bad habit of doing this as well. Yes your job as a police officer is to protect and serve the communities that you are in but moreover we are all humans and at this day in age no one is better than the next person no matter what race ethnicity sex or community you live in we are all said to be treated equal but are we treated as equals? If we were would there be so much police brutality and hostility toward police. Since the Trayvon Martin, and Michael Brown case I can see and understand why so many people have so much hate in their hearts. Although Trayvon Martin was not shot by a police officer he was shot by â€Å"a watchman of the area† Which in my opinion means if you are here to watch our neighborhood and protect us then he should of known who Trayvon was he should have been tolerant t figure out if Trayvon was really a threat to the neighborhood or if he was just â€Å"overreacting and looking for somebody to shot† and the same with Michael Brown who was actually shot by police men were the jumping the gun and did not take the time to find out if he really was stealing or if there was a miscommunication which I believe that’s what it was. Which leaves us to the question with the belief that slavery has ended and that all people are equal; then why is that police have and continue to get away with the brutally killing of African Americans. Works Cited Abu-Jamal, M. (1999). Legalized Cop Violence. New York: The New York Amsterdam News. Anderson, E. (2000). Beyond the Melting Pot Reconsidering. International Migration Review , 1-7. Anderson, E. (2014). Emmett and Trayvon. Washington: The Washington Monthly. Blauner, B. (1992). Talking Past Each Other: The Black and White Language of Race. The American Prospect , 1-6. Edwards, B. (2014). 4 Dead Unarmed Men and the Police: What You Need to Know. The Root. Penny, L. (2014, August 20). Welcome to America, Where Police Shoot an Unarmered Black MAn Six Times-and then call him a Villain. New Statesman , pp. 22-28. Tucker, W. (1993, January). Is Police Brutality the Problem? Commentary , pp. 23-28.

Assignment 3 for CLS325 Coursework Example | Topics and Well Written Essays - 1000 words

Assignment 3 for CLS325 - Coursework Example This paper attempts to present the strengths and weaknesses of the two methods. The text-centered method of analyzing culture is considered as imperative in studying social context. Norman Fairclough explains that the theoretical basis for this concept is based on the fact that text itself is the product of people’s perspectives on the society in which they belong. He also points out that â€Å"texts constitute a major source of evidence for grounding claims about social, structures, relations and processes.† (209) In relation to the aforementioned points, it is, therefore, clear that texts serve as effective means of achieving a profound understanding of culture and society. On the other hand, these also serve as powerful instruments of shaping or influencing culture and society, in general, as well. However, there is an apparent weakness in just limiting the analysis of culture and society according to what the text provides. The text itself may not be able to provide an accurate impression unless this is related to the actual conditions that surround it. According to Urpo Kovala, â€Å"the first characteristic of cultural analysis of texts†¦ is that textual analysis be contextual.† (Cultural Studies and Cultural Text Analysis) It is by getting a more comprehensive picture, which may include knowing the author of the text and the personal and social conditions which he or she is in, that a better appreciation of the textual work produced is achieved. The text should, therefore, not be taken as it is but should be related to the context in which it was made. In this regard, its relevance or irrelevance should be understood through the reception of the readers or the receivers. Otherwise, textualism or the text-centered method could be outright weak. The weakness of the text-centered method of analyzing culture is that it tends to be detached from other conditions that may actually be related to the text itself. By merely relying on th e text and disregarding the other aspects that may have influenced its deliverer or creator, analysis becomes vulnerable to one-sidedness and, ultimately, inaccuracy. The reaction of the audience, which is important in determining the practical relevance of the text, also tends to be disregarded when making a text-centered analysis. This inherent weakness of textualism is the reason why Douglas Kellner suggests three aspects to consider in employing a text-centered method in analyzing culture. These are the â€Å"production and political economy of culture; textual analysis and critique of its artifacts; and a study of audience reception and the uses of media/cultural products.† (Kellner 8) All three must be taken into consideration when analyzing culture using the text-centered method. It must be noted that Kellner already mentions the significance of audience impression. Therefore, in an attempt to overcome the weakness of the text-centered method, some concerns that center s on the audience has to be applied. Hence, the method actually loses its being absolutely text-centered. In New Keywords: The Revised Vocabulary of Culture and Society, Terry Threadgold correctly sumps up the point that â€Å"the text is engage in a continuous play of meaning across the field on intertextuality†¦ at the very least, the meaning is mobile, dispersed, and plural, since any text is always subject to the incessant movement of recontextualization.†

HR Professionals Case Study Example | Topics and Well Written Essays - 3250 words

HR Professionals - Case Study Example as the report declares the primary need for J. & S Air Conditioning is to create a HR department. This department will help to provide a more dynamic picture of the actual nature of strategic management and stresses the need for HRM to be present at all levels of decision-making. Likewise, one which operates only at the administrative level will be seen to provide an incomplete service for the strategic business needs of the company. Although the model is developed from a national base, it is considered useful as a tool for analyzing the role of HRM in providing value-added in an international context. According to the report findings HR professionals do not have to fulfill all four roles themselves. Depending on the processes designed to reach the goal, the work may be shared by line managers, outside consultants, employees, technology, or other delivery mechanisms for HR activities. The tasks of the department will be to develop HR programs, implement thee programs, measure their success and introduce necessary changes in HRM. J. & S Air Conditioning can use traditional techniques of HR development but it should take into account strategic goals and tasks of the management. Recruitment and selection programs will help J. & S Air Conditioning to ensure adequate supply of staff and their performance. Effective recruitment and selection of employees for the core workforce that provides the organization with stability and continuity has become essential for organizational survival and presents another set of challenges. There is already intense competition for workers who are talente d enough to be a part of the core, and this is predicted to become even fiercer. Following Bohlander et al (2004) each member of the core is expected to perform multiple "jobs" and handle multiple responsibilities, as well as to maintain long-term loyalty to the organization. Thus, organizations need to attract and select workers who won't jump ship but who can swim from ship to shore (or ship to ship) as needed, and who can keep their bearings when pushed (Bohlander et al 2004). Online recruitment Online recruitment is one of the innovative solutions to effective and fast recruitment. One of the critical differences among Internet recruiters is the method by which their service matches candidates with jobs. So called bulletin boards, such as Monster Board and Career Mosaic have served primarily as on-line job posting and resume listing services whose main

Paper 3 (The Final) Essay Example | Topics and Well Written Essays - 1500 words - 1

Paper 3 (The Final) - Essay Example Beyoncà ©, on the other hand, had been a role model of popular culture for more than a decade now. She depicts talent and beauty that most young people look up to and desired to be. These two personalities in their own ways set the standards for beauty and define what popular culture is. By this, my paper will try to evaluate the effect of popular culture in people’s perception of beauty. I will explore two photos to prove that there is a connection between the photos, the popular culture and its role in influencing people’s lives and perspectives in terms of their social roles and in the aspect of beauty in particular. In her study â€Å"Britney, Beyoncà © and me – Primary school girls’ role models and constructions of the ‘popular girl’†, Barbara Read, discussed how gender and culture shape the values of young girls today into aligning them with what their role models are, like for example Lady Gaga and Beyoncà ©. According to Read (2), children’s peer culture play an important role in shaping the way they value things and construct meanings such that the more their friends want to become like their role models, they wanted the same things to happen to them too. According to the results of the study (Read 5), school girls look up to their female teachers primarily as their role models but this can be argued to be normal as teachers are the next best thing they normally look up to. The next school girls’ role models include female singers and performers such as Britney and Beyoncà © (Read 5). The photo above showed Beyoncà © as she performed Oxygen Festival in Ireland. The photo is an example of a framing vector in which the artist used edges of the image as well as other vectors within the image to direct viewer’s attention; this type was specifically used to include certain elements while excluding

Capstone Essay Example | Topics and Well Written Essays - 2000 words - 1

Capstone - Essay Example When promoting their products, they make extensive use of celebrities as product ambassadors, which lends to their products and hence their consumers a sense of glamour and makes the consumer’s feel like some part of the celebrity’s skills rub off on them with the product usage. Nike target’s the common man who is interested in sports and fitness and banks on his skills and has a winning attitude. The brand also promotes hard work and competition and this is reflected through their promotional advertisements. Nike’s vision is â€Å"to  carry on the legacy of innovative thinking, whether  to develop products that help athletes of every level of ability reach their potential, or to create business opportunities that set Nike apart from the competition and provide value for our shareholders†. According to Nike’s vision for the future, they keep introducing innovative products in the market. Like, recently, they are going to launch the Nike à ¢â‚¬Å"Studio Wrap† in 2013, which are fashionable ‘barely there’ shoes, designed for people who are more into modern studio workouts like dance, Pilates and yoga. These shoes are the picture perfect mix of innovation, style and athletic requirements. Products like these by Nike help everyday and professional athletes the support and motivation to stick to a healthy lifestyle and to excel in their chosen field of sports. Nike products create additional value for its customers by adding style to the equation; all Nike products are aesthetically pleasing, yet high quality, innovative sportswear. 2. Analyze the five (5) forces of competition to determine how they impact the company. A big job to be done by the company’s strategists is to deal with its competitors; however that’s not all that their duties encompass. According to Porters’s theory there are four other forces that need to be taken into consideration. Following is a diagram outlining t he relationship between these five forces of competition. (Harvard Business Review Magazine, 2008) Originally published in 1979, Porter’s article talks about external forces that a company has to consider when planning competitive strategy. Namely, these include the bargaining power of producers, the bargaining power of consumers, indirect competition by substitute products, threat of new entrants due to barriers of entry and the rivalry between the existing players in the market in the specified category. (Harvard Business Review, Magazine, 2008). In Nike’s specific case, the business is lucrative and highly profitable and thus new entrants are common. This would reduce market share and profit levels but Nike stays on top of its game due to its immense goodwill in the market, its reputation, product quality and innovative techniques. However strategists have to remain on their toes to make sure that the company’s strategy doesn’t lag and allow new entran ts to gain on Nike’s expense. This requires them to continually innovate product design, establish strong customer relationships and loyalty, invest in research and development, invest in employee training, improve distribution and most importantly patent their designs and products to protect them from competitors. Using these precautions will mostly eliminate the threat of new market entrants. Threat from substitutes is low, because Nike provides essential gear for athletes and sports men and women which cannot really be substituted by other product, especially in the shoe category. Other sports gear

Boston 2024 Olympic Research Paper Example | Topics and Well Written Essays - 2500 words

Boston 2024 Olympic - Research Paper Example The bidding process starts with the invitation phase where the IOC invites applications from interested National Olympic Committees (NOCs) to bid 10 years before the commencement of the Olympic Games. The election of the host city is done by the IOC members within the next two years. The host city thus has full seven years to prepare for staging the prestigious event. The bidding process for the 2024 Olympic Games is in process at the moment. Bids can be sent to the IOC between January 15, 2015 and September 15, 2015 (Swidey, 2015). The United States Olympic Committee (USOC) has selected Boston as the applicant city to host the 2024 Olympic Games. Boston was chosen ahead of Los Angeles,  San Francisco, and  Washington, DC  so far as the official bid for 2024 Olympics from United States is concerned. John Fish, Chairman and Chief Executive Officer of Suffolk Construction is the Chairman of the organizing team Boston 2024. The team boasts of many other experienced people from all walks of life including former Olympians. The final selection of the host city will be announced by the IOC in 2017. In the meantime, Boston will co-ordinate with USOC and collaborate with the local community to develop its bid and submit it to the IOC in December 2016. The necessary funds required for all this work will be privately funded. Boston will benefit in numerous ways if it hosts the 2024 Olympic Games. The city is scheduled to celebrate its 400th anniversary in 2030. The preparation and infrastructural development for the 2024 Olympics will play a pivotal role in achieving the city’s vision for the monumental year 2030 as well. The planning committee of the 2024 Boston Olympic Games has categorically stated that the event will be dedicated to future of the city (Kamp and Futterman, 2015). The Vision of Boston 2024 is to create a better future for all stakeholders. The Games will create a lot of jobs in Boston. Some of the jobs will be direct in nature. For example,

Introduction to Quality Assurance Essay Example | Topics and Well Written Essays - 750 words - 3

Introduction to Quality Assurance - Essay Example It is also responsible for coordinating and monitoring access to care, developing programs, and evaluating the quality of healthcare services in accordance with guidelines from the Department of Defense, Lead Agent, Regional 12, and Health Affairs. Specialist Referrals– The Primary Care Physician (PCP) may request a consultation from a participating specialist physician at any time.  The PCP determines the number of visits authorized.  Specialists may include – Gynecologist, Radiation Oncologists, Ophthalmologists, Pediatric Ophthalmologists, Retinologists and Allergists etc. Emergency Room Services –An emergency medical condition is defined as a condition that manifests itself by acute symptoms of sufficient severity (including severe pain) that a prudent layperson with an average knowledge of health and medicine could reasonably expect the absence of immediate medical attention to result in any of the following: Out-of-Plan Referrals– All out-of-Plan referrals require Plan prior authorization at Guam.   These requests are reviewed on an individual basis.   Determinations are made based on the patients medical needs and the availability of services to meet these needs within the provider. Tertiary Care Services– All referrals to plan tertiary care centers are reviewed on an individual basis.  The members medical needs and the availability of requested services within the non-tertiary care network are taken into consideration. Discharge Planning – Patients who require continuing care after release from the hospital are identified and the appropriate services are arranged through participating home care, medical equipment and other providers. The facility’s Utilization Management Program may need continued review on a periodic basis in order to keep it on par with the model Utilization Management Program as described by the HealthCare Advisory Council. In keeping with these lines, the program is

Incorporating technology into the classroom Research Paper

Incorporating technology into the classroom - Research Paper Example The amount of refocused attention greatly depends on the type and amount of technology being presented (Anderson, 2008). However, this does not imply that the teacher has lost significance in the learning process. Students may be submerged in various technologies at home, but it is a wrong assumption that they are equipped to manipulate this technology for learning purposes. Guidance is essential in helping most students effectively use technology as a collaboration and learning digital tools. Podcasts can be an effective communication tool for highlighting upcoming school events and activities particularly scheduled ones. They also come handy in putting to spotlight the staff and student accomplishments. Testimonials from parents affirm that podcasts serve as a very effective communication tool. Podcasts can also be used for lessons. Students can be allowed to take home and listen again to a lesson or even missed classes. Further explanations can be given on the subject via podcasts. Programs are installed that link student’s work both in school and at home. That way, a student has access to notes and can print the notes from any internet connected. This aids in eliminating the need of physical files transfer and increasing accessibility. Teachers can give notes and assignments, and when a student is not in a position to attend school, they can access the lesson materials. This should however be used in caution since it can encourage absenteeism since students know they will eventually get the notes. Although many schools ban cell phones, few have embraced this readily available technology and utilized it as a tool for teaching. Students are instructed to register with their class teacher. Teachers can then send mass short messages to students for assignments, instructions and more (Eschenbrenner & Nah, 2007). Students are also allowed to take snapshots of the blackboard, access blogs by their teachers, download entire

The relationship between stress, anxiety, habits and phobias Essay Example for Free

The relationship between stress, anxiety, habits and phobias Essay In This essay I shall describe in detail the individual elements, Stress, Anxiety, Habits and Phobias. Firstly I shall describe how these issues manifest within the subconscious, and then I shall address the relationship between the conditions, and how these can come about. Following this I shall discuss the treatment process of my chosen element in more detail (anxiety). Beginning with Stress. Stress can often over lap with anxiety, but I shall try to describe them individually before divulging into their inter-relations. The dictionary describes stress as â€Å" a state of mental or emotional strain or tension resulting from adverse or demanding circumstances.† Stress is linked to our ‘fight of flight’ survival instinct; it has been present from our prehistoric ancestors, as a survival technique. This technique created a sense of fear, and arousal in the subconscious to help flea from harm. Nowadays, we face different threats, as modern day survival depends on our placement in society, and the role of hunter-gatherer has been replaced by earning through means of occupation to supply for our families. This modern day way of life has created more complex threat, and a more deep-rooted variety of stresses such as our social standing, job status, high expectations and other modern day pressure filled tasks. Unlike our prehistoric ancestors, running from our problems is not a beneficial solution. We have to deal with our ‘monsters’ and work through problems, as more stress and or anxiety can be caused by loosing control, along with the potential consequences that could follow on from such a situations e.g. loose homes, belongings, family issues etc. Furthermore, the more we allow ourselves to experience such stressful situations, the more sensitive our fight or flight mode becomes, which means we end up constantly ready for battle, constantly on edge as if â€Å"perceiving potential threat everywhere†. Therefore we can see that stress is formed from situations one is experiencing presently, whether they are experiencing feelings of fear, feelings of anger or feelin gs of anxiety, and not dealing with these issues can be severely detrimental causing a cyclical  deterioration. Leading on from stress, I shall now explore the issue of anxiety. Anxiety manifests itself from the minds creativity; it is an individual’s apprehension of events to be. In the build up to change, our minds create all sorts of conclusions from the ideal scenario to the worst scenario. Each of these scenarios fills us with a type of anxiety, whether it is tingles of excitement, or dread. We get these feelings as we start a new job, before we do a presentation at school or at work; we get them when we get bad news, maybe news of our health deteriorating. There can be long of short term causes of anxiety depending on the event you are about to endure, or are going through, and we all deal with different situations differently. Moreover, how you deal with these issues can be dependent on your environment, and some can be part of your genetics. Stress like anxiety, is not all bad, stress can be positive.It is good to have stress to motivate, and prepare individuals for repercussions of events and deal with change as it happens knowing that a number of outcomes are possible, this is known as Eustress. Self-preparation in a way, it is just the overload of stress, a stress that is consistent in someone’s life that is detrimental, such as dealing with a terminal illness like cancer, this is known as Chronic Stress. Stress has been catergorised into six categories, and having mentioned Chronic, and Eustress, I shall briefly explain the other four. Hypo stress, which can occur due to lack of motivation, doing a repetitive and un-motivating job, may cause someone to suffer from this. Acute, which can be described as ‘typical’ stress, and can be helped within a six week program though various treatments, Episodic acute stress, this type of stress can be treated but can take up to six months, it can produce migraines, strokes, heart attacks etc., and finally there is Traumatic stress, post traumatic stress can be put into this category, it’s a stress that is so severe that it will seem to increase for the individual, therefore this type of stress can only be treated by qualified professionals. It can occur from extreme physical or mental trauma such as a natural disaster, or extreme physical peril. I shall discuss the signs to look out for in clients who may be suffering  from anxiety or stress, and the treatment methods later in the essay, firstly I shall explore Habit and Phobias. We use habits as coping mechanisms, they may originally of helped you cope with an issue when you were very young, the mind is so busy dealing with our current and ever changing environment and the events that take place, that a lot of the things we do are stored or on ‘auto pilot’, for future use in similar situations. An example of Auto pilot is driving, some journeys we have gotten from A to B and our minds have been elsewhere for most of the time, yet we have changed gear, stopped at lights, allowed traffic to pass at roundabouts and made it to our destination. Other habits include comfort eating, smoking when feeling stressed, and loosing control by lashing out or shouting when angry, all on an ‘auto pilot’. The brains extraordinary problem solving skills and storage system has adapted to recognize behaviors linked to negative and positive outcomes, behaviors that bring us comfort and happiness, and it can be very hard to change or break these behaviors (habits), that are so deeply ingrained. Examples of these are thumb sucking for comfort, nail biting when tense, or anxious, and using food or drink as a comfort or control mechanism. As therapists we need to encourage habits that are needed in the clients day-to-day life, and highlight and work on habits that are no longer necessary in a client’s life. To do this, its important to understand why these habits have come about, and looking at hidden agendas such as stress, anxiety and phobic issues can help bridge the gap between the root of the habit and enable the therapist to work on breaking the habit, and curing the root ailment. Like all the ailments we are discussing in this essay, commencing treatment with an adequate notation, and finishing the first session with a screed to relax the client can be very beneficial, and aid the client by teaching them new tools to extract the habits, and replace them with more positive coping mechanisms, such as relaxation, and then further sessions will help you establish any further underlying issues and hidden agendas. Finally I’d like to discuss phobias. Phobias are irrational fears. Some phobias are learnt others inherited. A phobia itself is created in the subconscious mind, and they tend to be quite intense fears of items, animals, individuals or anything really. Phobias can range, from simple phobias i.e. heights, and small spaces, to Complex phobias such as losing control, being in an accident, then there is Social Phobias, fearing social situations and what others may think if you are blushing, or say the wrong thing, linked to social phobias are Panic attacks, which are a result of severe anxiety, which has a physical effect on the body, and finally there is Agoraphobia, which is fear of being away from the comfort of ones home, out in the open environment, an environment out of an individuals control. A note to mention when treating Phobias is on the subject of ethical issues, however bizarre a phobia is to another person, as a therapist, it is very important to be professional whilst dealing with a client with a phobia, as looking amused or shocked, could be detrimental to the rapport you are creating and also the clients comfort level. I shall now briefly look into treatment methods for Phobias. Similar to habits, I believe it is important to use a relaxation to begin with, then on the next session begin to explore the fear, and the use of ideomotor signals can help identify where the phobia began, the use of regression therapy to take the client back to where it began can then be used, and suggestions given to the client to help renounce the phobia. Other methods could include making the fear seem irrational and empowering the client to see that there is no need to be afraid. Having looked at each condition it is clear that there are definite overlaps, where anxiety build up can lead to stress, or fear of an event. And habits can be used as a coping method to deal with stress and anxiety issues. All of the above can be helped with hypnotherapy. However some conditions would need to be used in collaboration with other professional help, (in order for treatment to be ethically sound) such as people suffering from panic attacks and Post traumatic stress disorders, to name a couple. One must be aware that as well as helping, hypnotherapy could hinder if the therapist isn’t mindful of a client who may be suffering more deep rooted issues, (where more than Hypnotherapy may be necessary) such as continuous anxiety, some  forms of depression, neurotic disorders etc. These more acute psychological or physical issues need to be further investigated through means of GP consent and discussion with supervisor. Continuing on, I would like to discuss symptoms to look out for when with a client suffering from stress and anxiety. Stress can be both mental and physical. The most common are clients saying they are suffering from depression or severe anxiety and they cannot put their finger quite on why they feel this way, (confusion, and lack of organization in their current day to day life due to lack of concentration may be occurring). There is also insomnia, sleep deprivation, broken sleep, and perhaps problems in their sex lives. The stress will be apparent in many different ways in your client, either easily identifiable, constant and therefore identifiable through lack of self-esteem, or possibly related to another ailment such as IBS, depression etc. (Here a more detailed exploration of the actual issue is definitely necessary, perhaps seeking advice, referring, or GP consent, depending on the issue). Their are crossovers when looking for signs of anxiety in a client, as this ailment affects the entire entity, and can create phobia like symptoms, as it can create fear in the client, who will avoid the subject which causes the anxiety, which will cause more negativity, and this negative cycle can lead to feelings of depression, and isolation. Other physically visible symptoms, are linked to the ‘fight or flight’ mode, and they are ridding the body of unnecessary waste, so the body can produce more oxygen to flea or defend, such as sweating, diarrhea and trembling. Having discussed the above conditions and having delved into their roots and inter relations. I shall conclude with a paragraph on how to deal with a client who claims to be experiencing anxiety. Treating anxiety with hypnotherapy is very effective, and as a therapist we hope to change an individuals perception of a past event or release emotion from it in order for them to be able to cope better. As a therapist it is important to put your client completely at ease to gain rapport. Making sure your voice is calm and welcoming, you make eye contact, and your body language is warm and welcoming, and your mannerisms and conversation must always come under the  ethical code. Obviously all clients differ, but in the case of anxiety one would tend to use a more authoritarian script, as the clients anxious imagination is obviously running wild, and in order to collect their thoughts and help them relax, I believe taking control of the hypnotic journey would be most efficient. Working with the notation one will have collected, and having done a PMR or other relaxation on the first session (and adding a trigger induction), one would use the clients modality and work to the clients comfort levels to ensure the script was completely suitable for them, making the client feel safe and secure and watching the paralanguage of the client to ensure the client was not becoming physically anxious whilst under. Examples of script suggestions for anxiety would include empowering the client, making them feel in control and free, but always giving them a devise if they felt they needed support. A script in the module notes uses a shield, and others I have explored and would be prone to use are ones that include vulnerable animals such as rabbits to really delve into the fight or flight mode, and making the client aware of why these anxious tendency occur, and suggesting to them to be mindful, and know that they are ok, and proud to recognize and deal with such situations. Briefly, when treating stress one must prepare a script to change the reaction to a particular situation during hypnosis to a more positive one, the feelings about that situation can also become more positive. When an individual then experiences that situation in real life, their reaction will often be much different. References: Module Notes Hypnotic World Hypno directory (online)

Personal Nursing Philosophy Essay Example for Free

Personal Nursing Philosophy Essay We often hear that nursing is an art and a science, and I firmly believe that. The way a nurse blends those aspects of care defines the nurse. As nurses, our roles in our patients’ lives vary depending on their needs. We are teachers as well as technical experts, and our ultimate goal is to ensure our patients and families are ready to take over when the patient no longer requires our care. Why I Chose Nursing I have known that I wanted to work with children since I was a young child myself. Before the age of ten, I thought I might be a teacher. As I enjoyed math and science, several of my aunts, nurses themselves, encouraged me to consider nursing. As a sibling of a disabled child, I was probably exposed to more medical knowledge than average, and I took my first CPR class when I was eight years old. I liked the nurses and therapists that worked with my sister, but I also had respect for the teachers that worked so tirelessly with her. I can pinpoint the moment I decided that nursing was for me, though it was a long time before I could act on that decision. My sister had contracted hepatitis A at school. That lowered her seizure threshold enough that she ended up in the intensive care unit. As it was winter, I was not allowed to visit her. At ten, I didn’t understand the concept of RSV restrictions. I only knew that she’d been hospitalized many times and I’d always been allowed at her bedside. Somehow I interpreted that to mean she must be dying, and no one wanted to tell me. I was in the waiting room outside the ICU while my mother was in with my sister, crying my heart out. A nurse walking by stopped to ask me what was wrong, and I spilled out my fears to her. She escorted my into the unit, telling me that she was going to find a supervisor to see if she could get permission for me to visit my sister. In the meantime, there was a room where I could wait for her†¦. which turned out to be my sister’s room. After failing to get permission for me to visit, the nurse returned to escort me back to the waiting room. Before we left, she took the time to explain the monitors and what they meant, and went over my sister’s plan of care and discharge criteria with me. Hugely reassured, I was content to wait in the waiting room. More than thirty years later, that nurse’s compassion still sticks with me. The Core of Nursing If compassion is at the heart of nursing, knowledge and skill must be its head and hands. Since the earliest days of nursing, the patient’s environment has been a consideration in their care. Florence Nightingale’s theory that hydration, nutrition, rest, and a clean environment were necessary to healing (Black, 2007) is a basic principle of nursing today. The world has changed since then, and nursing has changed with it. With every technological advance or new treatment modality, nurses have been called upon to be more than caretakers. It requires skilled hands to provide the treatments our patients need. Throughout a patient’s stay, teaching is a primary responsibility of the nurse. Patients cannot make informed decisions on their care without adequate information. Whether teaching the relatively simple task of taking medications, or the more complex management of a chronic condition, it is a nurse’s duty to make sure the patient and family are trained and prepared to assume care once the patient goes home. The teaching required necessarily varies from patient to patient, and often from day to day in the same patient as he or she moves on the continuum between health and illness. Finally, patients need to be able to count on nurses to be authorities in their field. Nurses must be accountable for remaining competent in their practice, and for continuing their education throughout their career (Killeen Saewert, 2007). Beliefs and Values Patients have needs unrelated to their illness or injury. Having spent my entire career in pediatrics, often my focus is on developmental needs and what activities can be provided that support normal development. Some needs, however, seem to be universal. The need for play, learning, and social contact are not restricted to children. Meeting the emotional and psychosocial needs of the patient without compromising the physical needs demanded by the illness or injury is occasionally a delicate balancing act, and is where the art of nursing meets the science of nursing. By collaborating with our patients and families and respecting their values, a plan can be reached that both supports their needs and involves them in their own care. From a pediatric perspective, the family is an integral part of the healthcare team. Parents are the primary ally and resource in providing individualized care for their child. Even in adult patients, who they are is impacted by the relationships that they have. Serious or chronic illnesses and injuries affect the entire family. The family, then, becomes the patient, particularly when it is necessary to make lifestyle changes. I have been fortunate enough to work in a teaching hospital for over a decade, on a unit that has a strong sense of teamwork. I have watched residents grow from unsure medical students to capable attending physicians, and have been gratified to precept and mentor new nurses into colleagues that can be relied on. Through we have a varied mix of skill levels, values, and talents, as a team we manage to form a cohesive whole. I count on my nurses to provide outstanding care to their patients, to hold themselves and each other accountable for maintaining high standards, and to support each other as needed. I also count on them for holding me accountable when the minutia of providing care for patients or my nurses gets in the way of my seeing the big picture. In my own life, it has taken me a long while to take charge of my health. I am currently working hard to quit smoking, and have recently lost fifty of the extra sixty or so pounds I’ve been carrying. Like a lot of nurses, I put off preventative care, and wait too long before seeing a physician when I need to. This disconnect between my professional values and my personal behavior baffles me. I cannot expect my patients and families to view me as an authority on health if I am unhealthy. This year has been one of trying to bring my own lifestyle into line with my beliefs. Vision for the Future In two years, I will have completed my BSN. At that point, I want to take a clinical instructor position while I pursue my MSN. I seem to have come full circle in what I want to be when I grow up, and combining my love of nursing with my love of teaching seems to be the best of both worlds. In five years, I hope to have completed my MSN. By that time I will have been a clinical instructor for long enough to know if I want to translate that to the classroom or perhaps become a nurse educator in an acute setting. I know I love teaching new nurses in my current setting, however I’m unsure of whether I would enjoy teaching in an academic setting. In ten years, my goals are much more nebulous and largely depend on whether I have chosen to move to an academic setting or remain in acute care. In either setting, there are always things to learn and opportunities to explore. Someday, I would like to open a medical foster care facility, though I have doubts about that happening in that time frame. Summary The pursuit of my professional goals is a long-term plan. I enjoy learning, have the support of my family, and the path to my goals are clearly defined. I am detail oriented, and hope that will help me to reach my goals. As I continue on this path, each success will pave the way to the next. Time management is an obstacle in my path, as I am currently working two jobs and trying to take care of my family while pursuing my degree. I am still learning how to manage all the demands on my time without stretching myself too thin. In addition, I sometimes get bogged down in the details and lose sight of the big picture, and then tend to procrastinate until I find my way again. Fortunately deadlines are effective in making me take a step back and rethink my approach.

What is coaching? learning specific skills

What is coaching? learning specific skills Coaching is about learning specific skills, to improve performance or to prepare for advancement. To an outsider, coaching situations may look similar. All are based on an ongoing, confidential, one-on-one relationship between coach and learner. Yet each teaching situation can be quite diverse and some of these distinctions are important to recognise, if only to foster informed choice by everyone involved. Therefore this essay defines and explores key distinguishing features amongst coaching. Furthermore taking account of these factors, this essay will discuss and suggests different coaching roles. Any instructional strategy should be based on learning theory because without an understanding of how athletes learn, one cannot expect to achieve intended learning goals (Griffin et al, 2005). The use of student and athlete has been used interchangeable throughout this essay to reflect its meaning. So focusing on this I will look from a behaviourist perspective on how people learn best an d what certain influences can facilitate learning, by briefly discussing the place of feedback will identify influential factors this can make to a pupils education and overall learning experience. Watkins and Mortimer define pedagogy as ‘any conscious activity by one person designed to enhance learning in another (1999; 3). With coaching being recently reconceptualised as a pedagogy (Cassidy et al., 2004), it is imperative for a coach/teachers to ensure learners are facilitating in their learning, so rather than just teaching a certain skill, they also teach when this skill should be used. By being a coach, in other words, implies being a ‘certain kind of teacher (Hacking, 1986; Gee, 2001), but exactly what such being entails remains covered in uncertainty (Richardson, 2002). The role for the coach or teacher has been very directive, instructional or prescriptive (Cassidy et al. 2004, Kidman, 2001). For instance, the coach or teacher deciding when and how athletes/students should perform specified skills or movements. This has led to the coach being regarded as the sole source of knowledge, transmitting this in a unidirectional way with learners having a passive ro le in the learning process (Potrac and Cassidy 2006). Furthermore, this occupies a position of centrality and influence in the sporting environment (Cushion et al. 2006, Smith and Smoll 2007). Therefore, Lyles (2002) research suggests there is a strong belief that the quality of coaching is one of the most important environmental factors in determining performance improvement with success. Signifying not only the behaviour of the coach being an influential socialising agent but might also impact on performance, learning, and a range of many other psycho-social outcomes. Coaches and teachers can be implicitly or explicitly, by their beliefs about learning. By practicing and behaving according to their own beliefs, directly impacting on how the coachs role is perceived and enacted within the coaching process, such as tradition of the sport taught, socialisation experiences etc. Research suggests knowledge and practice, remains largely based on experiences and the interpretation of those experiences (Cushion, Armour, and Jones 2003; Cushion 2006; Gilbert and Trudel 2006). This however, is regardless of the implementation and availability of education programmes and courses. Furthermore, Douge and Hastie (1993) believe that the accumulating years of involvement doesnt necessarily guarantee that an agent will become an effective coach. Chelladurai also expands suggests that â€Å"future research could focus on generating items based on the experiences and insights of both coaches and athletes† (1990; 340). Indicating that there is no single behavi our, role or approach that is either a defining or essential component to an athletes/students centeredness (Popkewitz, 1998; Cain, 1989). In fact, the amount that a coach feels compelled to act in a single way; the more likely they are to impose limits on their athletes because their own behaviour is constrained (Daniels 2001, Cain 1989) not only implementing interventions but could interfere with coaching preparations. There are many different ‘building blocks which aid coaches in the effectiveness of their coaching and improve their coaching practice, although there are a number of reflective cycles to assist coaches, Gibbs (1988) offers a model of coaching effectiveness ideal for the beginner coach involving the following six elements: 1) Description Describe as a matter of fact just what happened during your critical incident or chosen episode for reflection. 2) Feelings What were you thinking and feeling at the time? 3) Evaluation List points or tell the story about what was GOOD and what was BAD about the experience. 4) Analysis What sense can you make out of the situation. What does it mean? 5) Conclusion What else could you have done? What should you perhaps not have done? 6) Action Plan If it arose again, what would you do differently? How will you adapt your practice in the light of this new understanding? This framework is an ideal excellent starting point for coaches/teachers in their investigations of the coaching process itself, not only this but Bandura states People not only gain understanding through reflection, they evaluate and alter their own thinking (1986; 62) enticing coaches to un-earth their theory in use, inevitably extending learning in both coach and athletes. Paradoxically focusing on this, coaches and teachers have varied roles to consider, whereby they can aid the need for the following specific knowledge and skills: Interpersonal skills. Communicating and establishing trusting relationships with whom they are trying to change their practices. Coaches must be able to observe accurately and provide appropriate feedback. Content knowledge. Having an understanding of their subject matter, this includes how knowledge of a discipline is developed through curricula and learning materials. Experience with others coaches at the different level indicates that a certain level of content-area expertise is necessary to be a subject area coach. However, expertise also may create tension when coaches are labelled experts. Most important is for a coach to establish a collaborative, reflective relationship. Pedagogical knowledge. To lead, coaches need to understand how students and athletes learn, including knowledge of the tasks, questioning strategies, and structures that can help students/athletes develop their own ideas. Knowledge of the curriculum. Familiarity with the structures and experiences offered by a curriculum is important, including understanding the fundamental ideas behind a curriculum and how those ideas connect across different ability levels. Awareness of coaching resources. Aware of specific knowledge of professional development materials, literature, and resources that can be used to support development of subject or pedagogical knowledge and better understanding how to teach. Knowledge of the practice of coaching. Coaching strategies and structures, such as how to use pre and post observations or on-the-spot coaching; the role of questioning and effective strategies; how to use resources of teaching practice (curriculum materials, student work, scripts of classroom dialogue, etc.); and the pros and cons of demonstration lessons and coaching sessions. All specify a requirement of the coach/teacher, however, athletes have been shown to have different preferences and different responses to coach behaviour (Reiman, 2007) and in complex social and interpersonal settings, individual differences are sure to play an important role (Smith and Smoll, 2007). However, not all people are the same, nor are circumstances and contexts, and consequently a one size fits all approach will not work for all learners and in all situations (Amorose, 2007). Moreover, Jonassen (1999; 235) suggests possible ideas â€Å"by starting the learners with the tasks they know how to perform and gradually add task difficulty until they are able to perform† therefore facilitates learning in both coach and learner encouraging decision making roles. There are four components which influence: the coach, the athlete, knowledge and the learning environment. Focusing on these statements further and the literature researched indicate many influential factors one in particular being feedback which the following section discusses. Indeed, all coaching is based upon some theory about how we learn with behaviourism strongly informs coaching, resulting in an instructional approach that emphasises the use of feedback and rewarding behaviour. Feedback from coaches is an essential aspect of learning. Whereby coaches use feedback to encourage pupils to respond to their own learning by discovering where they are now in relation to where they would like to be, and to determine how to do better next time (Hargreaves, 2005). Fundamentally feedback can be used as a tool to support and enhance learning (Ofsted, 2008) in both education and coaching practice. More recently, it has become the source of heated debates and has seen a dramatic increase in the amount of literature relating to feedback and in particular operant conditioning approach (Skinner, 1958) which is based on the well established principles of individual learning that behaviour is a function of its consequences. Although some citations are dated in this section however; it is still relevant today as there are many expectations and implications which are placed on coaches and teachers to provide meaningful support and feedback to enhance learning. Its believed by Smoll and Smith (1989) that coaches must have extensive task knowledge so that they can issue proper instruction about desired behaviours and reinforce individuals when they do well. However, findings by Komaki et al (1989) illustrate the need for consistency in verbal reinforcement and feedback to initiate an increase in the frequency of desirable behaviours and decrease the frequency of undesirable behaviours. Thus, according to Mayer (1983) can elaborate and expand on learners knowledge, building on existing cognitive schema (Mayer, 1983), this can be reinforced by way of feedback. There are, however further expectations placed on teachers. Piagets work is concerned with the expansion of knowledge and understanding, with ways in which new information is dealt with by learners. However, Pritchard (2009) has identified concern in the amount of time coaches have available to give sufficient feedback, more so with coaching and teaching in groups rather than one on one. Although Boud (1999) suggests that when pupils take responsibility of their own learning this will allow them to deepen their understanding.   Not only does insufficient time have implications but a message (feedback) can also have the potential to be misinterpreted. It is generally accepted that certain feedback might be taken personally by pupils, and lead to defensiveness and loss in confidence. ‘We judge too much and too powerfully, not realising the extent to which pupils experience our power over them (Boud, 1999; 43). Self-esteem, it is believed, is affected by receiving negative or unexpected feedback. Research by Young (2000) suggests, however, considerations should be made from the opposite perspective: it is the students level of self-esteem that affects the messages they receive—both positive and negative. Those with low self-esteem tend to view all feedback as a judgement of ability, whilst those with high self-esteem do not. Indicating certain implications which could severe interpersonal problems Certainly, teachers and coaches if they are truly person centered should be continually open to learning and how their athletes/students learn and achieve effectively as shown throughout this essay, however there are so many areas and this essay has only covered a few. It might be valuable that by creating the best possible atmosphere for learning and performance, coaches and teachers can and would be less concerned about a certain coaching style or behaviour and more concerned about whether whatever they do impairs or facilitates learning. In this sense, receptivity, flexibility and differentiated responses in coaches and teachers are likely to maximize the outcome (Cain, 1989). In reality, the teacher or coach has a role to play in identifying and addressing certain problems and assisting, deconstruct knowledge relating to aspects of sporting performance (Potrac and Cassidy, 2006). Finally, this then provides the learner with the personal and informational resources for learning (C ain 1989), giving a unique opportunity to make significant changes in a person life. The purpose of this paper is to provide a reflection and example of such a structured session using an approach whereby learners work out solutions to tactical problems themselves with the coach facilitating their learning. In the UK there are thousands of individuals who are qualified coaches because of the availability of coaching courses. However, research into coaching have shown that coaching courses only act as a starting point, with coaches in Jones et al.s (2004) review points to the fact that the immensity of learning actually occurs through experience. Thus this alone does not guarantee capability this is elaborated in these words: ‘It is not enough just to do, and neither is it enough just to think †¦ Learning from experience must involve linking the doing and the thinking Gibbs (1988; 9). The process of reflection is linked between doing and thinking (Martens, 1997; Gibbs, 1988) moreover, Bandura believes People not only gain understanding through reflection, they evaluate and alter their own thinking (1986; 62). Reflection has its origins in Schà ¶ns (1983) work, where he defined a reflective conversation as the following cycle: appreciation; experimentation and evaluation. Later, other reflective models were put forward. Johns (1995) model consists of 26 questions that the coach must ask themselves, whereas Gibbs (1988) model consists of six. This reflection will use the Gibbs model to reflect upon a situation that arose during one of my coaching practices. The basis for this is because its uncomplicated and allows a beginner coach like myself to follow, whereas Johns tends to be more complex decision-making (Johns, 1995). Before moving on to the process of reflection, its important to note that this paper will take a pedagogical approach. Watkins and Mortimer describe pedagogy as ‘any conscious activity by one person designed to improve learning in another (1999; 3). With coaching being recently reconceptualised as a pedagogy (Cassidy et al., 2004), it is important for coaches to ensure learners are facilitating in their learning, so rather than just coaching a certain method, they also teach when this skill should be applied. Therefore, I will reflect upon a coaching experience of my own, using Gibbs (1988) model, to access whether learners were given the possibility to progress in their learning. Description I decided to coach a basketball session, focusing on shooting techniques and positioning. The games for understanding (TGfU) approach (Bunker and Thorpe, 1982) was used opposed to the more traditional coaching/teaching model. Teachers in the traditional model teach skills first and tactics later. As Light and Fawns (2003) have articulated, ‘knowing the game is to play it and demonstrate knowledge-in-action (Schà ¶n , 1983). Advocates of the TGfU model endorse tactics first, while skills are introduced afterwards (Bradley, 2004; Turner et al, 2001). So basically, what to do comes before how to do it. A mini game was introduced at the beginning of the session along with a brief explanation of certain rules required to give shape to the game and determine the variety of tactics and skills required for a successful performance. The session was going well with players participating with enthusiasm by contributing to certain questions then furthering their decisions. However, after a while I ran out of certain ideas for further progressions. Feelings Having sensed with apprehension that some learners were getting uninterested and even slowed down and eventually stopped playing. Research has suggested this is because players can lack challenges and so therefore their intrinsic motivation to participate decreases (Ryan Deci, 2000). Conversely feeling the pressure to make a change or how to put in challenges to be successful in their performance, dismay started to set in as I didnt have a further plan. Evaluation The TGfU approach was effective in increasing enthusiasm because it was fun. This was backed up by Griffin et al (1995) who said that the TGfU approach may be more enjoyable for players than traditional technique drills; are, and so theyre more motivated to participate. Also, by probing the players to answer questions about faults in their technique, I was also facilitating the development of players critical thinking and decision-making skills; two important cognitive skills (Kirk and MacPhail, 2002). However, when the session started to become less interesting I was unable to make certain changes due to a lack of experience of different activities. There was also concerned in stopping and re-starting the game as research also suggested that learners feel this interrupt the flow of the game (Lieberman, 2008). Analysis Id realised that in the early stages learners were going through a learning process. The game allowed them to obtain physical skills and techniques, whilst the questions and communication with peers facilitated their cognitive development (Kirk MacPhail, 2002). However, being unable to enforce new activities the learners learning process began to even out. This is believed to be because of a lack of challenge denting their motivation to continue (Ryan Deci, 2000), thus decreasing or stopping participation would further the opportunity to learn. Conclusion I felt I had developed well through this session but was always looking at ways to improve through listening, reading and reflection. Thinking over my lesson, Id realised that there were certain ‘blind spots in my coaching.   Although the tasks enabled the players to learn, success by progressing further questioning enabled decision-making skills and communicating with each other to solve meticulous problems. Therefore, incorporating a cognitive based learning approach; where learners were required to solve realistic problems (Dolmans et al., 2005). In relation, structured scenarios where players would need to decide whether it was best to shoot, which pass to use and dribbling techniques and enticing communication amongst their team to score or win. It was also vital that learners understood why they were carrying out and practising certain drills. If players understand why they were doing something, their motivation to change their practice in order to improve their skills and team play could then be improved. Therefore encouraging players to question and communicate the varying drills and by asking what it is going to be useful; for what reason. Action Plan Games have an essential cognitive dimension that has been to some extent limited by the traditional coaching/teaching model (Light, 2002; Light and Fawns, 2001). The TGfU approach utilises open ended questioning however it is believed to be more time-consuming in the early stages and errors are likely to be a plenty (Kroll, 2004; Prawat, 1992) but giving learners greater ownership of decision-making process would enable them to think for themselves in a game that is largely based on making appropriate decisions. Therefore, when planning future sessions I will account for various problems that may arise and the activities that Ill put into practice to solve them (e.g. how and when to modify the games, when to stop play and question, when to bring players out of the game for individual questioning etc.) Finally the issue being the use of open ended questioning with learners. Such questioning would also enable students to make a cognitive leap, particularly when teaching invasion game s trategies (Butler, 1997). To conclude, the process of reflection has allowed me to notice that my session had both positive and negative aspects. The positive aspect was that the TGfU approach was effective and enjoyable (Griffin et al., 1995), but the negative aspect was after a while, my session became tedious. Gibbs (1988) model also made me question why certain things happened, with me putting this down to challenges for the learners. Finally, Gibbs model really assisted me in thinking what I could do in the future. After reading Schempp et al.s (2006) literature on certain planning, I realise that I could create certain plans for the different problems that can arise during teaching.

The Feldip Hills :: essays research papers

The Feldip hills...a vast and unforgiving wilderness riddled with treacherous swamps, vicious wolves and the occasional brutish ogre. But the feldip hills are also home to more mundane creatures. Deep in a valley far south of the high walls of yanille and gu-tanoth there was a nomadic settlement. All tents made from ragged and stained fabrics. These tents were in a circle with a larger tent at the centre and the embers of a fire smoked in front of its doorway as a dim sun rose and an oily orange filled the valley, light filtered through thick black clouds. A great scream broke the silence in the camp from a tent close to the fire. A great and bloated ogre woman lay heaving on a bed of wolf skins a bearded man besides her trying to utter words of comfort and reassurance. The shrill cries woke the rest of the tribe and many people filled the musty tent. For hours and hours she lay in labor and the man beside he began to despair. Many more hours past and at midday began to cough blood onto the dusty floor beside her before finally letting go of life. The baby was born healthy and strong but motherless in a sad twist of fate. His father sat by the campfire one night cradling him in an oxen hide blanket beside the chief. "You see Yarnok; this is what happens when ogres and humans mix it only leads to sadness and lost lives." "Ogres and humans simply don't mix you must understand this." "Nay Giron she was not like the others she had compassion and honor." In the next valley a group of ogres were gathered around a crudely constructed camp fire, one addressed the others. "Im ungry Grot I wants some meats" "Shut up ur fat mouth you, we can all av umies wen we find wer dey av been iding." "Bu I is starvin an I cant wait tha lung, he grunted" "I sed one more peep outa u and its wulf fuud" The Ogres eyes darted and he took a swing at Grot with his oversized fist, knocking Grot down into the fire. The ca mp filled with the rank smell of burning ogre flesh and fat. They came in the night across the hill lead by Skrop. "U ther" he grunted U get the stabers and u get the suutas, we huntin humies tonight nut chompys.

Essay --

In Black Swan, a ballet dancer named Nina is casted to play both the White Swan and the Black Swan in the famous ballet titled Swan Lake. In the well-known opera, a princess is turned into a White Swan, who falls in love with a prince but then commits suicide when she finds out that the prince confessed his love to the Black Swan. In the movie Black Swan, Nina has to deal with the challenges that arise from trying to accurately portray both characters whom are completely opposite. It is easy for Nina to be the White Swan. She is innocent and controlled. However, it was very hard for her to become the dark, seductive, and mysterious Black Swan. To fully become this character, Nina has to deal with the struggles of becoming the opposite of who she really is. This results in many hallucinations that involve harming herself. She also starts to imagine things that are not really happening. Eventually, Nina has psychotic episodes when she truly becomes the Black Swan. Whenever she takes a step into her transformation, she has hallucinations such as having black feathers come out of her skin. It also seems as if Nina is obsessed with perfection because she even tries to kill herself. The true reality is not what she sees because she is so trapped in the world of Swan Lake. Nina fits the mold of many different mental disorders. I, however, personally think that Nina portrays the symptoms of a person with schizophrenia. In the DSM-5, it states that schizophrenia is characterized by delusions, hallucinations, disorganized speech and behavior, and other symptoms that cause social or occupational dysfunction. It is required that a person have at least two of these symptoms. It is clear throughout the movie that Nina has hallucinations that ... ... the mold of a dancer. The fact that Nina has an eating disorder shows that it is not rare for people with schizophrenia to display symptoms of another disorder. One of the myths displayed in Black Swan is about how people with schizophrenia are all paranoid. Throughout the movie, Nina becomes more paranoid about losing her leading role and even stabs herself with a piece of glass, believing that she stabbed Lily. People with schizophrenia are not all paranoid. Overall, I think Black Swan was very intriguing and proved to be an accurate display of psychotic dysfunction, particularly schizophrenia. This movie required critical thinking in order to be able to put together the pieces and to understand the depth of schizophrenia. Even though this movie showed the darker side of schizophrenia, I still recommend it to anyone who has an interest in this mental disorder.

President Jackson and the Removal of the Cherokee Indians :: American History Essays

President Jackson and the Removal of the Cherokee Indians "The decision of the Jackson administration to remove the Cherokee Indians to lands west of the Mississippi River in the 1830's was more a reformulation of the national policy that had been in effect since the 1790's than a change in that policy." The dictum above is firm and can be easily proved by examining the administration of Jackson and comparison to the traditional course which was carried out for about 40 years. After 1825 the federal government attempted to remove all eastern Indians to the Great Plains area of the Far West. The Cherokee Indians of northwestern Georgia, to protect themselves from removal, made up a constitution which said that the Cherokee Indians were sovereign and not subject to the laws of Georgia. When the Cherokee sought help from the Congress that body only allotted lands in the West and urged them to move. The Supreme Court, however, in Worcester vs. Georgia, ruled that they constituted a "domestic dependent nation" not subject to the laws of Georgia. Jackson, who sympathized with the frontiersman, was so outraged that he refused to enforce the decision. Instead he persuaded the tribe to give up it's Georgia lands for a reservation west of the Mississippi. According to Document A, the map shows eloquently, the relationship between time and policies which effected the Indians. From the Colonial and Confederation treaties, a significant amount of land had been acquired from the Cherokee Indians. Successively, during Washington's, Monroe's, and Jefferson's administration, more and more Indian land was being commandeered. The administrations during the 1790's to the 1830's had gradually acquired more and more land from the Cherokee Indians. Jackson followed that precedent by the acquisition of more Cherokee lands. According to Document B, "the first of which is by raising an army, and [destroying the resisting] tribes entirely or 2ndly by forming treaties of peace with them", "under the existing circumstances of affairs, the United States have a clear right, consistently with the principles of justice and the laws of nature, to proceed to the destruction or expulsion of the savages." The use of the word savages, shows that the American had irreverence toward other ethnic backgrounds. Henry Knox wanted to destroy the cherokee tribes inorder to gain land for the United States, although he questions the morality of whether to acquire the cherokee land, his conclusion forbode's the appropriation. According to Document C, "That the Cherokee Nation may be led to a greater degree of civilization, and to

Freudian Analysis of Edgar Allen Poe’s a Tell Tale Heart

A Freudian Analysis of â€Å"The Tell-Tale Heart† By Edgar Allen Poe As an esteemed psychologist analyzing this accused murderer, I have found a few key pieces of evidence that ultimately lead me to the decision that the murderer is in fact mad and I recommend psychological rehabilitation as well as jail sentence as a proper penalty for the crime committed. Although, he claims he can recount the night of the murder â€Å"healthily and calmly† it is not proof enough to disregard his insanity. The murderer insists that he â€Å"loved the old man† which I believe is undoubtedly true. As far as my knowledge goes he was stuck in a paradox of love and hate. With that said I know that people sometimes tend to harm the people they love. He claims he was not after the old man by any greedy or vengeful means, â€Å"He had never wronged me. He had never given me insult. For his gold I had no desire†¦Ã¢â‚¬  By saying this, he makes it clear that he has eliminated any motives that normally inspire a murderer. Instead he describes his obsession with the old man’s, â€Å"vulture eye† as what makes him tick. To everyone except the murderer, the obsession with the old man’s blue eye is unexplainable. The only indication given is that the eye makes his â€Å"blood run cold† so much so that he thought the only just way to eliminate this problem was to end the old man’s life all together. Additionally, when he exclaims his plans to rid himself of the eye forever, subconsciously he wants to rid the old man of the eye because it is evil. However, it is apparent that the murderer does not comprehend that he cannot isolate the man from his eye, and that if he tries he will have killed the man too not just the eye. In his mind, he has separated the man’s identity, which is pleasant and agreeable, from his vulture eye, which is described as evil and eerie. By doing so, the murderer has now justified to himself his capability of murdering the old man. Ultimately, the obsession with the vulture eye is irrational and is by no means a reasonable motive to murder an innocent man. The murderer’s heightened sensitivity to sound is yet another piece of evidence that proves his insanity. He says, â€Å"Above all the sense of hearing acute. I heard all things in heaven and in the earth. I heard many things in hell. † What that means to him, we may not know, but to a listener he is just proving himself crazy. He first encounters the loud sound of the old man’s beating heart while he is still alive in his bed on the night of the murder, â€Å"I knew that sound well too. It was the beating of the old man’s heart. It increased my fury as the beating of a drum stimulates the soldier into courage. † Not only is this testimony of paranoia, it also disproves his original claim he is not insane, because a sound that can’t be heard from a distance at all was driving his rage to attack the old man. Then again at the end of his story, he claims he heard the sound of the beating heart and it drove him to admit to the crime, while the police were investigating the old man’s house. The ringing became more distinct: I talked more freely to get rid of the feeling: but it continued and gained definitiveness – until, at length, I found that the noise was NOT within my ears. † This is a clear display of the murderer’s extreme guilt and paranoia. Not only do I firmly believe this murderer should be sentenced to many years jail for the crime he committed, it is in his best interest to regain his sanity if possible through some psychological therapy program.

Religion and Individualism Essay

Different countries have different cultures, traditions and values. They represent the image of the nation, people’s mentality, how they think and behave, and what they strive for and struggle for. With the help of them we judge of what is important in life of a person, of a nation, of a country. America is not an exception. Despite the great number of various ethnic groups that inhabit United States, there are things that unite all the people. Among them are such values like freedom and independence that entirely characterize America. The American founding fathers felt that this concept was of utmost importance when they were deciding what the United States Of America would be and how it would function. In the second paragraph of the â€Å"Declaration of Independence† it‘s written: â€Å"We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable rights, that among these are life, liber ty and the pursuit of happiness.† This is what sets the U.S. apart from all other countries in the world. Other values are beauty, nature, patriotism, optimism, and equality. All of them are described by different American writers, painters, politicians and philosophers. Probably the most important ingredient of Americans’ ideology is their belief in the freedom of the individual called individualism. America’s highest ideal and greatest blessing is freedom and each individual decides to what purpose should it be employed. Everyone should set his own goals for himself. Americans are considered to be rather religious nation. A majority of Americans report that religion plays a very important role in their lives. We can see how various writers, politics and painters talk about religion and express it in their works. In this paper such values as religion and individualism will be analyzed, through the words of Emily Dickinson, Abraham Lincoln, Henry David Thoreau, and Ralph Waldo Emerson. Emily Dickinson, an American poet, was brought up in a prominent family, which raised Dickinson to be a cultured Christian woman who would one day be responsible for a family of her own. Her father attempted to protect her from reading books that might â€Å"joggle† her mind, particularly her religious faith. She dressed only in white. In religion white color is the symbol of innocence, purity, holiness, and chastity. She used contemporary popular church hymns, transforming their standard rhythms into free-form hymn  meters. Her poetry contains almost all the range of biblical and religious designations. Emily Dickinson’s poem â€Å"Faith is a Fine Invention,† can be interpreted spiritually. Dickinson says, â€Å"â€Å"Faith† is a fine invention- When Gentlemen can see†¦Ã¢â‚¬  In context, Faith is belief that does not rest on logical proof or evidence. In other words, faith is belief without seeing. In Dickinson’s poem, she suggests that hu mankind only possess faith when the object is seen. In essence, â€Å"faith† is nonexistent. Dickinson continues in the subsequent lines saying, â€Å"But Microscopes are prudent- In an Emergency.† This suggests the characteristic of some people who simply cannot accept something without witnessing an in-depth account. For example, â€Å"Microscopes† could be a representation of modern day scientists and interpreters who research and develop explanations to discover the truth behind what is believed. Continuing, Dickinson suggests these â€Å"Microscopes are prudent† only when things go bad. As with most people today, good judgment is generally a last resort in the midst of adversity. Genuine faith is the only way out of trouble. Nevertheless, humankind is busy trying to offer explanations and theory rather accepting belief without logical evidence. In her poem â€Å"This World Is not Conclusion† we see that she didn’t think this world is the end. â€Å"A Species stands beyond† – this means that life exists somewhere beyond our world. She was saying that death is not the end of this world. There is another life after death because God says so. This speaks also of the resurrection. She was saying after we die there is another generation that comes after us, so really this world never ends it keeps on going and going. It’s just like Plato was saying that all the souls transmigrate and only those souls, who reached the catharsis leave the earth and stay in the kingdom of heaven. People try to puzzle out what is this, but the â€Å"Faith slips — and laughs, and rallies –Blushes, if any see –Plucks at a twig of Evidence.† Again, you must just believe in God, in a world beyond, and not try to find evidences for it. There are things even the â€Å"wise† can’t explain: â€Å"Philosophy — don’t know.† Abraham Lincoln, sixteenth president of the United States, has become a mythic figure in America’s civil religion. He was known for honest, sympathy, and kindness to the victims of the Civil War on both sides. He was private about his beliefs and respected the beliefs of others. Though Lincoln di dn’t belong to any church, he is believed to be Christian. Lincoln read the Bible throughout  his life and quoted from it widely. Lincoln was clear in his belief that Christians of the North and South were praying to the same God. Lincoln was self-taught in the ways of both God and humanity. His speeches and conversations always had references on Christianity, there is an unusual depth of the Christian perception. Nowhere was that depth visible than in his Second Inaugural Address: â€Å"Both read the same Bible, and pray to the same God; and each invokes His aid against the other. It may seem strange that any men should dare to ask a just God’s assistance in wringing their bread from the sweat of other men’s faces; but let us judge not that we be not judged. The prayers of both could not be answered; that of neither has been answered fully. The Almighty has His own purposes.† He insisted that there were no unbridgeable differences. Both were God fearing people and worked hard. He went on to describe the strange fact that both sides pray to the same God for a successful resolution and improvement of each of their ideals. Both could not win. It was providence that willed that slavery should be abolished and in his speech, which was almost like a prayer, he hoped to calm both. Lincoln suggested that the cause of the war was the North and the South’s common sin of slavery. He continued, â€Å"Fondly do we hope – fervently do we pray – that this mighty scourge of war may speedily pass away. Yet, if God wills that it continue, until all the wealth piled by the bond-man’s 250 years of unrequited toil shall be sunk and until every drop of blood drawn with the lash, shall be paid by another drawn with the sword, so as was said three thousand years ago, so still it must be said â€Å"the judgments of the Lord are true and righteous altogether.† He uses religious imagery to enlist the belief that God is against slavery. Lincoln pla ced the outcome of the war into the hands of God to whom all seemed to be praying, saying that whatever God’s desire on these issues would be, that would decide the fate. He said that if it is God’s will that the war should continue until all funds be expended or until there is a peaceful conclusion, whichever the case, God would decide. He concludes with more religious imagery, specifying the divine right that the Union should attain a victory, and that the goal is to achieve and care about a just and lasting peace among ourselves and with all nations, based on â€Å"firmness in the right as God gives us to see the right.† Ralph Waldo Emerson was an American lecturer, essayist and poet. He was seen as a champion of individualism.  Emerson was drastic in his conviction that an individual should obey himself and himself alone. The concept of individualism is fully described in the essay â€Å"Self-Reliance.† Emerson uses the essay as a vehicle for stressing the importance of the individual’s intellectual and moral development, and for making a defensive statement supporting individualism itself. His idea is that a man can trust no one but himself; he should not obey the society, but think and act as he feels is right. â€Å"A man should learn to detect and watch that gleam of light which flashes across his mind from within, more than the lustre of the firmament of bards and sages.† Emerson says that man should focus on his inner self for guidance rather than relying on external. â€Å"Trust thyself: every heart vibrates to that iron string. Accept the place the divine Providence has found for you.† Reliance on and acceptance of the self are the keys to achieving uniqueness by way of trusting one’s own thoughts. Complete trust in a person’s own intuition should exist without influence from outside forces of tradition, religion or government. Emerson talks about the society as about an obstacle on the way of free thoughts. â€Å"These are the voices which we hear in solitude, but they grow faint and inaudible as we enter into the world†¦ The v irtue in most request is conformity. Self-reliance is its aversion. It loves not realities and creators, but names and customs.† The society doesn’t love truth and art, but meaningless words and conventions. And Emerson says: â€Å"I ought to go upright and vital, and speak the rude truth in all ways,† so he doesn’t want to follow the society and hide the truth. What is natural, what a man feels, what he believes to be true, right and paramount – these are important: â€Å"No law can be sacred to me but that of my nature. Good and bad are but names very readily transferable to that or this; the only right is what is after my constitution, the only wrong what is against it.† If he is the only one who thinks differently from the society, that doesn’t mean he is wrong. All people are individuals and they are ruled by different values, opinions, moral codes and beliefs. If a person votes for a candidate just because everybody does, Emerson can’t really understand what this person presents of himself under this mask: â€Å"My life is for itself and not for a spectac le. I much prefer that it should be of a lower strain, so it be genuine and equal, than that it should be glittering and unsteady.† Later he says: â€Å"Do your work, and you shall reinforce yourself.† Do what you want to do, what you  feel you should do, but not what majority dictates you. Otherwise you’re not living a life; you’re just a puppet in the hands of the society, a part of indifferent mass. People are afraid to be misunderstood. Therefore it would be better and easier to agree with the others and accept social standards than to try to go against them and to change something. When we allow ourselves to be dictated to by another, sooner or later those people realize they have us wrapped around their finger, and serious problems could arise. Emerson tries to assure them that’s not so bad; many famous figures were misunderstood. â€Å"Your conformity explains nothing. Act singly, and what you have already done singly will justify you now.† Also when you accept the thing you don’t believe in, you oppose yourself, which is the worst treachery you can do, according to Emerson. Emerson also says that everything comes from the main source. The universe is right, if we free ourselves, make our souls clear, we’ll understand the universe. â€Å"The inquiry leads us to that source, at once the essence of genius, of virtue, and of life, which we call Spontaneity or Instinct. We denote this primary wisdom as Intuition, whilst all later teachings are tuitions.† Intuition is the basic wisdom, the mystical senses, when you say you just know it, and you feel it. Emerson always thought that feelings are the best proofs and arguments for everything. Repeatedly throughout â€Å"Self-Reliance† Emerson returns to these ideas and themes to support his point that fortune and peace is attainable only through reliance on and trust in one’s self. People should believe in themselves, despite what others may say or think, not be afraid of thinking differently, not lose their identity. Henry David Thoreau was an American author, poet, critic, and philosopher. He is best known for his essay â€Å"Civil Disobedienc e,† an argument for individual resistance to civil government in moral opposition to an unjust state. One of the most important themes in the work of Thoreau is the idea of individualism. Thoreau rejects the view that a person must sacrifice or isolate his values out of loyalty to her government. Thoreau expresses his anti-conformity and individualism in pursuit of a political and ethical cause in spite of opinion of the majority. â€Å"Can there not be a government in which majorities do not virtually decide right and wrong, but conscience?- in which majorities decide only those questions to which the rule of expediency is applicable? Must the citizen ever for a moment, or in the  least degree, resign his conscience to the legislation? Why has every man a conscience, then? I think that we should be men first, and subjects afterward. It is not desirable to cultivate a respect for the law, so much as for the right. The only obligation which I have a right to assume is to do at any time what I think right.† This means that first of all a person must be faithful to his opinions and views and do what he thinks and feels is right, he can and must disagree with the government if he thinks it’s beyond his standards of truth. His idea is that everybody is a â€Å"man first and a subject afterwards.† Everybody has his own feelings upon this or that questions, people are different and they have different beliefs and points of views. Nobody and nothing can make one change his thoughts. Thoreau distinguishes 3 types of people: â€Å"The mass of men serve the state thus, not as men mainly, but as machines, with their bodies. They are the standing army, and the militia, jailers, constables, posse comitatus, etc. In most cases there is no free exercise whatever of the judgment or of the moral sense; but they put themselves on a level with wood and earth and stones; and wooden men can perhaps be manufactured that will serve the purpose as well. Such command no more respect than men of straw or a lump of dirt. They have the same sort of worth only as horses and dogs. Yet such as these even are commonly esteemed good citizens.† Here he talks about people who behave just the way they are told, they even don’t ponder over their attitude to the things they are doing. Thoreau compares them with animals, that have no the ability of thinking, they just do what they are made to do. â€Å"Others- as most legislators, politicians, lawyers, ministers, and office-holders- serve the state chiefly with their heads; and, as they rarely make any moral distinctions, they are as likely to serve the devil, without intending it, as God.† These people have the ability of thinking, they know what is right and what is wrong, but in spite of it they still do things that are profitable for them. They live for themselves and try to gain as much as possible. â€Å"A very few- as heroes, patriots, martyrs, reformers in the great sense, and men- serve the state with their consciences also, and so necessarily resist it for the most part; and they are comm only treated as enemies by it. A wise man will only be useful as a man, and will not submit to be â€Å"clay,† and â€Å"stop a hole to keep the wind away,† but leave that office to his dust at least.† These are the individuals who are valued for being a  man, for not just having the ability of thinking, but thinking differently. They are not afraid to opposite the others and to divulge their thoughts. That’s mainly why these people are not accepted by the majority. He writes that government’s authority is â€Å"impure.† Thoreau exhorts to true respect for the individual. â€Å"There will never be a really free and enlightened State until the State comes to recognize the individual as a higher and independent power, from which all its own power and authority are derived, and treats him accordingly.† He says that he dreams of a State that respects the individual, a State that would not mind if a few individuals even chose to live independent of it altogether. This k ind of State would prepare the way for an even more â€Å"perfect and glorious State.† Returning to religion we can notice that mostly Americans are religious people. Though the government doesn’t dictate any kind of religion to its citizens, people choose to be faithful. Each of them believes in his own God, and each of them feels the faith in his own way. Emily Dickinson and Abraham Lincoln were both Christians, both of them read Bible, and the works of both sound like a prayer. But what separates them is that Dickinson’s main idea was to believe in God without any proofs. One should not try to find evidence for the existence of God, he should just believe. And Lincoln’s idea was that North and South pray to the same God and that all people are equal in front of God. Also he believed that everything in the world, and the Civil War is not an exception, happens because of God willing. Only the Almighty can decide the fate of people, and the conclusion of the war including. Passing on to the second value of this work, it’s necessary to mention that individualism is one of the most important and inalienable elements for each American. Emerson and Thoreau were ardent supporters of individualism. They hated the society; they are against the majority and against those people who obey. They both think that what a person thinks and feels is right, and not what they are forced to think and believe. Emerson also talks about the human intuition, which is according to him the primary wisdom; you know something is right just because you feel it. Thoreau by-turn talks about 3 types of people, and elevates the people who are able to think differently and to act differently, without being afraid not to be accepted by the society. Thoreau also creates in his dreams a new State, where an individual would be respected.