Business Communication - 1060 Words

Student name:(For individual Assignment) | LÆ °Ã† ¡ng Minh Ä Ã¡ º ¡t (Luke) | Student number:(For individual Assignment) | 2-14080008f | SUBJECT | Business communication | Tutorial group:(For Group Assignment only. Please state individual group member name and in bracket his/her student number) | | LECTURE DAY AND TIME | Monday 1400-1700 | LECTURER/TUTOR | Esther Sia Ee Mei | Title of assignment: | Written Assignment BCOM 101 | Length in words | 4th April 2016 | Date due: | | Date submitted: | | COURSE NAME AND BATCH NUMBER | Diploma in Business Studies Batch 20 (DBS 20) | Declaration: I hold a copy of this assignment if the original is lost or damaged I hereby certify that no part of this assignment or product has†¦show more content†¦make sure everything have done everything possible in relation of the complaint. And need the report by close of play tomorrow. Proceeding: The document I got it from the metting on 9th September 2016, I checked and received infomations from worker. Findings: I will let you know the all about the issues, problems and detail of informations. 1. JG (Storage) explained the redevelopment of the storage yard and warehouse over the summer had resulted in some fragile materials being moved several times and this may account for some minor damage, and he believed all materials now stored at Dorrans were fault free. But I believed that all the fragile materials is safe, and I’ve checked all materials 2.The JO (Deliveries) informed there had been six queries from contractors over the past two weeks regarding non-delivery of materials, wrong items sent out or damage to material received, it must be accident when we were moving and then mistake about those stocks.. Two of these were considered fraudulent and another had mistaken what had been ordered, because of the staffs, some of them is not honest to do the job, and several of staffs too 3. TM (Logistics) had make sure the problems with finding suitable staff in the loading areas had now been resolved, they had been very successful and still training for new staff, they will be practised soon in the future. 4. GD (Director) said the customers were still complaining and that heShow MoreRelatedBusiness Communication4956 Words   |  20 PagesOverview Business communication (or simply communications, in a business context) encompasses such topics as marketing, brand management, customer relations, consumer behavior, advertising, public relations, corporate communication, community engagement, reputation management, interpersonal communication, employee engagement, and event management. It is closely related to the fields of professional communication and technical communication. According to Excellence in Business Communication Tenth editionRead MoreBusiness Communications2007 Words   |  9 Pages | |BTEC National Business |Unit 4 Business Communications. | |Learner name | Assessor name | Department | | |All Business Enterprise team |Y- CSI Read MoreBusiness Analysis : Business Communication Essay1539 Words   |  7 PagesBusiness communication Task 1 Types Business example Purpose Source Verbal- A spoken method of communication usually face to face e.g. a meeting with staff. Tesco staff meeting to organise a fundraiser for a nearby charity raising money for Cancer research. The purpose of this would be to invite support for activities e.g. Bag packing campaign or family fun day. Internal: Administration/marketing departments discuss how they will raise money for the charity. External: Local council. Tesco asksRead MoreBusiness Communication8242 Words   |  33 PagesIIBM INSTITUTE OF BUSINESS MANAGEMENT Answer Sheet Business Communication Rahul Sancheti 14/07/2015 The Detailed study Of The Business Communication has Been Submitted To The IIBM Institute Of Business Management â€Æ' Answer Sheet Business Communication Section A: Objective Type Short Questions Part one: Multiple choice: 1. __________is an essential function of Business Organizations: a. Information b. Communication c. Power d. None of the above Ans:B 2. PhysiologicalRead MoreImportance of Business Communication1271 Words   |  6 PagesImportance of Business Communication In business, reputation and credibility need to be built up in order to get clients’ trust and confidence. Having a sense of professionalism will bring a lot to the business, especially in a long term relationship with employees and clients. There is a need to make sure that every business deal is attended to promptly. Business communication encompasses not only communicating with external contacts but also with employees within the organization. This willRead MoreBusiness Communications Essay1516 Words   |  7 PagesTHE IMPORTANCE OF WRITING SKILLS IN BUSINESS COMMUNICATIONS: HOW AND WHY TO IMPROVE EMPLOYEES WRITING Abstract This essay describes how poorly written communication can lead to misunderstanding and a possible loss of business. Through this paper the author wants to persuade the employer to sponsor a workshop for all employees to improve their writing skills, to increase business communications and to avoid arguments through poor communication. This paper demonstrates the effectiveness ofRead MoreRole of Communication in Business1086 Words   |  5 PagesUnderstanding the communication process in managerial position is very important. It guides the communicator in conveying the right message to the right recipient. The mode of communication determines the content of information channelled, and where the managers feel that the information is urgent; they will opt for the right means of communicating. According to the case study in consideration, effective communication leads to positive outcomes from the employees work. It boosts the loyalty displayedRead MoreThe Barriers Of Business Communica tion1268 Words   |  6 PagesBefore I will discuss how to overcome the barriers in business communication I will introduce the different barriers in global business communication; 1) Physical barriers these are inadequate equipment such as out dated computer, phones with poor signal, background noise, poor lightning, temperature that is too high or too cold, tangible item that can interfere with communication. 2) Attitudes sometimes strong emotion like anger, sadness or happiness can take your objectivity. Also being nervousRead MoreEffective Business Communication4674 Words   |  19 PagesResearch Study on Effective Business Communication At American Express Financial Centre TABLE OF TABLE Table 1: Recruitment Methods 13 Table 2: Forms of written communication 15 Table 3: Formal Meetings 15 Table 4: External Communications 16 Table 5: Informal channels of communication 21 TABLE OF CONTENTS ACKNOWLEDGMENT 4 EXECUTIVE SUMMARY 5 INTRODUCTION TO BUSINESS COMMUNICATION 6 LITERATURE REVIEW 6 PROBLEM OF STUDY 7 OBJECTIVE OF STUDY 7 KEY TERMS 8 BRIEF OUTLINERead MoreBusiness Communication M11862 Words   |  8 PagesM1 Business Communication INTRODUCTION In P1 I talked about types of communications used by Asda and these are Verbal, written, on- screen. In this task I am going to show you the advantages and disadvantages of each type of communication referring it to my chosen company and that is Asda. ADVANTAGES OF VERBAL/ORAL Oral communication or speech is often the preferred medium to exchange information in in informal situations since it provides a number of immediate benefits when attempting to pitch

Critical Study of Open Adoption and the Symptoms of Adoption Free Essays

string(26) " and their adopted child\." Introduction For much of the 20th century adoption were generally closed and confidential in nature. They were secrecy. It means since birthmother signed relinquishment papers, she would never see her child again and typically would never know about the future of this child. We will write a custom essay sample on Critical Study of Open Adoption and the Symptoms of Adoption or any similar topic only for you Order Now Secrecy adoptions were phenomenon which occurred in the mid 1800s and were at its peak in the early 1900s. Confidential adoptions were primarily designed to rescue the children of unmarried woman. Secrecy about adoption was also encouraged by societal attitude about sexuality – people excluded from society unmarried pregnant women and their child. These closed and secretive practices were developed to protect all three parties of the adoption triad (birth parents, adoptive parents and children). Confidential adoptions were thought to ensure birth parents’ right to privacy and at the same time it lets protect unwed birth mothers from the stigma of â€Å"illegitimacy†. These practices also protected adopted children from social ridicule and adoptive parents from the humiliation of their infertility (Xiaojia Ge, 2008). It was also assumed that birthmother wanted to maintain anonymity and forget that she had ever given birth to the chid. People also believed that confidential approach facilitate relinquishment of the child (emotionally and legally). From the beginning of 1940s, social workers in every state (USA) convinced legislators to pass laws which were preventing adult adoptees and their birthparents from learning about each others. For decades birthmothers, adoptees and adoptive parents were protected from the stigmas of illegitimacy, unwed motherhood and infertility by stressing secrecy, anonymity and confidentiality in adoption process. With the civil rights movement of 1960s, secrecy become a synonym of discrimination. In courts some adopted children maintained that their civil rights had been violated, because they had no access to information which another people had about them. Since these time also contraception and abortion become more available – marriage were no longer viewed as an essential prerequisite for a respectable pregnancy. Today children rights to know their identity is assured by international and national lows. This right is assured for example in Convention on the Rights of the Child. The convention was adopted and opened for signature on 20 of November 1989 (the 30th anniversary of Declaration of the Rights of the Child). It came into force on 2 September 1990, after it was ratified by the required number of nations. As of November 2009, 194 countries have ratified it. It means all this 194 countries are obligated by international low to assure children right to know their origins. According to the article 7 of convention: child shall be registered immediately after birth and shall have the right from birth to a name, the right to acquire a nationality and. as far as possible, the right to know and be cared for by his or her parents. It took long time to accept and create the low which can assure this right. There has been gradual change in societal practices and views around parenting since the 1970s. Since these time female-headed households and pregnancy without marriage had become more and more accepted. Also tracing one’s genealogical roots and ethnic heritage had gained acceptance. At this time more and more adoptees and birthparents returned to adoption agencies seeking additional background information. It was shown that adult adoptees had suffered a lot because they had no access to information about their origins and identities. Adoptees expressed their pain which appeared as a result of living in lie. The changes were causes also by birthparents. They expressed that they did not forget about the children they had placed for adoption. They also always wondered if those children were alive, well, or knew they were adopted. They said that secrecy in adoption process made their loss more complex and difficult. Another cause for changes come from adoptive parents. They expressed their frustration and feeling of helpless over their inability to help children connect with biological parents and impossibility to say their child about his/her heritage. All these different voices and desires bring changes in adoption process. Nowadays we see that frequency of open adoption increases. Open adoptions becoming norm as stigma surrounding unwed births diminished and non-martial parenthood become more and more accepted. Openness in any adoption should be based upon mutual agreement between birthparents, adoptive parents, adoption agency and the adopted child, if age is appropriate. Nowadays it is quite common for birth and adoptive families to have some degree of postplacement contact with one another. Open adoption, in contrast to closed, is characterized by contact and communication between birth and adoptive parents. We cannot, however, share adoption exclusively on open and close. The degree of openness varies widely. Some adoption have minimal openness, for example, the two sets of parents never meet or talk with each other, share last names, but before the birth they exchange letters and photographs through adoption agencies. Other adoption can be much more open, for example before placement the two sets of parents meet, exchange complete names and addresses. Sometimes they go together to the doctor, gynecologist during the pregnancy, or even they live with each other. They can continue contact through adoptees’ childhood. Of course between these two examples of contact, there exist many another variables and the number of permutations is limitless. In essence, open adoption mean exchange of information before or/and after placement, either by letters (with or without photographs), telephone calls, or in face-to-face meetings. In the case of open adoption (as in the case of close adoption) birthparents need legally relinquish all parental claims and rights to the child. The adoptive parents are the legal parents. There is no one and clear opinion about what is better: open or close adoption. Both of them have some advantages and disadvantage. For example opponents of open adoption say that continued contact between the adopted child and birth parents impedes the attachment and creating family ties between adoptive parents and their adopted child. You read "Critical Study of Open Adoption and the Symptoms of Adoption" in category "Essay examples" It means that open adoption can bring destructive relationships and loyalty conflicts for adoptive family. In case of open adoption birthparents can intrude on the adoptive family and disturb their equilibrium. It can also cause the adoptee’s uncertainty about their identity. In the case of open adoption, adoptive parents can feel also less in control and less secure in their parental role. It can happen also that adoptive parents feel need to distance from birthmother’s pain, loos and regrets which they live together in case of open adoption. On the other hand birthparents don’t want to hurt birth mother more, to stop or limited their contact. One of the question which occurs in case of open adoption is: how to set limits on frequency and type of postplacement contact without hurting feelings of birthparents. Another disadvantages mentioned by adoptive parents is pressure which is put on them. It is the pressure to be the perfect parent when members of birthfamily are around. Adoptive parents are also afraid about the influence of birthparents on adoptee. They are nervous that child can identify more with birth parents and they background than with his or her â€Å"new family†. Why they are afraid about thatMost of the birthparents of adoptee come from lower social class, they have low education level. Adoptive parents simply do not want their child fallow this way. Among opinions against open adoption we can also hear that open adoption interfere with the grieving process that is essential for the mental health of the birth mother by not allowing her to experience a finality of the separation and a full mourning experience. On the other hand some researches show that open adoption may help facilitate healthy adjustment to grief and loss. It means: relationship which develop between birthmothers and adoptive families in open adoption mediate the experience of grief. It occurs also thanks to well-being of the child from whom the birthmothers made an adoption plan, facilitated their coping with grief. Grief is defined as the range of feelings, behaviours and thoughts which can occur as a response to a loss. The reaction, responses are different. Everyone can live this time in different way. To the responses on loss we can include: anger, crying, withdrawal, guilt, sadness, anxiety or numbness. Birthmother’s feeling of loss should be viewed as healthy and appropriate, regardless of which of the feelings associate this time. Resolution of these feelings results in the birthmother forming a new, integral identity in which the past is not denied. Some researches shown that close adoption means: prolonged feelings of loos and continued mourning, depression, somatic symptoms, restless anxiety, anger and often intense attachment to and over protection of children subsequently born to and raised by birthmothers after the placement. Some researches reported even psychological impairment of mothers who didn’t receive appropriate support after adoption (Cinda L. Christian et al, 1997). Study made by Cinda L. Christian and others (1997) support the opinion that fully disclosed adoption lets better cope with grief. In this study researchers examined grief resolution. Indicators of unresolved grief including: crying during interview, denying or repressing the past, expressions of guilt or regret, depression, dissatisfaction with the placement, desire to reclaim the child, continuing nightmares about the child, and inability to move beyond the placement decision. Indicators of good resolution included among others: positive, optimistic opinions about decision, acceptance of the decision, ability to separate self from the placed child, demonstration of empathy for the child and adoptive family, ability to move beyond the placement decision and to express satisfaction from current life. The results of this study shown that 4 to 12 years after placing child, birthmothers who have ongoing contact with the adoptive family either ongoing mediated or fully disclosed adoption shown better resolution of grief than birthmothers whose contact has stopped (in time-limited mediated adoptions). Moreover birthmothers in open adoption had significantly better grief resolution than those in confidential adoptions. This studies shown that 30% of birthmothers in close adoption, 38% in time-limited mediated adoption, 10% in ongoing mediated and 11% in fully disclosed adoption had very poor grief resolution. This results show that within each type of adoption, regardless of the time since adoption, there were birthmothers who were still experiencing problems with grief resolution, as well as, there were birthmothers who had resolved their grief issues. These findings mean that here is no one good way of placement child to another family. Birthmothers with ongoing contact with adoptive parents have better grief resolution, they are much more reassured of their child’s well-being, and feel they had made the right decision. Some of birthmothers with ongoing mediated contact reported feeling ambivalent upon receiving pictures of their child. Even though they are pleased that they have opportunity to receive updated information. Having first-hand knowledge and an opportunity to acknowledge the adoption placement through actual observation and conversation about the adoption may have led to better grief resolutions for many birthmothers. Trusting and secure relationship with the adoptive family (through direct or indirect contact) may lead some birthmothers to the gradual acceptance of the adoptive parents entitlement to the child. This situation allows also to the birthmothers to develop positive feelings about their own role with the adoptive child. There was one another factor which influence grief resolution of birthmothers – current relationship with birthfather. This factor occurred regardless of openness level. Birthmothers who were still in relationship with birthfathers were at greater risk for prolonged grieving. It is difficult for these birthmothers to stay with birthfathers after having chosen to place their child for adoption – these birthmothers may feel exaggerated guilt and blame regarding the choices they have made. Another factor which influence grieving is religion interpretation and giving birth to another child. It means accurately inability to have a child after placement one for adoption. These two factors sometimes trigger past losses and rekindle old feelings of helplessness, regret, or anger associated with placement. To sum up the results of this study: there is no one option which is the best for everyone. Some of birthmothers can feel better with fully disclosed adoption and another with confidential adoption. Another argument which support open adoption is that for a birth mothers openness in adoption allows her a more active role in the child’s future. Thanks to possibility to choose open adoption, birth mother can be assured she will receive information about child-well being. Another issue related to satisfaction from adoption process is parent’s feelings toward close and open adoption. In study made by Siegel (Siegel, 1993) respondents were asked, â€Å"Why, if any, were your initial fears, anxieties, and concerns about the adoption being open?† Most of the parents who took part in this study answered that they felt some fear on the beginning. Many of them were reluctant to deal with the pain of birth mother. Some of these adoptive parents were afraid also that that the birth mothers would want their babes back, even that babies could be kidnapped after adoption. Parents expressed also that open adoption on the beginning seemed to them weird, uncomfortable or awkward. Some adoptive parents were worried also they can be rejected by birthmothers. One adoptive mother said: A year or so ago, the idea of birth mother were so threatening to me. It was just so terrible obstacle between me and getting baby. At that point, I didn’t want to deal with birthmother at all. I wanted my own baby. And if I couldn’t have that, I wanted the closest thing I could get to it. On the other hand the proponent of open adoption suggest that adoptive parents in open adoption benefit significantly from information about birth parents through ongoing process with them. In case of open adoption, adoptive parents can comparatively easy gain knowledge about their adopted child’s medical and mental health histories, ethnic and cultural background, and reasons for adoption. Open adoption lets parents to feel more sure about this knowledge (it is better for parents to ask all questions, to gain knowledge about the child by their own than from intermediary person). All this information can have significant influence on rearing process of the adopted child. Adoptive parents can gain also â€Å"troubling† information, for example, about lack of parental care or birthparents alcoholism, substance abuse, or genetic risk factor. This kind of information are, in truth, difficult but for adoptive parents it is better to know all of them. Thanks to these informat ion, adoptive parents can know what to expect and they can be prepare for some difficulties, troubles which may occur in the future. In this view open adoption helps adoptive parents feel more, rather than less, secure in their parental role. Adoptive parents feel that birth parents can give them important information about child and it makes adoptive parents more competent. Adoptive parents can feel also they received explicit consent to parent child from his or her birth parents. Some parents mention also the need to know that birthmother had chosen adoption freely and willingly. This knowledge diminish adoptive parents guilt about having someone else child and alleviated fears that the birthmother would come in the future and demand her rights to the child. What is also important for adoptive parents – it is the need to know that birth parents felt good about the decision which they undertook. Otherwise adoptive parents could have moral doubts and wonder if birthparents think adoption had been mistake and they regret it. Some parents in the Siegel study (Siegel, 1993) mentioned also that they felt more pleasure at knowing that the birthparents would welcome the children according to the belief that the more people love their child, the better. Openness in adoption has advantages also for children. Information about birthparents are much more accessible to the children. Thanks to that, they can decide if they want to search birthparents later in life. Adoptive parents who know last names and addresses of birthparents, feel more helpful for their adoptee. They can freely hand over this information to their children. Children can have also more adequate information about their biological heritage and about the reasons for adoption. Open adoption is perceived also as good for birth parents. First of all some people mention that it is more human and compassionate to enable the birthparents to choose the children’s family. Open adoption helps also to mitigate birth mothers’ feelings of pain and loss, which in turn resulting in less destructive behaviour and greater emotional-well being. Thanks to the direct contact which birth mothers have with adoptive parents, they can feel assured of their child’s well-being and welfare. Adoptive mothers can see their child is in safe and caring home. This knowledge is really helpful for birthmothers and their well-being. In contrast in the case of close adoption, birth mother often feel isolated, have unresolved feelings of guilt and self-blame. They feel also uncertain of the well-being of the child. Meanwhile greater certainty of the child’s well-being not only may alleviate the birth mother’s grief but even may contribute to her sense of p ride regarding the decision. Opponents of the close adoption mention that this kind of adoption is a way to punish woman for being sexually active. It can be difficult to examine the effects of openness and closeness in adoption on birth parents, adoptive parents or children. One of the reason to give clear answer on this question is that this effects may very depending on how long ago the placement occurred. So the length of time since placement may very well be a confounding factor. In the study of Xiaojia Ge and others, researches using 323 matched parties of birth mothers and adoptive parents, examined the association between the degree of adoption openness (e.g. contact and knowledge between parties) and birth and adoptive parents postadoption adjustment shortly after the adoption placement (6 to 9 months). A unique future of this studies was the inclusion of birth fathers (112 birth fathers took part in these researches). The results of this study shown that for adoptive parents and birth mothers the degree of openness in the adoption was significantly and positively associated with satisfaction with the adoption process shortly after the adoptive placement. Increased openness was also significantly related to the better postplacement adjustment of birth mothers. This finding was also further strengthen by interviewers’ reports of their impression of birth mothers’ well-being. This study shown also that levels of choice or control birth fathers had in determining the degree of openness was positively associated with birth fathers’ satisfaction toward the adoption experience. There are opinion that children benefit most from openness in adoption. Proponents of open adoption list many benefits for children. One of the arguments concern child’s identity. Adopted children need to integrate the facts surrounding their birth into their identity. Formation of identity can be more complex for adopted adolescences because of the existence of many unknowns. There is many information which adopted children desire and which are unrecognized by most of the people who have automatic access to such information. For example, knowing about one’s medical background, where one’s red hair came from, who else in family was an artistic. Access to this kind of information is underestimates but it is very important to everyone and is perceived as our basic need. Denying adopted children this information is seen by some as violation of basic human rights. It can lead to an array of emotional and identity problems. Openness in adoption can assure children access to this kind of information. Many children desire to have contact with birthparents. This contact can facilitate identity development and satisfaction with the adoption experience. Proponents of open adoption show that close adoption gives rise to more fantasies about the biological family which can be reason for some emotional problems. Jerica M. Berge et al (2006) made study about adolescents’ feelings about openness in adoption. They examined adolescents’ satisfaction from having or not having contact with birthmothers. Their findings support the idea of open adoption. We can share adolescences which took part in this study on four groups: Adolescents who were satisfied with the contact they were having with their birthmothers; Adolescents who were not satisfied with the contact they were having with their birthmothers; Adolescents who were satisfied with not having contact with their birthmothers; Adolescents who were not satisfied because there was no contact occurring with their birthmothers. First group were the largest. There were 56 adolescents who were satisfied with the contact they were having with their birthmothers. These adolescents had very positive feelings about their birthmothers. When they were talking about their birthmothers they often used terms like: â€Å"thinks she is great woman†, â€Å"like our relationship†, â€Å"love her†, â€Å"friend†. These young people emphasis especially friendship which connected them with their birthmothers. They told that birthmother have different role than adoptive parents. Birthmother was viewed like another person who love them, friend but not as a person who fill parental role. Positive relationship with birthmothers give them extra support and it was something which adolescents appreciated a lot. These adolescents mentioned that birthmother is very important to them. Another aspect mentioned by adolescents was â€Å"identity formation†. Relationship with birthmothers allowed them to ask question why they look the way they do. For adolescents knowing how they were similar in personality traits to their birthmothers is very important. It helps them to make sense of who they are. Adolescents who were satisfied with the contact they had with birthmother expressed also desire to meet other members of family, for example: siblings, birthfather, grandparents. Another group of young people included adolescents who were not satisfied with the contact they were having with their birthmothers. There were 20 adolescents who expressed they were not satisfied with this contact but at the same time only three of them wanted contact to stop. One of the reason why they were not satisfied with the contact they had with birthmothers was desire for more contact or a different intensity level of contact. It happens in situation when adolescents had, for example contact with their birthmother by email and they wished to meet them face-to-face. Another example was an adolescent who had mediated contact with birthmothers through the adoption agency and wished to talk with her by phone, but couldn’t arrange it. These adolescents desire also to have more deep contact with their mother. Adoptees who had not satisfying contact with birthmother felt gratitude towards them for what she had done for them. It means that this adolescents were thankful to their birthmothers for placing them to adoption. In point of view of these young people , their birthmothers care a lot about them and found better lives for them. So adoption was viewed as an act of selfless love. Adolescents who were satisfied with not having contact with their birthmothers. To this group belong 21 adolescents. In the opinion of these young people, adoption didn’t have much impact on them personally. For these adolescents adoption was just abstract concept not something what connect to them personally. These adolescents felt also â€Å"lucky†, they have better life thanks to adoption but at the same time they didn’t feel any gratitude towards birthmother for placing them to adoption. These adolescences simply did not feel that contact with birthmother is something what they need or want. They expressed also they could feel uncomfortable with having to face information about their adoption. Some of adolescents express also that such contact would be negative experience for them. They were simply afraid about it. Also that they could hurt adoptive parents by meeting birthmothers. The last group of young people who took part in this study belong to group of adolescents who were not satisfied because there was no contact occurring with their birthmothers. There were 26 adolescents belonging to this group. These adolescents express negative affect towards birthmothers. Among their feelings there was: anger, sadness, they were disappointed and hurt. These adolescents felt so bad because their birthmother did not make effort to contact them. Some of them wonder if their birthmother is healthy, fine. These young people express desire to contact their birthmother. Many of these adoptees mentioned wanting medical information and to know similarities – both in physique and personality – that they had with their birthmothers. This information could help them to answer questions who they are, why they are like they do and why they were placed. Many of adolescents in this group did not desire to have contact with their birthmother. Some of them made some efforts to contact them but there were not successful (for example they wrote letter to birthmother but never send it). They were also thinking their adoptive parents would not like the idea to have contact with birthmother. Findings of these study shown that searching of the birthparents, having contact with them do not change adoptees feelings towards their adoptive parents. These adolescents do not love their adoptive parents less. They rather viewed relationship with birthmother as a separate type of supportive contact. These results challenge also belief that when birthmother has a contact with her child she will reclaim the adopted child and her rights to his or her. None of the adolescents in this study who had contact with birthmother reported that she ever tried or even mention of trying to reclaim them. To sum up there is a lot of advantages and disadvantages of openness in adoption. However, many of doubts, disadvantages do not find confirmation in the recent studies. These researches showed us that all three parties of adoption triad can benefit significantly from openness in adoption. At the same time we can find people who are not satisfied from the contact which they have with each other. It shows me there is no one and good solution – everyone is different and have different needs and adoption agencies need to answer on these needs. Adoption always will be difficult process and in my opinion all actors of this process need to receive very good support from professionals, like from psychologist or social worker regardless of type of adoption. Satisfaction from openness in adoption process depend largely on the contact which children and adoptive parents have with birthparents. If they are satisfied from this contact they will be satisfied also they choose open adoption. References: Berge, J.M., Mendenhall, T.J., Wrobel G.M., Grotevant H.D., McRoy R.G. (2006) Adolescents’ Feelings about Openness in Adoption: Implications for Adoption Agencies. Child Welfare, 85, 1011 – 1038 Christian. C.L., McRoy, R.G., Grotevant, H.D., Brytan, C.M. (1997) Grief Resolution of Birthmothers in Confidential, Time-Limited Mediated, Ongoing Mediated, and Fully Disclosed Adoptions. Adoption Quartely, 1: 2, 35 – 38. Siegel, D.H. (1993) Open Adoption of Infants: Adoptive Parents’ Perception of Advantages and Disadvantages. Social Work, 38(1), 15 – 23. Xiaojia Ge., Natsuaki, M.N., Martin, D.M., Neiderhiser, J.M., Villareal, G., Reid, J.B., Leve, L.D., Shaw. D.S., Scaramella, L., Reiss, D. (2008) Bridging the Divide: Openness in Adoption and Postadoption Psychosocial Adjustment Among Birth and Adoptive Parents. Jurnal of Family Psychology, 22(3), 529 – 540. Convention of the Right of the Child How to cite Critical Study of Open Adoption and the Symptoms of Adoption, Essay examples

Changes In College free essay sample

Have you changed since you started college? â€Å"Does Coming to College Mean Becoming Someone New? † by Kevin Davis talks about his journey through college and how the school system made him hate what he thought he loved. The question arose in his article: do you become someone different when you arrive at college? Through my experience here at SUNY Oswego for the first year, I would say you definitely learn to think differently when it comes to your major. This is not always a bad thing, in fact, it’s a positive benefit. Thinking differently and more critically about things helps you grow as a person. Myself being a broadcasting major, watching TV is very hard for me now. Coming to college changes your outlook on your major or field, yourself and even life in general. Before I started taking video production classes, I never realized all the work that goes into even just one thirty-second commercial. This class has drastically changed my perception of the broadcasting field and has gotten me more excited to graduate and find a job. Davis states that his teachers made him think a certain way as an English major, â€Å"When I became an English major, I didn’t just learn certain understandings of what I read; I also had to learn a particular way of reading and writing. † (Davis 115). Some people like this new way of reading and writing, and some people believe that their way is better and refuse to change their ways. If you are going to learn and advance in your college field, you are going to have to change your outlook to some degree in order to get a job in the real world. For example: the industries right now are using a program called Avid Mediacomposer to edit their projects. If I decided I didn’t want to learn that program because I was already sufficient in Finalcut Pro, then no one would hire me. You have to mold yourself to what the industry is looking for at the time. If you truly love your field, than this should not be a problem and you will do it without question. If this makes you question why you are studying your major then you probably shouldn’t be studying it. Davis states, â€Å"Literary studies expected me to become somebody new, somebody I was unwilling to become. I was willing to become a business manager and, later, a rhetorician. † (Davis 120). Since he was willing to become those things, he succeeded. Another way college has changed my outlook on my major is by looking at the process of finishing products. I am always constantly asking myself, â€Å"I wonder how they edited that? Or, how long did that take? †. I also over analyze every TV show and movie looking for discontinuances in the production, trying to find every little thing they did wrong. Before studying broadcasting I never questioned television productions but now I have learned to question everything. Yes, coming to college does change your outlook on your major which should make you into a better student and person. Ever get that, â€Å"You’ve changed†¦Ã¢â‚¬  speech from a friend? While personality changes are usually negatively connotated, positive change does exist. When one first arrives at college, they want to take the whole college experience in. They probably join a few clubs, find new friends, talk to a lot of people, etc. During this process you may change your outlook on yourself as a person. I know when I first arrived at college I became a lot more outgoing than in high school simply because no one knew me and I felt I wasn’t being labeled anymore as something I’m not. Davis talks about how he would have had to change his writing style in order to become a successful student. I can see how this is aggravating since writing is like your own voice, yourself as a person. Being asked to change that is like them asking you to change yourself. Sure, there are ways you can change for the worst. Making bad decisions in college has seemed to be a large trend here it just depends on how you spend your time. Here in college you might also learn some skills that you never knew you had. It’s the one place where you still have little responsibility and can learn and grow as a person. You can find a long lost love with organic chemistry for all you know; changing is a part of life and finding out who you are or who you want to be. College is the perfect place to figure those answers out. Before my quest to SUNY Oswego in the fall, my outlook on life was very negative. I didn’t have trust in people, I didn’t like even being in the same room as a lot of people I knew from back at home. Moving away from all the drama and negativity has really changed the way I look at life. When you are a child, you think of college as some holy trinity where you become amazing in what you want to do in life and they get a job for you. This dream quickly goes away when you realize the reality of college. You are not going to become amazing in your field unless you go above and beyond what teachers ask you. You also have to take advantage of every opportunity that comes your way. And also, many people can’t even afford to come here, that dream may be too far stretched. College has definitely altered my overall outlook on life to the harsh realities, but also it opened my eyes to a different world than the one I knew at home. People here are much more welcome and all around better people than the students I went to high school with. This probably has something to do with maturity and that they’re actually paying for their schooling so everyone is taking it more seriously, but it ultimately has changed my outlook on life for the better. Moving away is something that every person should experience at one time in their life because it makes you think about things differently than you normally would. Students in college (for the most part) have motivation, and that motivation drives them to success. Motivation is something that I definitely lacked in high school, and coming here has helped spark the flames and pushed me towards a better outlook on my future. College changes your view of your major, yourself, and the world for the better. College is a transitional period of time between childhood and adult hood. It’s where a lot of people find out things about themselves, their major and the world. It’s a very educational experience inside the classroom and out. It helps people better themselves and preps them for the world they’re about to enter. Davis eventually found his niche in the higher education world although it started out a bit disastrous. As long as you’re passionate and enjoy what you’re doing, you will be successful in college.

There Are Two Different Parts To This Play One Is Subtler Than The Oth

There are two different parts to this play one is subtler than the other. Every now and again Willy takes us into the past back to his "Great American family." But it primarily depicts the events that occur a long time after that perfect family idea has flown out the window. Even still Willy from time to time relives that life he once had with the boys who could have done anything been anything, especially Biff who was the apple of Willy's eye. Even Happy gets caught up in the past and how great things once were. Biff and his Mother Linda are the only ones that actually always live in reality. Linda knows what Willy does and how he has flashbacks but she allows it because she knows it's what fuels him and keeps him going and without it there would be no Willy. Biff knows that this goes on but he can't comprehend his why she lets him do it. He thinks his father is crazy and is embarrassed by his actions. So it is like a small battle between father and son. Happy has no real relevance to this part of the story he is an accessory to this whole situation. What is keeping this family together? Linda is, she took the job of holding this family together at all costs. She is the peacemaker and tries to see both sides and understand. She does this with no credit what so ever she has always been over looked by her entire family especially Willy?throughout the play she seems like this boring little role that is of no importance. But think about it logically. What if anytime during the play something happens to Linda. There are two possible out comes one would occur before this "Great American Family" had been demolished. What if she was killed by some freak accident like a car hit her when she was walking to the store. Would it have broken up this family even sooner than it originally would have. No, It would have brought them together. They wouldn't have all this animosity towards each other. Even though this event would have at first seemed like the unthinkable. These b oys who were becoming men would look and see really how precious everything really is. And how important everyday is with each other because you may not be there the next. Linda had lived her whole life that way. She did not want to disturb what they had even if it meant sacrificing her feelings. Now what if she had died after Biff had returned from working on a farm? Would they have left each other to be alone with no one or would this event of tragic proportions bring them together. See according to what we know about Biff's personality he would be angry with his father and blame him. He feels that he now sees reality that he isn't living up on that cloud like his father and occasionally his brother were on. They would have it out like they did originally and I think it would have the same outcome. Because with the fight between Willy and Biff. Linda wasn't a real part of it?sure she was there but it was between Biff and his father I think that the same events would have taken pla ce and almost the same words would have been used between them?.and yes I think Would have killed himself so that Biff and Happy could have received the insurance. But they both didn't want that?.so the only way to really keep that family of Willy and his two boys together. Would be to have Linda the most innocent of all the Loman's die some how during the time that everything was going well. There are two different parts to this play one is subtler than the other. Every now and again Willy takes us into the past back to his "Great American family." However it primarily depicts the events that occur a long time after that perfect family idea has flown out the window. Even still Willy from time to time relives that life he once had with the boys who could have done anything, been

The lifestyles of the Chesapeake and New England colonist essays

The lifestyles of the Chesapeake and New England colonist essays The lifestyles of the Chesapeake and New England colonists had few similarities. Both left from Europe destined for the New World, they sought religious freedom. Once here the colonies setup farms and cultivated the land. This is were there similarities ended. The Chesapeake settled in what is now Virginia and Maryland. They quickly established tobacco as their staple crop, thus becoming their main source of income. Rather then creating towns, the farmers spread out along the riverbanks. A good idea, the river was deep and rather wide. It provided dependable water transportation, since there were few roads. The farmers would build their own wharfs to allow ocean going vessels to pick up or drop off cargo. In the cases where farms were close by one another, farmers would share the wharfs. The cultivation of tobacco fields is back breaking work. And clearing lands requires heavy labor. The nearby Native American population was low from war and disease, and few African slaves available. What were the farmers to do? Indentured servants from England! Most had been farmers there. So the farmers would use profits from the harvest to gain young men from England ages 18 to 24 to come work the lands. As more men came over the farms increased in size, creating a need for more workers. The colonist didnt see their impending future. As farmers acquired more male indentured servants, it threw the population out of balance. For every six males in the colony, there was but one female. Life was hard. Hindered by diseases from the more tropic like climate, many servants died. Most families consisted of no more then 2 or 3 healthy children, and few parents ever got to see their children grow to adulthood, or marry. And even fewer still ever lived to be grandparents New England colonist on the other hand, had provisions and workers on hand. New Englanders built tow ...

Among vs. Amongst

Among vs. Amongst Among vs. Amongst Among vs. Amongst By Ali Hale Summary: Among and amongst are interchangeable terms. Among is more common in modern writing. Americans tend to always use among, while in the UK both among and amongst are used. Although we’ve covered the difference between Among/Amongst in another post on Daily Writing Tips (spoiler alert: there isn’t one), you might still be wondering which word would work best in a particular context. One of our readers, Tania Botha, asked: â€Å"When (if ever) must one use â€Å"amongst† – I systematically use â€Å"among† in my own writing and change it when editing other people’s texts, because â€Å"amongst† seems so old-fashioned. Is there a rule?† If you’re American, you may find that you pretty much never hear â€Å"amongst† – in the UK, where I live, it’s a little more common. (I often heard it in school from teachers instructing us to â€Å"talk amongst yourselves† while they prepared the next bit of the lesson). To answer Tania’s question: there’s no situation where you must use the word â€Å"amongst†, but there are contexts in which it might make sense to use it. If you’re writing a medieval fantasy story, or a piece of historical fiction, â€Å"amongst† could fit well with your tone. For instance: As Tarquin stood amongst the great trees of the ancient forest In the depths of the castle, amongst the detritus of the feast But if you’re writing a news or feature article, or a piece of modern fiction, â€Å"among† is probably a better fit. For instance: â€Å"Australia’s cheap, dirty petrol ranks among the worst of the OECD nations† (The Guardian) â€Å"Six hotels in Llandudno have been named among the best in the UK.† (BBC News) So yes,  amongst  can seem old-fashioned – but it’s still grammatically correct as an alternative to  among. It’s up to you to select which you prefer: if you’re British or Canadian, â€Å"amongst† is unlikely to stand out as especially unusual; if you’re American, it’s almost certainly going to seem oddly old-fashioned unless you’re using it in an appropriate context. Examples of â€Å"Amongst† and â€Å"Among† in Literature In 19th century literature, there are plenty of examples of the use of the word â€Å"amongst† – both from British writers and American writers. Here are a few examples from Jane Eyre, by the English writer Charlotte Bronte. â€Å"Amongst† appears quite frequently: â€Å"I heard a wild wind rushing amongst† â€Å"Flowers peeped out amongst the leaves; snow-drops, crocuses, purple auriculas, and golden-eyed pansies.† â€Å"I lingered till the sun went down amongst the trees, and sank crimson and clear behind them.† But â€Å"among† is also used fairly often: â€Å"She peered at me over her spectacles, and then she opened a drawer and fumbled among its contents for a long time, so long that my hopes began to falter.† â€Å"The company all stared at me as I passed straight among† â€Å"I trode on an edging of turf that the crackle of the pebbly gravel might not betray me: he was standing among the beds at a yard or two distant from where I had to pass; the moth apparently engaged him.† American writers used â€Å"amongst†, too. In Huckleberry Finn, Mark Twain uses it frequently: â€Å"Pretty soon I heard a twig snap down in the dark amongst the trees- something was a stirring.† â€Å"Tom poked about amongst the passages, and pretty soon ducked under a wall where you wouldn’t a noticed that there was a hole.† â€Å"My heart jumped up amongst my lungs.† Again, you’ll also find â€Å"among† being used (though surprisingly infrequently – there are only two instances of it in the whole novel, compared with 37 of â€Å"amongst): â€Å"I struck for the light, but as soon as he turned the corner I went back and got into my skiff and bailed her out, and then pulled up shore in the easy water about six hundred yards, and tucked myself in among some woodboats; for I couldn’t rest easy till I could see the ferryboat start.† â€Å"Then I slipped down to the ground and crawled in among the trees, and, sure enough, there was Tom Sawyer waiting for me.† Ultimately, then, it’s entirely up to you whether you use â€Å"among† or â€Å"amongst†. If, like Tania, you’re editing someone else’s work, you might want to draw their attention to the fact that both words mean exactly the same thing – but that â€Å"amongst† can sound old-fashioned (particularly to American readers). Otherwise – choose whichever word best suits your context and, perhaps, the rhythm and cadence of your sentence. Among vs Amongst Quiz For each of the following sentences and contexts, choose whether among or amongst would be a better fit. 1. Once [among/amongst] the top companies in America, Widgets Inc is now facing bankruptcy. among amongst 2. These tips should help your website rank [among/amongst] the best in the world. amongst among 3. Johannes huddled [among/amongst] the fallen bodies, praying that he wouldnt be seen. among amongst 4. Erica swore. Surely her car keys had to be somewhere [among/amongst] all the clutter on the kitchen counter. among amongst Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:36 Adjectives Describing Light50 Idioms About Meat and Dairy ProductsOppose and Opposed To

Literary theories Essay Example | Topics and Well Written Essays - 3750 words

Literary theories - Essay Example (Rivkin & Ryan 2004) Feminist thought and practice analyzes the production of literature and literary representation within the framework that includes all social and cultural formations as they pertain to the role of women in history. Feminist literary theory is multifaceted and dynamic. It is often described merely as the use of feminist principles and techniques to evaluate the textual constructions of gendered meaning. But feminists definitions of gender and of feminism are constantly changing and evolving. Literary theorists have adopted and transformed these definitions, and created an increasingly complex field of study. (Keating, 2002) 1. Bourgeois: Virginia Woolf asserts that women have not been able to write because of the prevalent social conditions that acted as a barrier between them and writing. The Madwoman in the Attic is a seminal work in feminist literature theory. Here Gilbert and Gubar agree with Woolf in her view that women writers of the nineteenth century were restricted in their writing to create their female characters either to personify the ideal woman (angel) or the deviant new woman (monster).(Gilbert &Gubar, 1979) as it was taboo for women to write in the nineteenth century it may be construed that feminist writers were regarded as an aberration of true feminity (angel) or a "madwoman" Gilbert and Gubar asserted that women writers should strive for an identity beyond this type of patriarchal dichotomy. 2. Social or Marxist feminism: This was advocated by Simone de Bouvoir.In her book The Second Sex, Bouvoir stated that social equality between the sexes would result in giving power to women. This would also enable them to create literature of their own. As a socialist feminist she attacks the traditional stereotyping of women in male narratives. 3. French Feminism: This includes a group of feminists including Irigaray who believe that women writing should be drastic in its nature.Luce Irigaray agrees with the French

Film Michael Collins Movie Review Example | Topics and Well Written Essays - 1000 words

Film Michael Collins - Movie Review Example Collins, one of those who participated as a foot soldier in the rebellion, was captured after the crushing of the Easter Rebellion. However, he was released and began carrying out and played an important role in revitalizing the armed resistance. He pioneered urban guerrilla warfare. He established a grassroots army of volunteers made up of young idealists and poor workers to fight for freedom. Others acted as an intelligence network that looked for information to expose British informers and spies, Irishmen who by working for the British were seen as traitors to the cause of national independence. This basic formula of forming an informal army, acting in small effective and closely-knit teams, consisting of poor and marginalized idealists, most of them young, who then used violence, force, and fear to intimidate an overwhelmingly powerful and organized ruling government, has been copied by later rebel leaders and Marxist revolutionary thinkers, notably Che Guevara and Carlos Marighella. Collins realized that attacking an organized force on the latter's own terms characterized by larger numbers and superior firepower would be futile. Having small forces attacking specific targets with impunity and relying on precise information would, and proved to be, more effective. What resulted were years of brutal violence. However, instead of pressuring the British to capitulate, there would be an escalating spiral of death and conflict, leading to the formation and growth in size and power of what would later become the Irish Republican Army (IRA). This background of violence, brutality, and revenge is the basis of the troubles that continue to wreck Northern Ireland and has served as the inspiration for terrorist groups that endanger the world to this day. The film showed that while Collins deep in his heart was not in favor of brutal violence to achieve the noble end of freedom for which he fought, he found it the best way to catch attention and increase the popular support for their cause. In retaliation to the Irish's guerrilla tactics, every act was met with greater impunity by the British Army, which in turn had a legitimate reason of its own for suppressing an armed rebellion of what it believed to be a part of the United Kingdom. Realizing that violence was not a long-term solution but was becoming part of a problem that was becoming bigger, Collins showed his willingness to compromise after the British agreed to allow the Irish to establish a political party that legitimately participated in the British parliament. This strategy of legitimizing rebellious groups by making them participate in the democratic mainstream has likewise been used by nations to diffuse violence and allow due process to take its course. But it was short-lived, as the newly-elected Sinn Fein party representatives changed their minds and declared independence for Ireland, organizing the IRA to counteract British efforts to suppress the rebellion. This turned out to be the cause of his downfall, because as his power within the independence movement grew, his comrades

Essay on 1983 Essay Example for Free

Essay on 1983 Essay Different dictionaries provide a number of meanings to the word fool. Firstly, the word fool perhaps implies â€Å"a silly person†, â€Å"a dumb† or even a â€Å"dunderhead†. Apart from these negative connotations to the word fool, the term could also mean, â€Å"a professional in counterfeiting folly to draw entertainment for others, a clown, or a jester†. Besides, a fool could a character in a script of other literal work that is created and manipulated to feature a fool. In Twelfth Night by William Shakespeare, there are several unconventional fools other than the clown Feste. Feste and the cauldron of fools in the play dexterously combine their unusual traits and wits to stimulate other characters into their charade eliciting their own form of foolery. This paper explores the role of the fool in William Shakespeare play, Twelfth Night. To begin with, Feste plays a significant role in the Twelfth Night by William Shakespeare in the Illyrian society. He features a transcendental ringleader capable of trouncing conventional social hierarchies and leading them in his own views and interests, aside from the intense criticism of his environment. Feste’s significance in the play is well embedded in his ability to socialize and interact with the nobles and the common with equal ease. In the play, Feste is an employed clown of Olivia’s late father. Therefore, he is an â€Å"official fool† implying that he is permitted to speak the truth to people surrounding him (Act I. Scene V). This role reflects Feste and truthful fool in this Illyrian society, even though he mirrors a critic of his environment. William Shakespeare also injects humor in the play through the characters and mannerism of Feste. For instance, Feste emerges as a conventional fool when he clad as the curate, Sir Topaz. He goes on to visit the imprisoned Malvolio incarnated as Sir Topaz in the company of like fools, Sir Toby and Maria. Shakespeare exerts a shower of humor and wit in the play through the Feste’s charade. Feste humorously abuses the unawares Malvolio of the disguise calling him a â€Å"Satan† and a â€Å"lunatic† (Act IV. Scene II). In a punning twist and turns of words, the in-disguise Feste cum Sir Topaz wittingly confuses Malvolio bringing out the fool in the latter. Incidentally, Malvolio featured as an intentional ruin to people’s pleasure in the play. Therefore, Feste’s folly dawns an acceptable and just behavior among the audience in light of his condemnable actions. Feste represents a genius with words character in the play. He has a knack for witty repartee and word play. Indeed, this justifies Cesario’s description of Feste as the â€Å"wise fellow to play the fool† (3.1.14). Besides, Feste’s penchant for excellent sizing up situations is dramatic and significant in the play. He points out other character’s folly drawing a couple of bucks and a laugh. For instance, Feste’s shrewd description of â€Å"the greedy and drunk† Sir Toby in an honest and humorous mockery justifies to the Elizabethan audience his legitimacy as a licensed fool. Notwithstanding, this folly acts offers an honest insight to the audience of the concealed and dark secrets and aspects of a character in the play. Source document

The Validity of Henry Millers Radical Pacifism in Tropic of Cancer Es

It is hardly reasonable to expect a man who will forgo employment that allows such benefits like the necessity of food to attend to the needs of a war. Yet some people criticized Henry Miller because he did not take action; he hardly discussed the war in Tropic of Cancer; and, in their opinion, it is his moral obligation as a citizen-writer to address it. However, Miller is defensible only because his â€Å"mind is on the peace treaty all the time† (Miller, 143). The silence about the war in the novel suggests a stance of â€Å"extreme pacifism,† which is defensible because of his autobiographical honesty about his radical individualism and the artistic intent to describe the beauty of keeping in touch with humanity in spite of eventual annihilation (Orwell, 1 ). Miller’s passive attitude toward the war has been described by Orwell as â€Å"a declaration of irresponsibility† because Miller acts in a way to of â€Å"extreme pacifism, an individual refusal to fight, with no apparent wish to convert others to the same opinion† (Orwell, 1). Orwell shows he senses irresponsibility in Miller’s point of view because Miller exclaimed it was â€Å"sheer stupidity† to â€Å"mix oneself up in such things from a sense of obligation† if there were no â€Å"purely selfish motives† in a conversation he had with him (Orwell, 1). The endorsement of â€Å"selfish† demonstrates Miller’s â€Å"individualism,† because he’s not expecting anyone to be anything more than a rational egoist, or someone who has acts to â€Å"maximize one’s self-interest† [1]. Furthermore, his refusal to â€Å"mix oneself up† shows the passivity in his stance; it shows how he â€Å"hardly wishes to control† the â€Å"world-process† (Orwell, 1). The war is also a force that is outside one man’s control. Orwell also gets the impressi... ...tributions’ to society like work, engages in carnal acts with little remorse; he is constantly moving from place to place in search of food and shelter; and has a focus on the physical. In Tropic of Cancer it has even been suggested that he lives on a â€Å"higher plane† of existence (Miller, 191). Perhaps he doesn’t really belong to society. Therefore, it makes little sense for him to fight in something he doesn’t have control over in a society to which he doesn’t belong in or to fight for or against an abstract idea like a nation that he doesn’t believe in. The concept of a nation is particularly foreign because â€Å"ideas have to be wedded to action;† they are â€Å"related to living† (242). He describes a physical world in which abstract ideas aren’t really abstract. Perhaps there’s value in an account of a primal, non-abstract world that exists on the fringe of society. The Validity of Henry Miller's Radical Pacifism in Tropic of Cancer Es It is hardly reasonable to expect a man who will forgo employment that allows such benefits like the necessity of food to attend to the needs of a war. Yet some people criticized Henry Miller because he did not take action; he hardly discussed the war in Tropic of Cancer; and, in their opinion, it is his moral obligation as a citizen-writer to address it. However, Miller is defensible only because his â€Å"mind is on the peace treaty all the time† (Miller, 143). The silence about the war in the novel suggests a stance of â€Å"extreme pacifism,† which is defensible because of his autobiographical honesty about his radical individualism and the artistic intent to describe the beauty of keeping in touch with humanity in spite of eventual annihilation (Orwell, 1 ). Miller’s passive attitude toward the war has been described by Orwell as â€Å"a declaration of irresponsibility† because Miller acts in a way to of â€Å"extreme pacifism, an individual refusal to fight, with no apparent wish to convert others to the same opinion† (Orwell, 1). Orwell shows he senses irresponsibility in Miller’s point of view because Miller exclaimed it was â€Å"sheer stupidity† to â€Å"mix oneself up in such things from a sense of obligation† if there were no â€Å"purely selfish motives† in a conversation he had with him (Orwell, 1). The endorsement of â€Å"selfish† demonstrates Miller’s â€Å"individualism,† because he’s not expecting anyone to be anything more than a rational egoist, or someone who has acts to â€Å"maximize one’s self-interest† [1]. Furthermore, his refusal to â€Å"mix oneself up† shows the passivity in his stance; it shows how he â€Å"hardly wishes to control† the â€Å"world-process† (Orwell, 1). The war is also a force that is outside one man’s control. Orwell also gets the impressi... ...tributions’ to society like work, engages in carnal acts with little remorse; he is constantly moving from place to place in search of food and shelter; and has a focus on the physical. In Tropic of Cancer it has even been suggested that he lives on a â€Å"higher plane† of existence (Miller, 191). Perhaps he doesn’t really belong to society. Therefore, it makes little sense for him to fight in something he doesn’t have control over in a society to which he doesn’t belong in or to fight for or against an abstract idea like a nation that he doesn’t believe in. The concept of a nation is particularly foreign because â€Å"ideas have to be wedded to action;† they are â€Å"related to living† (242). He describes a physical world in which abstract ideas aren’t really abstract. Perhaps there’s value in an account of a primal, non-abstract world that exists on the fringe of society.

Breaking Social Norms Essay

Social norms are the customary rules that govern behavior in certain group of individuals. These rules specify how one should behave, and it clarifies what may be considered normal or acceptable to society. The type of norm that I have decided to violate for this assignment is a folkway. Folkways are informal, unstated rules that govern society, unlike laws, which are formal written rules. Folkways are a behavioral adaptation that developed to make social life possible. They are considered less essential to the stability of society since it applies to everyday people. For instance Americans shake hands when meeting, while members of other cultures bow, or kiss. For this assignment I decided to stand outside the mall and hand shake individuals as they walk in and out of the mall. Since norms consist of preferences, rather than demands the mechanism of social control results in sanctions. Whether informal positive or informal negative, these sanctions may result in a simile, or a dirty look. This essay will explore the reaction of individuals when greeted by a stranger and the subsequent actions that resulted. For this assignment I decided to go to South Coast Plaza Mall in Costa Mesa. South Coast Plaza is a place where a concierge will check your bags when your arms are too tired, where personal shoppers are at your service, and where your electric jaguar can get serviced while you shop or dine. Around the fancy cluster of shops are Prada, Burberry, Armani, and Tiffany & Co. At the same time you can also find a local McDonald’s, Beackworks, and a Sears at the other end of the mall. Due to its Cultural Diversity I decided to take on the challenge. Considering this, I arrived the location around 10:00am (opening time) on Sunday September 30th. The multitude of individuals roaming the mall were mostly women in different age groups, varying between 20-60 years of age. About 10 people who are walking in and out of the mall are observing me, my intuition is that being a female will prevent these women from feeling harassed and accept my hand shake. As I stood outside the second level Macy’s Valet Entrance I approached the first individual, I extended my hand and smiled at this 20 something year-old Persian woman who pulled out of a white Escalade. She asked if I orked there and if I could guide her to the concierge desk, but she never welcomed my hand gesture. I immediately removed my arm feeling very uncomfortable and guided the way. Breaking this social norm in this case caused a negative informal sanction, and as a result the woman disregarded my hand shake and left me feeling disapproval. The second individual I approached was a Hispanic woman in her mid 30s’ with a stroller in hand, and a 5 year-old boy who seemed very much interested in greeting me. To my surprise, she pretended to have her hands tied up, and asked her son to hold her hand so he would not get lost. Being ignored is a negative informal sanction and it made me feel public ridicule along with rejection. However, a few minutes later an elderly Caucasian woman walking out with her granddaughter acknowledged my greeting. When her grand-daughter did not respond to my hand gesture she exclaimed, â€Å"Honey don’t be rude! Where are your manners? † and the grand-daughter finally welcomed my hand gesture. The polite lady started talking to me about customs and traditions, and how people are not as polite as they used to be. She exclaimed that individuals are too focused on other things and forget their manners. Aside from the previous experiences, breaking this social norm ended in positive formal sanctions; as a result of my gesture the lady smiled and complemented my actions. Correspondingly there were a few other individuals who accepted my greetings, while others looked the other way and pretended I was not there. Individuals who live accordingly to these norms often Theis?.. Almost every single thing we do in life is judged by a certain set of guidelines. When we are growing up, we are taught by our parents of what to do and what not to do. Of course, every household lives by a different set of ideals and beliefs. It can be influenced by religion, the environment they live in, and what kind of government they abide by. However, the one constant which holds true in all households and societies are norms. Norms are established standards of behavior maintained by a society. Norms are important to a society because it pretty much keeps every citizen in a society in check with themselves and their behavior. Laws are not sufficient enough to keep a society at peace. The two types of norms that exist are ormal and informal. Formal norms are pretty much what we call laws in our society, while informal norms are pretty much norms in which there is a mutual agreement among everyone in a society to follow. Norms can be viewed as all the petty things and the serious things combined in which all citizens should abide by. It can be more important than laws in their judgment on looks, whether it is the color of one’s skin, the clothes that one wears and even the way a person carries himself or herself, individuals make instant judgments based on these social prejudices. This perception based on appearance determines the behavior towards the person. A Player Piano In our textbook, â€Å"Sociology: A Down-to-Earth Approach,† Henslin defines social control as a group’s formal and informal means of enforcing its norms. Two prime examples of social control are positive and negative sanctions. A positive sanction is a reward or positive reaction for following norms. A positive sanction could possibly be given to someone who tries to break and change norms in society for the advancement of the community. A good example of this would be Dr. Martin Luther King’s movement for civil rights. A negative sanction is the opposite, an expression of disapproval for breaking a norm. These reactions can be severe and formal, or they can be mild and informal. How do these ideas of social control apply in the society created by Vonnegut in â€Å"Player Piano? † In the book â€Å"Player Piano† by Kurt Vonnegut, there are many examples of positive and negative sanctions. A perfect example of sanctions affecting lives in a dramatic way was the aptitude test taken by all citizens. If you do poorly on it, then you have to live the rest of your life in the Army or in the Reeks and Wrecks.

Women Education in India

Women`s education in India has been one of the major issues of concern of the Government of India as well as the society at large. It is because of the fact that today the educated women play a very significant role in overall development and progress of the country. Women hold a prominent position in the Indian society as well as all over the world. However, since the prehistoric times women were denied opportunities and had to suffer for the hegemonic masculine ideology.Thus, this unjustifiable oppression had resulted into a movement that fought to achieve the equal status of women all over the world. Women Education in India is the consequence of such progress and this led to the tremendous improvement of women`s condition through out the world. Nevertheless eradication of female illiteracy is considered as a major concern today. In the recent era, the Indian society has established a number of institutions for the educational development of women and girls.These educational insti tutions aim for immense help and are concerned with the development of women. Women`s Education in Ancient India In ancient India, women and girls received less education than men. This was due to the set social norms. Interestingly,in the Vedic period women had access to education, but gradually they had lost this right. Women education in ancient India prevailed during the early Vedic period. In addition to that Indian scriptures Rig Veda and Upanishads mention about several women sages and seers.Women enjoyed equivalent position and rights in the early Vedic era. However, after 500 B. C, the position of women started to decline. The Islamic invasion played a vital role in restricting freedom and rights of the women. A radical change attended and there was a terrific constraint for Women education in India. Women`s Education in Medieval India Women education in medieval India further deteriorated with the introduction of Purdah system. Different customs and conventions of diverse religions like Hindu, Islam, and Christian further deteriorated the state of women in the country.A range of socio religious movements contributed to the development of women literacy in the country. Many leaders took several initiatives to make education available to the women of India. The ordered form of women education in India was incorporated in the early centuries of the Christian era. Women`s Education in Colonial India The position of the women education in India revived with the invasion of the British in the country and with the advent of Bhakti movement. The colonial period also introduced the institutional form of imparting learning.Women education in Colonial India witnessed an essential expansion. Various movements were launched to make women of the country literate. Furthermore, this progress journeyed through the years and influenced the modern Indian education system. Women`s Education in Modern India Women Education in Modern India is traced back to the years afte r the independence of the country. In the present times, the government of India takes measures to provide education to all women of the country. Women literacy rate seemingly rose in the modern days.Women education in India became a compulsory concern and female literacy has gone higher that male literacy. At present, the constitution of India guarantees free primary school education for both boys and girls up to age 14. Education in India plays a vital role in the overall development of the country. This proves that educated women promote education in their family. Further, learned women can also help in the lessening of child death rate and expansion of population. In the modern era, women education is the replica of a Vedic model for instructive inspiration. Women Education in India Introduction: The men and the women are the two wheels of the society. If one of the two falls defective, the society cannot make progress. Hence we need education for the females as we need for the males. Advantages: The female education is highly necessary for the society. Because mothers are the first teachers of the children. They are the first teachers of the future citizens of the country. If the mothers be ignorant, they cannot take proper care of the children. They cannot infuse good qualities in them. Hence, the very foundation of our people will remain weak, if the females will be ignorant the society will lose the services of a powerful part of our society. So, female education is quite necessary for the girls. The women are in no way inferior to men. In western countries the women are writing books, driving cars and aero-planes, running banks and big business firms and doing research in the laboratory. There are women scientists, women officers and women writers. The typewriters, the news agents, the sales agents the commercial solicitors are mostly women. Hence, we cannot decry the women-folk in our country. Disadvantages: But the female education has some disadvantages too. It is found in Europe and America that the educated women do not want to bear children. They do not like their children. They leave them in the nursery, more out of their disgust than for any other reason. But the defect does not lie in education as a principle. The defect lies in the curriculums. If they learn what the males learn then naturally they will like to be like males. So, separate courses of study should be prepared for the females. Present position: Indians are conservative by nature. So, their blind faith and age old superstition stood against the female education. Now, people have felt the virtue of female education. The do not hesitate to send their daughters to schools. Now in India we find women professors, lady doctors, lady scientists, lady politicians and lady ministers. But a large number of women are still in dark. They should be educated in the interest of our national progress. conclusion: India is now optimistic in the field of female education. We had the female philosophers like Gargi, Maritreyi and Viswabara in the Vedic age. We had Mirabai, Ahalyabi, Durgabati and Laxmibai in the days of history. They were all learned. Hence, we had a great tradition during the days of our degeneration. Now, we have revived. So, we will certainly revive the female education in India.

The eNotes Blog A Day in the Life of a StudentResearcher

A Day in the Life of a StudentResearcher Are you studying for a career in the sciences? Not sure where to begin to gather that lab experience that is oh so important for obtaining your degree and landing a great job? Our Math and Science intern Wilson shares his experiences of finding his place as a student researcher and shares the four lessons hes learnt both inside and outside of the lab. Lab work doesnt always involve looking down the lens of a microscope, one thing I learnt in my work as a student researcher studying autism spectrum disorders in children. For almost 2 years now, I have been a student researcher at UCLA studying the physiology of anxiety in youth with autism spectrum disorders. This position has opened my eyes up to the professional, research-oriented community and taught me to dismiss some of the common misconceptions I had before I received this opportunity. Here are a few things I learned on my way to becoming a student researcher. The application process is not  that  difficult.  Where do I begin to look? This is common problem that many people have, and I had as well. Do I just search online for labs? How do I know if they are looking for student researchers? The answer is a lot easier and more straight-forward than one would think. The most common method for an undergraduate is to use the university website and find their page of open research positions. In a way, finding a research position is a lot like finding a job position, except your chances of success are much higher. Many professors and graduate students at universities are constantly looking for enthused students to help out at their lab, so the list of open positions is almost limitless and is constantly being updated.Heres another effective method: just look up the department that you want to research for and email all the professors in that department asking if they have any room on their team for a student researcher. From my experience ( I applied using both methods), they will usually respond within a day, and more often than not, one of them will welcome you to their lab. Perhaps the hardest part of this relatively simple process is being able to effectively convey your interest and enthusiasm for their field of study. Needless to say though, the resources are all right there. There’s no need to dig around. Theres no need to feel intimidated. Although they may seem intimidating at first, at the end of the day, scientists are just ordinary people. When an interview was set in date for my position, I felt very nervous. One reason was because I only just finished my first year and felt as if I knew nothing about lab work or any of the more in-depth concepts of the human body. A second was because I didn’t want to be rejected, meaning I had to put on a best first impression for a figure of authority, an actual scientist who is so much more knowledgeable than I am. At the interview, I was expecting them to test me on the basic techniques of lab and the concepts of autism. I got very little sleep the night before because I was so busy studying up for this test that I thought was going to happen; however, there was no test. The scientist, or principal investigator (PI) of my lab, was very friendly and happy that I would be able to help out. They happily explained to me the paradigm of t he study and what would be expected out of me. Most scientists, who are recruiting undergraduate students, understand that we may not have the most experience and exposure to research and laboratory procedures so they are very willing to educate and train us for whatever work we may be doing. Not all scientists wear long, white lab coats and nerdy-looking goggles.  My earliest impression of what a scientist wears comes from the show, â€Å"Dexter’s Laboratory.† Long, white lab coats and nerdy-looking goggles. At the very least, I’d thought we would be wearing professional attire, which is what I showed up in at our first group meeting, but soon learned that it was all very casual. If we weren’t dealing with the subjects (children with autism) and their family that day, almost anything goes. Most of us often wear t-shirts and jeans in the lab (I wear shorts because I can’t stand the feel of pants). Test tubes, chemicals, and microscopes are not necessarily the essentials in every research lab.  What?! No chemicals?! Not test tubes?! No microscopes?! What kind of lab is this? I had always thought that research consisted of mixing chemicals together or staring into a microscope, looking at cells, but not all labs involve working with dangerous chemicals or biohazards, which is why casual clothing is appropriate for our lab instead of personal protective equipment (PPE) like lab coats and goggles. Our research study involves a startle (have the subject experience several different situations that might cause anxiety, such as having a sudden puff of air blown near the face or being read a scary story), collection of salivary cortisol (a hormone that is released during states of anxiety), and surveys. As a student researcher, I get to assist during the startle with the subject (a child ages 7-14), such as attaching electrodes onto their skin to detect muscle contraction, monitorin g their reaction through a camera, and running them through one of the nature reserve paradigms to observe their reaction to negative information. The interactions we have with the children and families at these startles are incredibly enlightening and inspirational, providing a sense of purpose in what we do and in all the hours we put forth to better understand this disorder. Outside of the laboratory, my responsibilities include entering data, analyzing electromyograms to validate each trial of the startle, or leading discussions regarding recent research findings on autism. Although less technical than a laboratory that requires the mixing of chemicals or analysis of biomolecular substances, this position has exposed me to how research in the â€Å"real world† is conducted, the process of applying for funding, and all the precautions and rules that a scientist must follow in dealing with human subjects. My position as  a student researcher at UCLA studying the physiology of anxiety in youth with autism spectrum disorders gave me a different look into the realm of scientific research. Although it may not be an ideal research position for a biochemist, such as myself, I am enjoying the role that I play in helping this team progress and reach our goal of better physiological understanding of this disorder so that a more valid diagnosis may be available. This just goes to show that there are lots of meaningful research opportunities out there for all different types of fields, whether it be in the applied sciences, arts, life sciences, social sciences, or engineering. So if you are currently an undergraduate or about to become one, take full use of your available resources, experience what it’s like to actually work in your field, and have fun doing it.

French Trains Vocabulary - Prendre le Train En France

French Trains Vocabulary - Prendre le Train En France Taking the train is a fast, often comfortable and relatively cheap way to travel in France. Yes, there are strikes, but not all the time, and all in all, taking the train is quite reliable. I will be writing several lessons on this subject: tips to feel prepared when you travel by train, easy learn French in context story with English/French side by side translations  and even a useful questions and answers lessons. So make sure you subscribe to my newsletter to get informed of new releases. Un voyageur – a travelerLa gare – the station (watch out for the pronunciation – gAr, not gayr which is â€Å"la guerre: war)Un billet – a ticketUn guichet – a boothUne salle d’attente – waiting areaUn panneau d’information – information displayLe dà ©part – departureL’arrivà ©e - arrivalsLa seconde classe, la premià ¨re classe – 2nd  and 1st  classUn aller simple – one wayUn aller-retour – round tripUne place (assise) – a seatUne place duo – 2 seats next to each otherUn carrà © – 4 seats, separated in 2 rows facing each otherUne rà ©servation – bookingVoyager dans le sens du train – to be facing towards where the train is goingUn billet remboursable – refundable ticketUn billet à ©changeable – exchangeable ticketUn train direct – direct trainUne correspondance – transferUn changement – transferLe quai †“ the platformLe passage souterrain – the underground passLe rail, la voie – the track (rail is pronounced like rye in English)La voiture, le wagon (v sound) – the carLe bar – the snack carUn contrà ´leur – a controller Follow these links for more of my taking the train in France related articles: -  Master Train Announcements in French-  Lets Take the Train Together - Bilingual French English Story

TESCO and the JIT Philosophy Essay Example | Topics and Well Written Essays - 3250 words

TESCO and the JIT Philosophy - Essay Example While it is not clear which supermarket pioneered this revolutionary supply chain model, which is now adopted by many in the industry and is considered as a standard of best practice, many attribute it to Tesco’s reforms set up late in the 1990s. This is a report on Tesco’s supply chain management practices, which is recognized to be designed after Toyota’s â€Å"just in time† (JIT) model. Specifically, this report will compare JIT principles to Tesco’s business practices and assess the latter’s efficacy in the navigation of the challenges Tesco faces amidst the internationalization of both suppliers and its market. II. Relevant Operational Theories and Principles Supply Chain Management Fundamentally, supply chain management is the framework by which processes, structures, managements elements in the value chain is integrated and coordinated. It is crucial in the drive for competitive advantage and concerns the alignment of management practices into what the requirements of the customers. Seuring (2003) outlined the basic characteristics of the concept: †¢ Supply chain management is primarily an integration-oriented logistics management concept, characterized by the strategic, cooperation-oriented and interorganizational initiatives; †¢ The task of the concept is to manage the supplier-buyer relationships, particularly streamlining the complex chain and network involved; The goal is to align all activities to satisfy the requirements and needs of customers and reduce costs and enable the organization to take advantage of opportunities; The focus is to realize efficiencies and the expansion of covered activities beyond logistics, including management components and information flows among the supply chain partners. (p169-168) Lambert was able to depict the framework in the following model: Supply Management Framework (Lambert, 2000, p70) SCM Tools Supply chain management tools are essentially systems and solutions that are designed to enhance it so that the processes produce value for customers either in facilitating, integrating, coordinating, controlling, optimizing and so forth. An excellent example is technology. Through this tool, SCM is able to automate order processing, warehousing, among other stages in the value chain and make centralization possible and more efficient. Tesco’s continuous replenishment system is a specific example. Th en, there is also the so-called electronic data interchange

The Romantic Period Research Paper Example | Topics and Well Written Essays - 1250 words

The Romantic Period - Research Paper Example According to the research "The Romantic Period" findings, romanticism and the Industrial Revolution deeply resemble each other both in their temporal boundaries and in their concerns.The romantic period is often said to have begun with a publishing event (the publication in 1798 of Lyrical Ballads and closed with a political event (the passage in 1832 of the Reform Bill) (Haywood & Leader 2). This conjunction is symptomatic of romantic studies' tendency to define romanticism as the intersection of an array of particular literary qualities (a shift in poetic diction, a concentration on the figure of the poet, a foregrounding of natural scenes, and so on) with a series of correspondent political events, particularly the French Revolution. Yet in yoking the literary primarily with the political, romanticists have generally overlooked other changes culture was undergoing at the time (Johnson 12-20).From 1750 to 1850, a number of events are highly familiar to romanticists for denoting imp ortant political events (the beginning of the French Revolution. the Terror, and the end of the Napoleonic Wars) (Jasper 34). By contrast, contemporaneous events in the history of technology are relatively unknown. Most romanticists have only passing knowledge of the technological achievements which arose at their period of study, romanticism and the Industrial Revolution deeply resemble each other both in their temporal boundaries and in their concerns. The Industrial Revolution was a fiction, one of the main discursive events of the nineteenth century.

Poem Explication Essay Example | Topics and Well Written Essays - 750 words

Poem Explication - Essay Example The poem is patterned in three stanzas structure, having an identical rhyme scheme (ababab cdcdcd efefef). The same basic meter (iambic tetrameter) is maintained throughout the poem. The division of stanza in the poem corresponds to the poem’s meaning in internal structure, within the three stages of his acquaintance with the advancing lady, first from a distance, then next to him and finally, after the encounter. The point of relationship between the author and the subject lady are expressed by the prepositions â€Å"which†, corresponding to the distance between the author and the lady. Then â€Å"how†, expressing the lady’s closeness to him, and finally, â€Å"whose†, conforming to time after the encounter. The lady the writer notices in stanza one possesses beauty and displays it as she walks along. The timing is in a cloudless night, which gives him the chance to observe the lady without being noticed. Probably, he was imagining on how the ladyà ¢â‚¬â„¢s beauty matched with the starry skies. Even in the darkness, the author imagined the lady to appear bright and was mesmerized by the brightness of her eyes. Perhaps, the dressing of the lady adorned her by its glittering. The poem is all about beauty which possessed the lady of the night. Moreover, the author imagined that the lady was surrounded by beauty like an aura. The Lady was not only beautiful physically, but the stanza introduces the inner beauty of the lady as she was tender. The second stanza introduces some contrast in darkness and in the light, and that the lady was fair in the dark, but not so fair in the light. The author expresses his sentiments by use of words to claim that her graceful and beauty were nameless, which could be implying that he could not quite point out what made her so graceful. â€Å"Every raven tress† could be something to do with her beautiful hair, which â€Å"lightens her face†. The woman’s facial expression reveale d the sweet serenity of her thoughts. The speaker is deep in imagination that the sweet expression of the lady reflected her state of mind â€Å"dwelling place†. The contrast of the inner thoughts and outer expression is developed over and over as â€Å"sweetness† and â€Å"pure†, which all summed up as valuable and precious â€Å"dear†. The smiles and tints (blushes) that â€Å"glow† on the lady’s cheek and brow (poetic term for fore head) are calm and serene. This could imply that the woman was quite and elegant, yet her smiles and blushes were eloquent. The writer was strongly attracted by the expressive smiles and blushes. Byron seams to suggest that the smiles expressed all the time that the lady spent on doing good acts. Because the lady was not just pretty faced, but was equally kind and good, she managed to appear notably â€Å"calm† with serenity around other people (â€Å"all below†). Finally the love of the lady was innocent, which could mean that she had not fallen in love as yet. It could as well mean that she was in a platonic love. The writer of the poem utilized plenty of figurative speech to express the theme of romance. The title of the poem is presents some figurative as the term â€Å"walks† could imply advancement both in space and in time. In other words, the beauty evidenced in the lady was not just for the particular period that the writer noticed her, but it could mean that beauty possessed her. Similarly, by introducing the aspect of light and