Cooperative Learning for Positive Interdependence

The Effectiveness of using Cooperative Learning in Enhancing Reading Comprehension for English for Communication II students in Universiti Utara Malaysia. Chapter 2: Literature Review 1. John Myers (Cooperative Learning Vol 11 #4 July 1991) points out that the dictionary definitions of â€Å"collaboration†, derived from its Latin root, focus on the process of working together; the root word for â€Å"cooperation† stresses the product of such work. 2.According to Ted Panitz (1996), he summarize from Johnson, Johnson & Smith (1991) the six principles of their definition of a new paradigm of teaching and define cooperation is a structure that was designed to help and guide the specific of product or aims through people that working together in a group. 3. According to Skinners, et. al (2001), cooperative learning is also one of approach under The Communicative Approach where it involves a group of learners been instructed by one teacher when they are working together to co mplete the task instead of competitively working on it. . Weidner (2003,p. 29) states that cooperative learning is a special form of group teaching which accentuates and structures social processes in learning and makes them a subject of discussion. 5. â€Å" Cooperative learning is the instructional use of small groups os that students work together to maximize their own and other’s learning† (Johnson, Johnson & Holubec, 1998,p. 15) 6. Robert Slavin (1987), suggested that cooperative learning occurs when instructional methods enable students to work and learn in small heterogeneous – ability groups.When this happens, cooperative learning is able to lead students into the social power of learning (Zemelman, Baniel & Hyde, 1993) 7. Roger T. and David W. Johnson (1994), says that even though these three interaction patterns are not equally effective in helping students learn concepts and skills, it is important that students learn to interact effectively in each o f these ways. Students will face situations in which all three interaction patterns are operating and they will need to be able to be effective in each.They also should be able to select the appropriate interaction pattern suited to the situation. An interpersonal, competitive situation is characterized by negative goal interdependence where, when one person wins, the others lose. 8. Borchmann & Kirchmann (2006), found that there 5 basic elements in cooperative learning which is interpersonal and small group skills, face to face interaction, individual and group accountability, positive interdependence and group processing. 9. Cowie and Rudduck, (1988, p. 0), state that cooperative learning offers a view of learning which is socially based. 10. Artzt and Newman(1990), define that cooperative learning is an activity involving a small group of learning who work together as a team to complete a task or accomplish a common goal. 11. Davidson (1990) says that cooperative learning is a ta sk of group discussion and resolution (if possible) requiring face to face interaction, an atmosphere of cooperation and mutual helpfulness and individual accountability. 12.Spencer, Kegan (1990), provided as definition of collaborative learning by looking at general structures which can be applied to any situation. He defines collaborative learning as the structured approach to collaborative learning which is based on the creation, analysis and systematic application of structures or content- free ways of organizing social interaction in the classroom. 13. Goodsell, Maher and Tinto (1992) describe cooperative learning as a working in groups of two or more mutually searching for understanding, solutions or meanings or creating a product. 4. O’Donnell (2002) is that this cooperative method enhances social interaction that is important for learning because higher mental functions, such as reasoning, comprehension and critical thinking, originate in social interactions and are t hen internalized by individuals. 15. From Collins Online Dictionary 10th Edition, reading comprehension is a text that students use to help them improve their reading skills by reading and answering questions relating to the text. Sometimes, used as a test or examination of reading skills.A reading comprehension can be in the students own or another language. 16. According to Snow, Catherine E (2002), in her report entitled ‘Reading For Understanding; Towards an R&D Program in Reading Comprehension†, defines reading comprehension as the â€Å"process simultaneously extracting and constructing meaning through interaction and involvement with written language†. 17. Aarnoutse, Van den Bos,&. Brand-Gruwel, 1998; Jenkins et al. , (2003), believe that vocabulary knowledge, fluency, word recognition, and listening comprehension are necessary skills for reading comprehension. 18. s a process that requires how to decode through the development of an extensive repertoire of sight words, learning the meanings of vocabulary words encountered in the texts, and learning how to abstract meaning from text. It represents how well readers understand literal comprehension which concentrates on explicit meaning and inferential comprehension which concentrates on implicit meaning in the reading text. 19. Pressley (2000), states that the development of comprehension skills is a long term developmental process which depends on language and text experiences from early stage of life.Learning how to decode and learning how to abstract the meanings of vocabulary words are commonly encountered in texts. 20. Tahir, (1988, p. 24), â€Å"Reading comprehension involves visual mechanical skills of recognition, remembering of meaning of words, integrating grammatical and semantic clues and relating to the reader’s own general knowledge and the knowledge of the subject being read†. 21. Daniel E. Himes (2007), in his article entitled â€Å"How to Improve Reading Comprehension†, he supports that cooperative learning is one of the method to improve reading comprehension. 2. Erly Wahyuni (2006) in his journal article entitled â€Å"The Effectiveness of Cooperative Learning Technique in Increasing the Students’ Comprehension of Literary Texts† said that the learners’ responses to the cooperative learning in literary text was good and interesting as they were able to discuss the literary text together. 23. Kassim Shaaban (2007,) from his article â€Å"An Initial Study of the Effects of Cooperative Learning on Reading Comprehension, Vocabulary Acquisition, and Motivation to Read† that cooperative learning improves learners’ motivation to read. Cooperative Learning for Positive Interdependence The Effectiveness of using Cooperative Learning in Enhancing Reading Comprehension for English for Communication II students in Universiti Utara Malaysia. Chapter 2: Literature Review 1. John Myers (Cooperative Learning Vol 11 #4 July 1991) points out that the dictionary definitions of â€Å"collaboration†, derived from its Latin root, focus on the process of working together; the root word for â€Å"cooperation† stresses the product of such work. 2.According to Ted Panitz (1996), he summarize from Johnson, Johnson & Smith (1991) the six principles of their definition of a new paradigm of teaching and define cooperation is a structure that was designed to help and guide the specific of product or aims through people that working together in a group. 3. According to Skinners, et. al (2001), cooperative learning is also one of approach under The Communicative Approach where it involves a group of learners been instructed by one teacher when they are working together to co mplete the task instead of competitively working on it. . Weidner (2003,p. 29) states that cooperative learning is a special form of group teaching which accentuates and structures social processes in learning and makes them a subject of discussion. 5. â€Å" Cooperative learning is the instructional use of small groups os that students work together to maximize their own and other’s learning† (Johnson, Johnson & Holubec, 1998,p. 15) 6. Robert Slavin (1987), suggested that cooperative learning occurs when instructional methods enable students to work and learn in small heterogeneous – ability groups.When this happens, cooperative learning is able to lead students into the social power of learning (Zemelman, Baniel & Hyde, 1993) 7. Roger T. and David W. Johnson (1994), says that even though these three interaction patterns are not equally effective in helping students learn concepts and skills, it is important that students learn to interact effectively in each o f these ways. Students will face situations in which all three interaction patterns are operating and they will need to be able to be effective in each.They also should be able to select the appropriate interaction pattern suited to the situation. An interpersonal, competitive situation is characterized by negative goal interdependence where, when one person wins, the others lose. 8. Borchmann & Kirchmann (2006), found that there 5 basic elements in cooperative learning which is interpersonal and small group skills, face to face interaction, individual and group accountability, positive interdependence and group processing. 9. Cowie and Rudduck, (1988, p. 0), state that cooperative learning offers a view of learning which is socially based. 10. Artzt and Newman(1990), define that cooperative learning is an activity involving a small group of learning who work together as a team to complete a task or accomplish a common goal. 11. Davidson (1990) says that cooperative learning is a ta sk of group discussion and resolution (if possible) requiring face to face interaction, an atmosphere of cooperation and mutual helpfulness and individual accountability. 12.Spencer, Kegan (1990), provided as definition of collaborative learning by looking at general structures which can be applied to any situation. He defines collaborative learning as the structured approach to collaborative learning which is based on the creation, analysis and systematic application of structures or content- free ways of organizing social interaction in the classroom. 13. Goodsell, Maher and Tinto (1992) describe cooperative learning as a working in groups of two or more mutually searching for understanding, solutions or meanings or creating a product. 4. O’Donnell (2002) is that this cooperative method enhances social interaction that is important for learning because higher mental functions, such as reasoning, comprehension and critical thinking, originate in social interactions and are t hen internalized by individuals. 15. From Collins Online Dictionary 10th Edition, reading comprehension is a text that students use to help them improve their reading skills by reading and answering questions relating to the text. Sometimes, used as a test or examination of reading skills.A reading comprehension can be in the students own or another language. 16. According to Snow, Catherine E (2002), in her report entitled ‘Reading For Understanding; Towards an R&D Program in Reading Comprehension†, defines reading comprehension as the â€Å"process simultaneously extracting and constructing meaning through interaction and involvement with written language†. 17. Aarnoutse, Van den Bos,&. Brand-Gruwel, 1998; Jenkins et al. , (2003), believe that vocabulary knowledge, fluency, word recognition, and listening comprehension are necessary skills for reading comprehension. 18. s a process that requires how to decode through the development of an extensive repertoire of sight words, learning the meanings of vocabulary words encountered in the texts, and learning how to abstract meaning from text. It represents how well readers understand literal comprehension which concentrates on explicit meaning and inferential comprehension which concentrates on implicit meaning in the reading text. 19. Pressley (2000), states that the development of comprehension skills is a long term developmental process which depends on language and text experiences from early stage of life.Learning how to decode and learning how to abstract the meanings of vocabulary words are commonly encountered in texts. 20. Tahir, (1988, p. 24), â€Å"Reading comprehension involves visual mechanical skills of recognition, remembering of meaning of words, integrating grammatical and semantic clues and relating to the reader’s own general knowledge and the knowledge of the subject being read†. 21. Daniel E. Himes (2007), in his article entitled â€Å"How to Improve Reading Comprehension†, he supports that cooperative learning is one of the method to improve reading comprehension. 2. Erly Wahyuni (2006) in his journal article entitled â€Å"The Effectiveness of Cooperative Learning Technique in Increasing the Students’ Comprehension of Literary Texts† said that the learners’ responses to the cooperative learning in literary text was good and interesting as they were able to discuss the literary text together. 23. Kassim Shaaban (2007,) from his article â€Å"An Initial Study of the Effects of Cooperative Learning on Reading Comprehension, Vocabulary Acquisition, and Motivation to Read† that cooperative learning improves learners’ motivation to read.

“How to Tell a True War Story,” by Tim O’Brien Essay

In the essay, â€Å"How to Tell a True War Story,† Tim O’Brien tells several stories of war to illustrate to his readers the criteria for truth in storytelling. O’Brien offers his readers a guide to telling and determining war stories that are true, for the author, true does not necessarily mean actual or real. Instead, O’Brien tells us what a true war story is, but his requirements are not always clear precise—a true war story â€Å"never seems to end,† (O’Brien 273) â€Å"embarrasses you,† (270) â€Å"are contradictory,† (275) and have an â€Å"uncompromising allegiance to obscenity and evil† (270)—they are defined and given context by the author through the telling of his own accounts. The essayist Jon Krakauer offers up his own version of a war story, of sorts, in his telling of the story of Chris McCandless, a young man not participating in a war of nations, or a conflict with others; he, in his own wor ds, was involved in â€Å"the climactic battle to kill the false being within and victoriously conclude the spiritual pilgrimage† (Krakauer 207). The battlefield for McCandless was not a booby-trapped jungle, saturated with enemies and soldiers for the opposition; no, McCandless’s battlefield was the Alaskan frontier. Like a soldier going to war, McCandless knew that where he was going was dangerous. Krakauer remarks that â€Å"he was fully aware when he entered the bush that he had given himself aperilously (emphasis added) slim margin for error. He knew precisely what was at stake† (Krakauer 219). One can draw many parallels between the essays, or war stories, of Krakauer and O’Brien; they are both provocative, and both use descriptive language and paint vivid pictures in the minds of their reader, they both write of young men in the midst of a conflict—emotional or physical—but the stories differ as well. O’Brien presents his ideas of what makes a true war story; based on these ideas, we can determine that the war story told by Krakauer is not a true war story because it is committe d to morality. There are no lessons in true war stories (O’Brien 269); Krakauer offered a lesson in youth and growth in his story about Christopher McCandless. O’Brien and Krakauer are similar in that they both place importance on relaying to the reader the fact that youth and war go hand in hand. It is mainly the young who serve on the frontlines in battle and who are willing to accept the risks associated with war, and it is also the young who become victims of their own inexperience and succumb to the perils  war—being involved in war does not equate to readiness for war. For instance, O’Brien tells a true war story of two young men, soldiers in the Vietnam; he writes, â€Å"They were kids; they just didn’t know. A nature hike, they thought, not even a war †¦ they were giggling and calling each other yellow mother and playing a silly game they invented† (O’Brien 270). Here, O’Brien sets up his readers with words reminiscent of childh ood, the soldiers could have just as well been two kids at summer camp or in a school yard, or any place where kids play, laugh, and call each other names. O’Brien then takes that childhood scene and infuses it with the brutality of war. He describes how one of the young soldiers who, while playing and laughing, detonated a landmine and was killed. True war stories show the gruesomeness of war—kids die horrific deaths, and life is lost in the blink of an eye. War forces â€Å"kids† to grow up quickly, and not on their own terms. Goofing, giggling, and silliness have no place in war; death is a consequence of playfulness, and youth must quickly give way to maturity. In a true war story, a young man may never have the opportunity to figure out life for himself, war does not afford him the opportunity to come to appropriate conclusions about what is right, wrong, moral, or immoral; he will either die, or he will be so exposed to the death of his friends that his moral compass will be disrupted, and he will engage unconscionable behavior. Krakauer presents a similar of theme of youth in the face of danger. Like O’Brien, Krakauer uses words that construct a rich mental image for the reader; in this case, the image is that of an overly eager child. Krakauer writes, â€Å"The boy could hardly contain his excitement. He was about to be alone in the vast Alaska wilds† (Krakauer 206). Krakauer refers to his subject, Chris McCandless, as â€Å"the boy,† conveying the inexperience and ineptitude and childlike enthusiasm of McCandless who, because of his bubbling excitement, sounds more like a kid in a candy store or a child on Christmas morning, than he does a like man about to confront the isolation and bitter cold of the wilderness. Later on, that excitement would turn to desperation and eventually death—like the soldier in O’Brien’s story, the boy meets an early end to his life. In spite of this similarity, Krakauer does not tell a true war story. For some young warriors, adulthood is thrust upon them, maturity it is meted out with no opportunity fo r choice or deliberation; there is no rite of passage. This is not so for McCandless;  Krakauer recognizes growth and maturity arising in McCandless, noting that he made the decision to postpone the river crossing â€Å"after weighing his options,† then â€Å"settl[ing] on the most prudent course† (Krakauer 212). Learning to tame impetuousness allows one to make moral choices, choices that show respect for oneself and one’s surroundings. This type of learning happens with contemplation, introspection, and time. It is not a true war story; not because Krakauer authored a majestic death for McCandless, but because it seemed McCandless lost his war, and it appeared that the battle was too much for him in the end; because Krakauer wrote of a young man who was able to mature during his war, and was able to learn lessons of humility, morality, and caution during his time alone in the Alaska wilds. Imagery in a war stories can be graphic, but in a true war story there is no redemptive value in the gratuitousness of violent acts. O’Brien writes about Rat Riley’s who after witnessing the death of his best friend, encounters a baby buffalo in an abandoned village, â€Å"He opened up a can of C rations, pork and beans, but the baby buffalo wasn’t interested. Rat shrugged. He stepped back and shot it through the right front knee. It went down hard, then got up again, and Rat took careful aim and shot off an ear. He shot it in the hind quarters and in the little hump at its back. He shot it twice in the flanks. It wasn’t to kill; it was to hurt. He put the rifle muzzle up against the mouth and shot the mouth away†¦. There wasn’t a great deal of pity of the baby water buffalo† (O’Brien 274).† O’Brien uses the graphic details to give his reader a glimpse into the mind of soldier who has lost his innocence, one who has l ost empathy because of the grotesque things he has witnessed. The killing of the baby buffalo was not only a response to the pain (or numbness) felt by Rat, but was also a response to rejection. War makes people to terrible things, things that they may not do otherwise. In a true war story, there is little or no remorse for the terrible act. For a soldier, terrible acts and normal acts may become indistinguishable after a while. Death, killing, and suffering is an expectation in war, in a true war story, virtue does not exist; therefore, remorse and empathy cannot exist either. O’Brien clearly illustrates this idea, when writing about the buffalo. Krakauer also uses graphic imagery to show the grisly reality of war. Krakauer tells a story about a moose shot by  McCandless, â€Å"He butchered the carcass under a thick cloud of flies and mosquitoes, boiled the organs into a stew, and then laboriously excavated a burrow in the face of the rocky stream bank directly below the bus, in which he tried to cure, by smoking, the immense slabs o f purple flesh (Krakauer 209).† The shock and gore of cutting up a dead animal with insects biting and flying about could lend itself well to a true war story, but here, it does not. What differentiates this story from O’Brien’s is that Krakauer writes that McCandless felt â€Å"remorse soon after he shot the moose† (Krakauer 209). Because of this remorse, this is not a true war story. If this were a true war story as identified by O’Brien, there would be no sympathy for the animal, no moral outrage by the killer that every part of the animal could not be used. A true war story would not show the level of respect for life, for human and animal value; a true war story disregards life. O’Brien writes that when the buffalo torture was over, it was simply thrown in a well with no regard for the animal, an act that not only punished the animal, but demonstrated a lack of respect for human life as the drinking water from that well would be contaminated. Conversely, Krakauer emphasizes t he great measures McCandless took to preserve the moose meat, and the moral dilemma McCandless faced because he was not successful. O’Brien leaves little room for a story that has any moral significance to be considered a true war story. The author contends that â€Å"If at the end of a war story you feel uplifted, or if you feel that some small bit of rectitude has been salvaged from the larger waste, then you have been made the victim of a very old and terrible lie. There is no rectitude whatsoever† (O’Brien 269). War, for O’Brien, is inherently devoid of morality; so any action occurring as a part of war is fruit from a poisonous tree—it is tainted and cannot be separated to be made clean, or right. True war stories acknowledge this. To say that there can be moral action as two sides are determined to kill more of them while they are trying to kill more of you, is an absurdity. The fighting and conflict, the struggle to maintain one’s humanity in the face of death and dying is challenging to say the least. Four times within â€Å"How to Tell a True War Story† Oà ¢â‚¬â„¢Brien tells the story of Curt Lemon being killed by a landmine. Each time the story is told, there is a new variant, or one taken away; his changes in language, words,  and details range from revolting to beautiful. Certain things change, but the story stays the same—there is death and loss everywhere. That is the story, the true war story. No matter how it is told, Lemon dies and Riley will never laugh with him again. Contrast this with Krakauer who writes Into the Wild after having already written a magazine article on Chris McCandless. Krakauers â€Å"Selections from into the Wild† could not be considered a true war story in the way that O’Brien defines it, because the selection itself is an act of morality. The magazine article Krakauer wrote prior to his writing of the essay can arguably be considered a true war story as it portrays an ill-prepared young man who is done in by his own arrogance. Many who read the article lacked sympathy for the fallen, and instead ridiculed him. People love stories of heroes, but they l ove stories of failures just as well, as long as the failure is some arrogant jerk getting his just deserts. Krakauer could have left the story there, but he did not, he chose to look deeper to get to the truth, to get to the â€Å"absolute occurrence† (O’Brien 277) that O’Brien warns is irrelevant in a true war story. Krakauer wanted to experience what the subject of his story experienced, and make right the wrong he had done with his article—he wants to do the morally responsible thing. Krakauer writes of his journey to set out on the path blazed by McCandless, â€Å"I, too, hope to cross the river. I want to visit the bus. I want to see where McCandless died, to better understand why† (Krakauer 213). Crossing the river—a metaphor used by O’Brien as well—meant facing the unknown in order to learn more and continuing the search for whatever was lost or missing. In some war stories details are important. They can change they the story altogether. They can change an incompetent, arrogant, boy into a disciplined young man who was willing to take up a dangerous challenge just to prove to himself that he could, even if he did not. Krakauer used the essay as tool to change perceptions to ones based on truth; in changing the details he changed the story. Not all war stories are true, in â€Å"How to Tell a True War Story,† Tim O’Brien lays out the elements needed in a war story to be considered true. Jon Krakauer tells a war story, but it is not a true war story by O’Brien’s standards. Morality is the dividing line between Krakauer telling a war  story, a true war story.

Why is Human Memory Subject to Error?

Human memory is subject to error because human memory Is Imperfect Just Like many things In nature. The way we perceive things are not always accurate. Memory is not like a movie camera it is reconstructive. According to Wade & Travis (2012), â€Å"Because memory is reconstructive, it is subject to confabulation–confusion of an event that happened to someone else with one that happened to you, or a belief that you remember something when it never actually happened† (p. 266). In essence infatuation is hearing a story or an event and believing that story or event is† your† story or event.Memories that have been affected by confabulation can feel real even though the memories are false. Memories can be subjected to error because sometimes our memories piece together many parts and merge them all into one memory which is known as source misinformation. What might influence human memory? Memories can be influenced by many factors to Include but not limited to the power of suggestion, stress/anxiety, brain Injuries, mental Illness, and traumatic events. Those are a few of the influences I believe affect human memory.Human memory can be influenced by people we trust either directly or indirectly telling the subject that something happened when it did not actually happen. When we are affected by high stress or anxiety we may not correctly remember details. When the human brain has an Injury or is affected by mental Illness memories can be Influenced by improper thought processes. Traumatic events can Influence human memory by altering a subject's memory as a form of self-preservation. Through my personal experiences I have seen many of the above listed influence human memory.In light of the points that the Loft's article brings up, what kind of implications do the limitations of human memory have on eye-witness testimony? I believe that some of the Implications of the limitation of human memory have on eye-witness testimony Is the unreliabilit y of human memory and human emotions. According to Abramson, memory experts such as Loft's have been proving that not only Is memory unreliable, it can also be so utterly manipulated as to render it next-to- selves as pivotal evidence in criminal cases†.Memories that have been manipulated can provide incorrect testimony and without any further evidence can wrongfully convict an innocent person. In closing I believe that memories are a snap shot of a moving picture which can be changed or altered as a subject's memory sees fit.

SWOT analysis of 2 fictitious companies and what my company, a Research Proposal

SWOT analysis of 2 fictitious companies and what my company, a competitor of these 2 companies, would do about a weakness from each company - Research Proposal Example All this is possible when the organization is aware of its internal and external environment. Hence, in this paper an attempt is made to analyze the environment of S & W and Makatume, both from the tools industry and appropriate strategies are suggested. As mentioned in the abstract, the success of any entity is directly dependent on its ability to see into the future. The extent to which an entity can envision itself into the future decides the survival and growth of that entity. But at this point of time, it is not sufficient that a company just grows, but it can serve the best interests of its stakeholders only if it can ensure sustained development. Self awareness in the teams, departmental and organizational level is the first step towards development of strategies (Whetton, 2002). Hence, to have a clear awareness of the internal and external environment, the SWOT analysis is carried out. 5. Change in buying preferences of the consumers to go for specialized tools which adopt modern designs and technology. The dynamic nature of consumer preferences makes development of marketing strategies an very challenging task.(Paul Peter, 1996) Of the major weaknesses mentioned, two of the weakness are related to its production systems. The plants are outdated and are located in high labor cost area. Also the company is unable to adapt to the changing environment. If we watch closely, all these weakness

Public International Law (Extradition) Essay Example | Topics and Well Written Essays - 3000 words

Public International Law (Extradition) - Essay Example Public international law derives its rights from international agreements and may take any form that the contracting parties agree upon. Agreements may be made in respect to any matter except to the extent that the agreement conflicts with the rules of international law incorporating basic standards of international conduct or the obligations of a member state under the 'Charter of the United Nations(" We the Peoples of the United Nations... United for a Better World", UN Charter 1945) In this context, a brief discussion on the Vienna Convention on the law of treaties, 1969 seems to be relevant. The VCLT (Vienna Convention on law of Treaties )was drafted by the International Law Commission (ILC) of the United Nations, which began work on the Convention in 1949 and finished in 1969 with a diplomatic conference held by the UN in Vienna, Austria. The Convention was adopted on May 22, 1969.The Convention entered into force on January 27, 1980. 108 states have ratified the VCLT (May, 2007). The 1969 Vienna Convention defines a treaty as "an international agreement concluded between States in written form and governed by international law, whether embodied in a single instrument or in two or more related instruments and whatever its particular designation". To recognize the ever-increasing importance of treaties as a source of international law and as a means of developing peaceful cooperation among nations, whatever their constitutional and social systems, To Note the principles of free consent and of good faith and the pacta sunt servanda rule are universally recognized, To affirm that disputes concerning treaties, like other international disputes, should be settled by peaceful means and in conformity with the principles of justice and international law, To recall the determination of the peoples of the United Nations to establish conditions under which justice and respect for the obligations arising from treaties can be maintained, To have in mind the principles of international law embodied in the Charter of the United Nations, such as the principles of the equal rights and self-determination of peoples, of the sovereign equality and To recognize and respect independence of all States, of non-interference in the domestic affairs of States, of the prohibition of the threat or use of force and of universal respect for, and observance of, human rights and fundamental freedoms for all, Believing that the codification and progressive development of the law of treaties achieved in the present Convention will promote the purposes of the United Nations set forth in the Charter, namely, the maintenance of international peace and security, the development of friendly relations and the achievement of cooperation among nations, To affirm the rules of customary international law will continue to govern questions not regulated by the provisions of the present Convention, Extradition Treaties: Extradition is the official process by which one nation or state requests and obtains from another nation or state the surrender of a suspected or convicted criminal. Between nation states, extradition is regulated by treaties. Between sub-national

Leadership management of multicultural team through changes Essay

Leadership management of multicultural team through changes - Essay Example A patent is an exclusive right granted by the government to an inventor to manufacture, use, or sell an invention for a certain number of years (Dictionary, 2014). A patent can provide a company up to 20 years of exclusivity in the marketplace. To complete this project the firm has formed team of six professionals. The composition of the team that is going to be working on the project is made up of people from different cultures. In the work environment of the 21st century it is common for firm to formulate multicultural teams. For companies multicultural teams present challenges, but the also present a unique opportunity. Three advantages of workforce diversity are increased adaptability, broader service range, and variety of viewpoints (Greenberg, 2009). Another advantage of forming a multicultural team is increased creativity. Diversity carries a special significance in todays workplace (Schermerhorn, Hunt, Osborn, 2003). Despite the advantage of multicultural teams there are also often issues associated with its utilization. The team that was formed to complete this project is composed of six members. Their names are John, Julie, Jinsoo, Tom, Darious, Harpreet. The six members are all from different cultural backgrounds. The different countries the members are from are United States, India, Iran, China, and South Korea. Even the two American members of the team are from different ethnicity. When a team is composed of a wide variety of cultural backgrounds often these cultures crash with each other and it causes the team to display inefficiencies that hurt the ability of the members of the group to comply with the requirements of a project. Problems such as not being able to meet the deadline can occur in such dysfunctional groups. â€Å"Just as likely as the positive affects of integrating people from diverse backgrounds are the inevitable cultural clashes that test the validity of the company ethics policies and the

Analysing the financial performace if the automotive industry in the Research Proposal

Analysing the financial performace if the automotive industry in the United states - Research Proposal Example However, between 1920 and 1930, there emerged three giant car producers in the United States. Chrysler, Ford, and General Motors. The American automotive industry quickly grew to be the largest in the world. A ranking it held until 1980 when it was overtaken by Japan. America regained the top position only to be passed by another Asian country, China, in 2008 (Goyal, Netessine and Randall, 2012). Currently the American automotive industry is diverse, hosting top car manufacturers from all over the world. The market is dominated by General Motors who, Toyota and Ford, who have a market, share of 18%, 14%, and 13.5% respectively. Other notable manufacturers include Chrysler with 12%, Nissan 9% and Honda 8percentage. Hyundai, Kia, Subaru and BMW also own a collective market share summing up to 15%. Manufacturers are attracted to America because it offers superior infrastructure and a conducive environment for the production of cars. The automotive industry provides direct employment to over 1.8 million Americans. Jobs indirectly linked to the automobile industry in the United States accumulate to 8 million (Goyal, Netessine, and Randall, 2012). The primary reason for me choosing this topic is that the motor industry in America currently plays a very significant role in quality transportation. Taking this account, it is clear to note the importance of the American Automotive industry to Americans and general car users in the rest of the world. The primary aim of this research is to shed light on the financial performance of the American automotive industry. This research will seek to uncover recent financial results of key car manufacturing companies in the United States. The study will also analyze and interpret relevant aspects of finance in the American automotive industry. This research will also aim to find the main reasons for improving or dropping financial results in the industry. The study will examine how companies have managed to cope with challenges

Erection and Construction Procedure Essay Example | Topics and Well Written Essays - 1500 words

Erection and Construction Procedure - Essay Example This study also looks into the safety measures which ensure that the workers in these projects are safe. There are well laid down standards for any structure, which ensure the safety of the structures and the workers. The study discusses the erection and construction procedure from the designing stage up to the completion stage. Purpose The principal purpose or the objective of this study is to establish the driving forces behind collapses and shifts in the structures. It seeks to establish the recommended procedures for construction of various structures and the guidelines provided to ensure the safety of the workers. The intent of this paper is to give a clear procedure of how structures are supposed to be built right from the design stage up to the completion stage. The paper also intends to explore the regulations governing the construction industry in Britain. The paper also seeks to explain various logistics put in place by various organizations concerned with the safety and he alth of the workers. The Procedure Design and Planning It is essential to note from the onset that the initial step of any construction work is the design. Designing of a construction work is the act of creating a new facility which is represented by a series of steps and specifications. The series of steps explains the activities and materials required for the whole construction. The engineers and architects who are involved in the design and the planning process must well be aware of what the project requires, and they must be an experienced team. During this design stage, the engineers designing any structure must give a list or a breakdown of materials required for the purpose of undertaking the whole project (Pallotta 169). The process of designing has to be completed before the process of erection begins. The process of undertaking any construction project requires all the parties to work in unison and cooperation. Regulations Any construction project is subject to extensive r egulation within the framework of Health and Safety at work which must be adhered to. The supervisors, engineers and managers working on the site should be aware of all the regulations and ensure that they are observed to the letter. The site on which any construction work is to be carried out must not have negative effects to the environment. The relevant authorities survey the site and ensure that it is conducive and does not pose any hazards for the construction of any structure. Project implementers These are the people or organizations which are held responsible for the management of the construction project. Most of the construction works are given out as contracts to contractors; and the project team selected depends on the contract, it may be public or private. The project team is mainly made of the customer, who decides what he wants, supervises the work and pays for the project. The second person involved is the designer; he designs the structure and oversees its construct ion. The principal contractor oversees the whole project and also the health and safety of the construction site. These management team will most of the times use sub contractors and other consultants to help them deliver their duties. The contractor of the project should be based in the construction site throughout the construction process, but the designer, though he has roles in the construction site, is not always there. Steelwork Contractor Most of the structure being erected uses steel metal and

Discussion 2 Assignment Example | Topics and Well Written Essays - 250 words - 2

Discussion 2 - Assignment Example Therefore, this means that cultural diversity increases the sales of a business, as well as its profit. If a business plans to sell in a diverse marketplace, then it must be totally able effectively to utilize its diverse workers in significant strategic ways. The aging populace is both an advantage and a disadvantage for small businesses (McCarthy, 2012). One certain thing, however, is that small organizations will have to reorient their strategies to hurdle the exceptional challenges and opportunities aging people offer (McCarthy, 2012). In the 90’s, among the biggest hurdles facing small businesses was access to government regulations, capital and taxes. Nevertheless, in the new millennium, they can add a new hurdle to the list, the persistent labor shortage. Therefore, businesses lack the required labor, which would enable them to work efficiently (McCarthy, 2012). On an optimistic note, small organizations can exploit this growing section of the population. Marketing strategy and new products will need to be created targeting the elderly

Psychodynamic Counselling Concept Essay Example for Free

Psychodynamic Counselling Concept Essay In this essay I mainly discuss the theory and concepts behind psychodynamic counselling, followed by brief discussions of the practice and skills involved in working as a psychodynamic counsellor, and the client’s experience of counselling. Theory/concepts Psychodynamic counselling is mainly concerned with unconscious processes; it takes for granted that humans possess a largely unconscious inner world. Freud argued that while the conscious mind is governed by logic, the unconscious mind is not, and functions in a very literal way, motivated only to experience pleasure, unable to delay gratification. Although Psychodynamic counselling works with the conscious mind, it mainly focuses on unconscious processes. We have key figures in our lives – e.g. parents, carers, and partners are referred to as ‘objects’, and relationships with them termed ‘object relationships’. The phrase ‘object’ refers to the Freudian concept of the target, or object of the instinct. Object relationships embody not only actual relationships but also the ways that the conscious mind distorts them. The unconscious is viewed as dynamic and purposeful, having huge impact on emotions and behaviour. Psychodynamic theory posits that humans are driven by a need to remain unaware of uncomfortable truths that emerge from the unconscious, experiencing many conflicting needs and demands, e.g. between one’s own wishes and those of others. To deal with conflicts people develop ‘defences’, these include ‘repression’, a form of forgetting, ‘denial’, claiming that something is not upsetting when really it is, and ‘rationalisation’, where a story is created to account for that which feels uncomfortable. ‘Projection’ involves attributing to others characteristics unacceptable to the self, making assumptions about them based on the need to avoid threat. Psychodynamic counselling encourages the client to recognise and accept the troubling attribute, a process called ‘reintrojection’. To engage in projection a defence mechanism called, ‘splitting’, is used when one is finding it too  threatening to accept two opposing traits, such as being capable of both love and hate. It is natural to develop defences, but problems come with their overuse, e.g. using denial so often that problems are not faced. Applying defences too rigidly causes difficulties, and it’s when they start to disintegrate that individuals might seek counselling. Psychodynamic counselling holds that psychological symptoms emerge from the inner world. e.g., developmental problems or conflict may lead to anxiety or self-harm. The psychodynamic approach seeks to address these issues at their roots, as well as alleviating symptoms. Psychodynamic counselling is based on developmental theory, and asserts that childhood experiences affect adult personality. It is understood that episodic memory is physically unavailable to children under three, but that implicit memory and body memory function from an earlier age. Neuroscience now supports the concept that early emotional experiences influence brain development; the psychodynamic approach posits that the client-counsellor relationship is crucial to the process of change. This is considered in terms of three concepts, the first being transference: â€Å"All those impulses experienced by the patient in relation with the analyst which are not newly created by the objective analytic situation but have their source in early – indeed, the very earliest – object relations†. The counsellor may become aware of feelings in him/herself indicating issues that the client is unable to express; this is ‘counter transference’. The ‘real relationship’ is that which is free of the previous two dynamics. Within the client-counsellor relationship, elements of the client’s inner world can be revealed and become available for healing (Howard, 2011, p.22-25) Practice/skills Psychodynamic counselling employs a number of basic skills that are common to other approaches. It shares the core values of the Rogerian approach: empathy, congruence and unconditional positive regard. The ability to listen is of course crucial. Summarising and reflecting back to the client what s/he has said are necessary skills, as well as being able to say things that the client will find difficult to hear. The following are skills specific to Psychodynamic counselling; Gaining informed consent involves informing the client of the nature, risks and benefits of counselling at the appropriate time; not so soon as to scare him/her away, but in good time. For this purpose it is advisable for the counsellor to be aware of when the assessment phase is concluding, as this is the best time to invite informed consent. The counsellor’s attention to the client is one element that facilitates change. The counsellor must alternate between close listening to the client and attention to how s/he will respond, alert to transference and counter transference. To be aware of both the conscious and unconscious elements of the client’s communication, the counsellor must practice ‘evenly suspended attention’. The counsellor must listen to unconscious communication as well as the explicit information the client is presenting. This includes being able to consider why the client is behaving and speaking as they are, linking this to issues arising in transference, and being able to raise such issues with the client. The counsellor will also make interpretations based on ‘extra transference’ – grasping connections between events, thoughts and behaviour unrelated to the client-counsellor relationship. The client’s experience Initially a client experiences the formal behaviour of the counsellor, sessions have boundaries of time, space, and confidentiality and these factors contribute to a sense of safety and predictability. The client should come to feel ‘held’ by the counselling experience, enabling him/her to feel able to explore painful issues and memories: â€Å"a safe space to lower one’s defences, be vulnerable and be held together.† Receiving a counsellor’s undivided attention contributes to this; Dibs In Search of Self illustrates an emotionally deprived child’s first experiences of undivided and non-judgemental attention, enabling him to blossom in self-discovery. A client goes through a process of developing informed consent, the transference relationship begins once enough trust is established, as it may be experienced as threatening. The client develops an attachment to the counsellor as someone who can help and care for them, and thus may become fearful both of their own needs and of being let down .The ending of the relationship can be painful for the client, and the counsellor should allow plenty of time to deal with issues around this. In conclusion, psychodynamic counselling functions to bring to awareness of the unconscious processes that govern the client’s inner life. A variety of practices are employed in order to supply a client with a sense of security as well as a source of challenge in order to facilitate positive change. References AXLINE, V. M., 1990. Dibs, In Search of Self. London: Penguin FREUD, A., 1937. The Ego and the Mechanisms of Defence. London: Hogarth HOWARD, S., 2011. Psychodynamic Counselling in a Nutshell. 2nd edition. London: Sage. HOWE, D., 1993. On Being a Client. London: Sage

Voluntary Involuntary And Non Voluntary Euthanasia Essay

Voluntary Involuntary And Non Voluntary Euthanasia Essay In 1995, the Australian Northern Territory was the first place in the world to legalise voluntary euthanasia under the Rights of the Terminally Ill Act 1995. The first person to voluntarily end their life on Sunday, 22 September 1996 was Bob Dent, a terminally ill patient with prostate cancer (Grey 1999, p.19). As a reaction to this law and Bob Dents death a Liberal Party backbencher, Kevin Andrews introduced the Euthanasia Laws Bill 1996 which being a Federal Act over road the Northern Territory Act making euthanasia illegal in all States and Territories of Australia. Nonetheless, the vast majority of Australians from doctors to philosophers support voluntary euthanasia. For example, Australian philosopher, Peter Singer, actively supports euthanasia in his book of Taking Life: Human while pro-euthanasia Doctor Phillip Nitschke assisted Bob Dent to die by a lethal injection. This essay explains what euthanasia is and discusses whether voluntary euthanasia should be a right of the terminally ill. Euthanasia means a gentle and easy death, (Oxford Dictionary of Phrase and Fable 2006) and it is usually used to refer to the induced death of those who are incurably ill and in great pain or distress in order to spare them further suffering or distress. It is often referred to as mercy killing. Singer (1993, p.175) classified euthanasia as voluntary, involuntary or non-voluntary. Involuntary euthanasia means without the consent of the person who dies even if they express a wish to live and is effectively murder even if the motives are to benefit the deceased. Non-voluntary euthanasia occurs where a persons mental age is or has always been that of an infant so that they have no capacity of express any preference to live or die such as when someone is severely disabled infant since birth or those who suffer severe brain damages after accidents and become permanently mentally disabled. Sometimes people in this situation are allowed to die by withdrawing medical services such as intensive care treatment. Voluntary euthanasia which is where a person consciously chooses an early death (Singer 1993, pp.175-177). This essay will only focus on ethical arguments as to whether voluntary euthanasia and non-voluntary should be legalised. One argument for euthanasia is the utilitarian principle which says that the lives of some people can be sacrificed for the benefit of others deemed more worthy of care. It has been said that When applying the utilitarian theory to the ethics of euthanasia, can it not be said that Self Deliverance for a competent terminally ill patient is an unselfish act (Maj 2002)? Utilitarianism is commonly expressed as the greatest good for the greatest number (Rohnann 1999, cited in Rich Butts 2005, p. 9). A moral theory is utilitarian if and only if it assesses rules in terms of nothing but their utility. Jeremy Bentham, invoked what he described as a fundamental axiom it is the greatest happiness of the greatest number that is the measure of right and wrong (Bentham 1823). Utilitarians theorise that there is the same ground for voluntary euthanasia as for non-voluntary euthanasia as death is the benefit for the person killed but is it possible to justify ending the life of a human being who lacks the capacity to consent in the same way as where people are capable of consenting, and do in fact consent (Singer 1993). Utilitarians consider that death will bring peace to the patient, family and friends and can be justified purely on the utilitarian grounds that a terminally ill person has lost the ability to pursue the intellectual or physical life they once had or has lost dignity by becoming dependent on others for fundamental needs such as going to the toilet. (Maj 2002). Something I can identify with having seen my once proud grandfather after a stroke having to wear a nappy. In my opinion for many once dignity and self sufficiency are lost death is a release. The strongest argument for active voluntary euthanasia is based on respect for individual autonomy or self governance. Autonomy is the belief that every person has the right to shape their own life through their choices which includes the right to choose the time and circumstances of their death and is expressed concerning basic human dignity (Grey 1999, p.21). The principle of autonomy is an expression Kants ideal that having ones own choice whether that choice is good or bad is of paramount importance for life. Kant believes that suggesting someone knows better than yourself in such a personal thing as death is a dubious paternalistic presumption (Grey 1999,p.21) in many ways similar to this current governments belief that they know best what you should see or read on the internet. J.S. Mill in his expression of the harm principle state: the only purpose for which power can be rightfully exercised over any member of a civilised community, against their will, is to prevent harm to others. His own good, either physical or moral, is not a sufficient warrant. (Grey 1999, p.21) Autonomy acknowledges an individuals sovereignty over all acts which only affect self on the basis that it is insupportable to have someone else choose the timing of ones own death. (Grey 1999,p.21). This is difficult to argue against since only in the most horrendous crimes do States now have the power to deprive a criminal of life yet involuntary euthanasia suggests they have the right to kill non criminals. However if a person chooses to die we should respect that wish. Peter Singer believes voluntary euthanasia is a matter of respecting a persons preference and overall well-being, welfare or interests in their particular circumstances such as when they are suffering from cancer. In Holland, a nationwide government survey found that Many patients want an assurance that their doctor will assist them to die should suffering become unbearable (Singer 1993). One argument for euthanasia which involves utilitarian theory is the need to reduce societys costs in an ever more crowded world by reducing the number of people needing intensive care. There are many arguments against euthanasia. The possibility of abuse is one of the most common arguments against euthanasia. Abuse may mean patents are pressured by families or medical facilities to agree to ending their own life. Family may want to see the suffering end but they may also want to see the inheritance now. Doctors may wish to free up scare medical resources for those they believe they can save and in fact hospitals make these sort of choices by withdrawing medical support for the terminally ill. Opponents argue that we can never be sure that a request to be killed is the result of a free and rational decision, particularly as they are likely to be suffering pain, very probably drugged and confused (Singer 1993). Depression is also an issue because it is a form of pressure from within. A depressed person is more likely to choose to take their own life whether or not they are terminally ill. Another argument against euthanasia is the level of protection required to ensure it is not misused will actually make it more painful. No one who is ill is going to want to face a barrage of questions and forms to choose death yet leaving the documentation to Doctors or Family or some other party leaves open the door to abuse. There is also the opening the floodgatesor Slippery Slope argument that if society accepts euthanasia as a universal right of competent terminally ill patients to decide their fate (Maj 2002) then how long will it be before society decides what should be done with the chronically ill, handicapped or simply old who no longer contribute but are a burden on society. The Catholic Church objects to euthanasia on religious grounds saying that the church opposes euthanasia as that life which God has bestowed on each one of us, can never be sacrificed for the sake of the good of self-determination as it contravenes the Thou shalt not kill commandment (Demarco 2003, p. 154).However, the church distinguishes euthanasia from decisions to forego aggressive medical treatment which are medical procedures which no longer correspond to the real situation of the patient, either because they are by now disproportionate to any expected results or because they impose an excessive burden on the patient and his family (Demarco 2003, p. 155). In conclusion, voluntary euthanasia may be seen as a way of giving respect to those who are in distress and paid and wish to leave life, family and friends with dignity. While there are arguments against voluntary euthanasia they are, apart from religious moral concerns, easily overcome by putting in place appropriate safeguards such as a number of independent witnesses who must ensure that the person who is contemplating euthanasia is fully aware of what they are doing and that there is no going back. Non-voluntary euthanasia is more difficult as no consent is possible but can be justified on the grounds that the benefit to society is larger than the detriment to the individual particularly if the individual is and has been so damaged that they cannot appreciate the life they live. Singer says in his book of Rethinking Life and Death We should say theyre alive but nonetheless their life is not viable. They are alive but that life is not worth living (Singer 1999)

The morality of toture: Suspected Criminals And Terrorists

The morality of toture: Suspected Criminals And Terrorists The principle of torture has been brought back into the forefront of philosophical debate following the September 11th 2001 terrorist attacks in New York bringing about the War on Terror. So much so, that torture has been considered as a way of combating problems with suspected criminals and terrorists. The matter of torture has been the centre of legal discussion, often being juxtaposed against the human rights issue. Cases such as Abu Ghraib, the prison in Iraq and the detainees held at Guantà ¡namo Bay, have increased the publics awareness of issues surrounding torture, and have fuelled debates concerning the true liberalness of democratic countries; which countries like the US are supposed to encapsulate. What is more, should these democracies be condemning morally wrong topics like torture, or should their prime concern be the safety and security of its citizens? Furthermore, how can these two ideas be reconciled, and what implications will this have for the law? Why Is Torture Morally Wrong? It is fundamental to the understanding of this debate to recognise why torture is seen as inherently wrong with strong moral objections, and why it is regarded as a violation of rights. Only then, can we unravel its significance when posed with questions of terrorist threats and its repercussions on the legal system. If we are unable to dispel what it is about torture that we find morally inconceivable then it is hard to assess under what circumstances it can be practiced or even legitimised. Cesare Beccaria, wrote in his paper, Moral Protest, the impression made by pain may grow to such an extent that having filled the whole of the sensory field, it leaves the torture victim no freedom to do anything but choose the quickest route to relieving himself of the immediate pain. Thus, torture can be seen as posing two areas of concern, not only does it involve the application of extreme amounts of pain and suffering; it also infringes on a persons right to a fair trial. These both amount to why torture is morally wrong in its means of interrogating suspects. Within Western democracies, a key concept is the principle of human autonomy. Therefore, torture aims to completely disregard one of the essential foundations upon which democracy was built. It reduces a human to such a degree that they destroy all traces of individuality so that they are unable to make decisions. A tortured being is only capable of comprehending one thing; that being the urgency to be released from pain. It is this power that allows the torturer to gain the information or confession he wishes. In The moral wrongness of torture, Fatima Kola describes this state as an attempt to annihilate agency. Torture can annihilate agency because it seeks to lower the person to a standard in which they cannot make rational choices, being subject to physical or psychological torment. Hence, it is understandable why torture is considered morally wrong, and how anyone who accepts this as a means of interrogation must be able to justify the degradation of personal autonomy and human rights. We must also consider why it would be so morally repulsive to be tortured. Henry Shue believes that one of the main reasons for this is that it constitutes as an attack on the defenceless. This idea is furthered by Sussman who has a unique argument as to why torture is so repugnant. He states in, Whats Wrong with Torture? So construed, torture turns out to be not just an extreme form of cruelty, but the pre-eminent just an extreme form of cruelty, but the pre-eminent instance of a kind of forced self-betrayal. Thus torture is a distinctive kind of wrongness not often found in other acts. As what is embedded in the core of torture is the form of self-betrayal that it harbours. The victim if forced into a state of defencelessness and powerlessness. They are broken down until they lack all personal autonomy and rationality. Whats more, Sussmen believes that the victim is lowered to such a degree that their own body becomes their main attacker, leaving them to feel debased. Such a view t hen naturally finds the physical and emotional strains of torture as abhorrent, rendering it morally wrong in all circumstances. Alternative Arguments That Justify Torture Perhaps it is because society is no longer as shocked at images of torture that is has become more accepted within legal discussions. Exposure to scenes of pain and brutality in culture has allowed for people to be more open minded about the debate of torture. Yet, amongst this, two distinct arguments exist. There are those that believe torture can be morally justified where it prevents a greater devastation from occurring, that it is the lesser of two evils. Arguments from this standpoint are utilitarian, which allow the torturing of one life to save many innocent lives. The main focus for utilitarians is the end goal and the idea that torture can be justified according to the circumstances at the time. This is particularly important in terrorist cases, where utilitarians argue that a terrorist has lost his claim to a normal standard of human rights by endangering the lives of innocents, and therefore cannot expect to have the same amount of protection as an ordinary citizen. Henry Shue, gives a further explanation to justify acts of torture in that, since killing is worse than torture, killing is sometimes permitted, especially in war, we ought sometimes to permit torture. However this argument is flawed as there are other more important factors that need to be considered rather than just the degree of harm done. If we are to compare the acts of killing that take place in war to the torture of a suspected terrorist, then the most obvious difference is that in warfare, both parties have equal opportunities to kill or be killed. Whereas a terrorist or criminal who is being tortured is subject to the whim of the torturer. Thus, I do not believe this creates a valid argument to justify torture. On the other hand, there are those who believe torture should be absolutely prohibited, and that under no circumstance can it be morally justified. These arguments are based on a deontological view. Utilitarians claim this view is morally self-indulgent and sometimes it is acceptable to sacrifice your morality for the greater good. However, deontologists are criticised for their lack to reconcile with what is known as the ticking bomb scenario. One should consider the hypothetical example of where a man is aware of the location of a bomb that has been planted in a large shopping centre. He knows it will be detonated within the next few hours and the police have him detained. In this situation is it morally wrong to torture one person to find out the location of the bomb, in order to save the lives of many? In this most extreme situation, even the strictest deontologists cannot deny that torture may be justifiable to such a threat, despite it been inherently wrong. In this context the re are two conflicts at play. There is the moral consequence that exists in torturing someone; however this has to be balanced against the moral consequence of the death of many people, (it seems to be a simple matter of numbers.) Thus it is vital to consider this moral dilemma as a whole and as not individual parts. In this way, deontological morality is not completely lost by rendering utilitarian views as applicable. Moral deliberation can thus be settled by balancing the deontological objections of torture with the justification given by utilitarians, as Sussman argues, torture constitutes a moral wrong that requires more justification than killing. Thus, by focussing on the morality of the act, we are allowed to mediate between absolute prohibition and utilitarian ideas. However each circumstance gives rise to different issues on morality and torture, as not all situations will follow the ticking bomb scenario. At which point can you draw the line between appreciating the opposing demands and upholding moral integrity? As stated earlier, it is vital to look at the situation as a whole, made up of constituents, in order to weigh up where the morality lies. Only then is it possible to make credible conclusions and allow us to make a morally right decision. Implications For The Law For the law to include a provision for torture would be very brave, and require an act of moral courage. In Torture and Positive Law: Jurisprudence for The White House, Waldron argues that legalising torture will have negative ramifications on our legal system, leading to eventual malfunction. The basis of negating torture into law finds it origins in morality. The morally wrong nature of torture is reflected and reinforced by the law. The laws represent its regard for the superiority of human rights and its belief in personal autonomy. It embodies the concept that human life is sacred and must be shown respect. Therefore by including torture within the law it gives the impression that it is not disapproved in the same way and the moral integrity of the legal system becomes undermined. Promoting respect amongst your fellow citizens becomes a hypocritical concept, as torture is one of the worst offences against a person. This gives a tainted message to society as the law no longer pro hibits torture as a method of interrogation. Legalising torture will also have further international repercussions, especially for countries like the US and UK. These countries have a firm approach in not tolerating torture in other countries that do not give enough weight on the importance of human rights. By legitimising torture, these countries will be sending the wrong message to the rest of the world, implying that they encourage the State to use torture as a means to a way. R. Dworkin, in Laws Empire, believes that legalising torture could affect public morality. The law is a mechanism which guides citizens through their everyday lives, telling them the correct way to behave and what is acceptable conduct in society. In this way, prohibiting torture from the law mirrors the message of mutual respect and harmony that we wish to permeate through society. This could be compromised with the inclusion of torture within the legal system, lowering peoples standards of morality. The recognition of torture could have further affects on society through its interpretation; that people may find it suitable to be violent to those who they feel deserve it, thus generally increasing levels of crime. There is a risk that torture may not encompass a sense of inherent wrongness and taboo as it does now. As people become more open to its implications and practice, being confronted by its affects on a daily basis, so torture will become part of what is accepted. Therefore, the strength of the law will be severely undermined with the prohibition of torture no longer upheld to symbolise actions that can be regarded as morally wrong. As torture is claimed to be one of the most appalling acts that can be committed, its justification will lead to questions such as why other wrongs, which are considered as a lesser wrong than torture are not also legalised. Waldron concisely summarises this concept as the unravelling of the surrounding law. Sangeeta Mandhir, in Basing arguments for legalising torture on moral justifications, describes this as having a domino-type effect. In that once the prohibition of torture is challenged, it will be harder to justify why other acts such as battery, which is considered less offensive than torture, is not also made legal by law. Furthermore, if torture becomes legitimised, than the supposed guilt felt by the torturer is weakened. Since the act is no longer illegal it will justify his actions and so reduces the level of guilt, and in turn this is converse affects for what is seen as moral. If no guilt is felt then one cannot feel he has committed an immoral act. Indeed what makes torture worse for society is the justification in that it serves to benefit the community. This implies that society gives torture a mandate in which it can be implemented by allowing it into the legal system. As the torture is being carried out in the name of societys security and safety, citizens can be said to hold a shared responsibility for the shocking acts performed upon the victims of torture. Therefore, the State has multiple factors that are intrinsic when considering the legalising of torture. Consisting of not only of the end result, that being security for the nation; but also the upholding of liberal democratic values upon which society is based, so not to compromise principles such as liberty, integrity and human rights. Conclusion It is clear that for a debate on torture it is impossible not to consider morality, as the two concepts are inextricably linked. Torture, by definition in this essay is regarded as morally wrong and inherently abhorrent. Yet there seems to be circumstances for which people believe it could be the only course of action. Thus, if there are situations in which torture can be justified, should the State consider reversing the absolutist prohibition stance on torture within the legal system that exists today? In my opinion, the answer is no. Torture is fundamentally abusive to our morals and ethics. Its existence in society risks undermining the humanitarian principles that also exist. Despite the utilitarian views concerning the welfare of the greater good, what needs to be remembered is that the short term benefits for legalising torture for situations such as the ticking bomb scenario have to be measured against the long term consequences of legalising such a morally detested act, for its effects on society. I believe these two polar concepts can be reconciled through reasonable deontology. This approach allows for torture to occur in a situation that poses a serious threat to society, yet it does not justify the act and still remains firm on the view that torture should be legally prohibited in the law. As Jens David Ohlin in The Bounds of Necessity, believes, legalising torture opens a Pandoras Box of unsavoury consequences, especially for society. Society should not be allowed to excuse torture as a morally right way of interrogating criminals or suspected terrorists, for if this is allowed we stand to lose the fundamental principles that the law is supposed to uphold, thus changing the nature of societys moral commitments.

Five Senese Aging Essay -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Aging is a process of one getting older...† (Medina 4). As one gets older changes will occur. â€Å"It might start with a line a cross the forehead that deepens in to a wrinkle or skin that suddenly appears dull looking† (Tomas E1). No mater what the situation aging has many different processes. This literary composition will show the different changes that the senses go through when aging takes place.   Ã‚  Ã‚  Ã‚  Ã‚  Seeing is one of the senses humans have. Although humans really see with their brains the eyes are the key tools that help the task of seeing. Unlike other parts of the body nearly every part of the visual system is affected by aging. It causes us to lose certain functions as we age like loss of color to how the way we see near and distant objects. â€Å"The cornea, that fluid-filled bad which guards the entrance to the eye, ages as we get older...by the time we get to the age of 60, the bag brings to flatten, which alters our visual field† (Medina 189). Perhaps the most interesting aspect of our vision system’s aging has to do with color perception. As we get older the lens not only thickens but also takes on a yellowish color. This reduces our ability to discriminate between colors.   Ã‚  Ã‚  Ã‚  Ã‚  Hearing is also one of our senses and as we get older the ability of hearing gets weak. Once we age the pinna, the outer ear, losses some flexibility. As a result it begins to droop, becomes longer and wider and m...

The Alliance Between China and the Soviet Union Essay -- History, Sin

The alliance between the People’s Republic of China (PRC) and the Soviet Union was formed as a result of mutual interests and the desire of both states to pursue their respective national and geopolitical imperatives. Although Chinese historical experience and Marxist ideology played a role in constructing these interests, the actions of the Chinese Community Party (CCP) reflect an overarching proclivity toward solidifying their power and securing the nascent republic. This essay will examine the multifarious factors that influenced the Soviet alliance, including relations between the PRC, United States (US) and Soviet Union in addition to PRC foreign policy and its strategic objectives. Historical conceptions of China’s culture and global position shaped the PRC’s perspective. Central to this is Sino-centrism and its edict from heaven for dynastic China to spread civilisation (Xinning 2001: 70). Imperial China’s tribute system represented a â€Å"Pax Sinica† and the physical manifestation of Sino-centrism, with its success affirming Chinese cultural superiority (Y. Zhang 2001: 52). Instructive in this is Sino-centrism’s similarity to, and conflict with American Manifest Destiny, itself an articulation that Anglo-Saxon American’s are God’s chosen people, with a superior culture and who are pre-ordained to spread civilisation to inferior peoples (Hollander 2009: 169). The PRC’s nationalism can be seen in part as a rejection of this competing celestial mandate, linking China’s decline to foreign intervention and the acceding to unequal treaties that saw the loss of peripheral territories considered intrinsi c to historic China (Kissinger 2011: 112). In this way, the PRC’s formation as a modern nation state is the recrudescence of Sino-... ... bloc (Goldstein 1995: 50). Hence, in allying with the Soviets the PRC were able to ameliorate the core issues that posed an existential threat to their republic. It is difficult to conclude anything other than that the alliance between the PRC and the Soviet Union was chiefly born out of necessity. Certainly, the common ideology and revolutionary nature of the CCP allowed for a collective understanding that sometimes amalgamated into shared objectives. Even so, PRC actions suggest an appeasement rather than a genuine alignment with the Soviet Union. Accordingly, Beijing and Moscow appear reluctant allies, with a hint of the Prisoner’s Dilemma to their alliance – each, though particularly the PRC, facing deleterious consequences by pursuing an independent path.In cooperating, the PRC were able to build their state and counterbalancing the perceived US threat.

Culture Essay

First it would be profitable to try to define culture; for a cultural studies researcher not only it includes traditional high culture (the culture of ruling social groups) and popular culture but according to Raymond Williams also everyday meanings and practices. As stated in Matthew Arnold? s â€Å"Culture and Anarchy† culture is â€Å"the disinterested endeavor after man’s perfection†. It was James Clifford in â€Å"Collecting art and culture† that defended that what we gather for culture is not always the same because objects of study vary according to power discourses which define the value of the studied object. This being said, it is commonly known that we live in a time of consumption, so naturally art is seen from that perspective. Theodor Adorno defends culture is being sold as you would with commodities. The autonomy of works of art is eliminated by the culture industry they become bound to be trade as commodities. In a Marxist view, he defends that those who control the means of production, essentially control the culture. Adorno approaches the spheres of mass culture in a simplistic way, production (industry) and reception (consumption) – strip away individuality. Adorno also distinguishes high / low art. He says that high art has been diminished by â€Å"speculation about its efficacy†.. In this sense, high culture would be the art worth of serious academic study while low culture would be the culture of the masses. Walter Benjamin speaks about the way we define art is determined not by ideas but by theories. He reflects on what art is and the way it is being altered by technical means. W. Benjamin starts his essay by quoting Paul Valery: â€Å"our fine arts were developed by men whose power of action upon things was insignificant in comparison with ours† – so it is something questionable. In addition, Valery states that the idea of Beautiful is constantly changing due to the growth in techniques and their precision. Benjamin corroborates this view by pointing out that techniques of representation detach the reproduced object from the domain of tradition and mass movements are responsible for this, especially the film. Although in his essay he states that â€Å"the film operator captures the image at the speed of an actor? s speech†, thus showing us things we have never been able to notice before, like a gesture decomposed in several fractions of a second, it also manipulates masses – its ultimate purpose is profit. The reproduction of works of art and the art of the film have had a huge impact on in its traditional form†, as Benjamin puts it. Who hasn? t experienced this first-hand? Calling forward the example of painting, Benjamin points out that without its reproduction it would not be accessible to so many, we will have to dislocate in order to be able to contemplate the original work . But copies diminish the importance of the work of art. For example a symphony was trivialized â€Å"from an auditory to the drawing room†. This calls to question the authority of the object. Copies of a work of art made it commodity. Without realizing the painter was selling them to earn a living, although his ulterior motive was the artistic side of it. But it became a commodity nonetheless. According to both texts there is no high culture today and little remains in the sense it was first created. W. Benjamin states that high culture always had a cult component and it was bound by it. Statues were made to be contemplated in temples, mosaics in churches. Works of art like statues and mosaics that cannot be mechanical reproduced thus maintained their authenticity – â€Å"they are first and foremost related to cult value†. When a work of art is related to exhibition value it loses its aura because by reproducing the uniqueness of every reality we destroy the aura. According to Benjamin high art would be the works of art that have an aura and can maintain their distance. If such a distance is not kept then true authenticity is questioned. An analysis of contemporary life sheds some light in this question. It brings us closer to every manifestation of art. He also states that contemporary literature is being undervalued. There is a thin dividing line between reader and writer. Virtually any reader can become a writer, once again closeness is implied.

How likely is this to be a heart problem, asthma, or panic attack?

Denise’s case is very likely to be a heart attack or what is medically known as the acute myocardial infarction (MI). Asthma was eliminated in the diagnosis because there was no prior indication that Denise had been exposed to allergens, sensitizer, irritants or any form of air pollution.   Asthma is associated with chronic inflammation of the lower respiratory tract and requires a triggering factor like one of those mentioned above (Fauci, et al., 2008).  Cardiac ischemia was also considered but was eliminated because of the absence of its hallmark symptom of angina pectoris.   An asymptomatic cardiac ischemia was also not considered because Denise presents some symptoms like breathlessness or dyspnea, anxiety, irregular beating of the heart and cold sweating.   These symptoms, however, are present in painless acute myocardial infarction.It had also been indicated in several studies that cigarette smoking also increases the risk of MI (Fauci, et al., 2008).   Althou gh Denise had not been smoking, she is in close association with someone who had been a chronic cigarette smoker, her husband.   It could be inferred that Denise had suffered from second hand smoking and is, therefore, at risk of having a heart disease, too.2. Why do you say this? What are the symptoms that are consistent with your preliminary diagnosis? Is there anything unusual?Myocardial infarction usually presents with pain as the chief complaint of the patient. The pain felt was usually described as heavy, squeezing, and crushing.   In rare cases, the pain is also described as stabbing or burning.   It is very similar to the pain experience in cases of angina pectoris or chest pain.   However, pain of MI usually occurs at rest, more severe, and lasts longer.  In our case, however, no pain was felt.   Nevertheless, this is not to be used as a basis in eliminating the possibility of MI.   The clinical presentation of Denise’s case is termed as the painless my ocardial infarction. The proportion of painless MI is greater in elderly patients and is and usually presents with breathlessness, appearance of an arrhythmia, and a sensation of profound weakness (Bayer, Chadha, Farag, & Pathy, 1986).An arrhythmia is the medical term referring to irregular beating of the heart.   Denise’s case is a type of arrhythmia called tachycardia or the abnormal increase in heart rate, i.e. heart is beating very fast (Guyton, 2006).   MI, in general, is also accompanied by sweating, anxiety, and a sense of impending doom (Fauci, et al., 2008).   All these clinical presentations had been experienced by Denise.The oxygen-poor blood from the (1) right atrium empties to the (2) right ventricle, which then pumps blood to the (3) pulmonary artery.   The blood then enters the pulmonary circulation through the (4) pulmonary arterioles and pulmonary capillaries where exchange of gases takes place.The oxygen-rich blood the goes back to the heart via the (5) pulmonary vein and empties to the (6) left atrium and then passes to the (7) left ventricle.   The left ventricle then pumps the oxygen-rich blood to the (8) aorta, the largest artery, and flows through the large (9) systemic arteries to reach the organs they supply.The blood then flows through (10) arterioles and (11) capillaries of the organs to deliver oxygen and nutrients.   Cellular waste products and carbon dioxide are exchanged for nutrients and oxygen at the level of the capillaries.The blood then passes through the (12) venules and then to the (13) larger veins.   Blood from the upper part of the body, e.g. head and upper extremities, drains into the (14) superior vena cava.  Ã‚   Blood from the lower part of the body, e.g. stomach, intestines, and lower extremities, drains into the (15) inferior vena cava.   Both the superior and inferior vena cava drains into the right atrium (Guyton, 2006).3. What are the characteristics of Denise’s lifestyle that mi ght lead to a heart problem?Denise’s genetic make-up predisposes her to hypercholesterolemia.   However, her diet aggravates her situation and causes her blood cholesterol level to be higher than normal.   It has been shown that hypercholesterolemia induces the formation of atherosclerosis (Prassad & Kalra, 1993).The disruption of atherosclerotic plaques attracts platelets and promotes the formation of thrombus or blood clot leading to obstruction of blood supply to the heart. Hence, patients with hypercholesterolemia are at very high risk of having myocardial infarction.  From the case, it could also be gathered that Denise is closely associated with a man who had been a chronic cigarette smoker and that she has been exposed to second hand smoking.   Smoking had been found in many studies to be associated with the increased risk of myocardial infarction.   Tobacco contains nicotine that promotes vascular constriction and aggravates the narrowing of vessels caused b y of atherosclerosis (Wilhelmsson, Vedin, Elmfeldt, Tibblin, & Wilhemsen, 1975; Rosenber, Plamer, & Shapiro, 1990).Denise had also been undergoing a lot of emotional and physical stress, which had been found to trigger acute MI (Gelernt & Hochman, 1993).   Also there are several facts that point to Denise’s predisposition to MI such as aging and being in early menopausal stage (Rosenberg, Hennekens, Rosner, Belanger, & Speizer, 1981).4. Has Denise suffered a heart attack?Indeed, Denise had suffered from heart attack or acute myocardial infarction (MI).   However, her case might, in the early part of the case, have only been a painless and mild MI.   The infarct located on her left ventricle.   This is due to the obstruction on her left anterior descending artery, the major blood supply of the left ventricle.The left ventricle is a high pressure chamber and, therefore, demands a very high blood supply.   Her case may have developed over the years such that angiogenes is, i.e. formation of new blood vessels, or the opening of collateral vessels had provided her with heart enough blood that the infracted portion is not very great (Fauci, et al., 2008).   She also presents the symptoms typical of older women presenting painless MI with dyspnea or what is commonly known as breathlessness, anxiety, tachycardia, and sweating.5. Define the following terms: cholesterol, hypercholesterolemia, cardiac ischemia, collateral vessels, angina pectoris, and plaque.Cholesterol is the best know steroid probably because of its association with atherosclerosis and other various heart disease.   Biochemically, it is also of great importance because it is the precursor of equally important steroids that include the adrenocortical hormones, sex hormones, vitamin D, and bile acids.   It occurs in animals but not in plants or bacteria.   Figure 4 shows the chemical structure of cholesterol (Murray, Granner, & Rodwell, 2006).

And what should I do in Illyria?

My brother, he is in Elysium. (1.2.2-3) Viola believes that her brother has drowned during the storm that wrecked the ship. She asks what is to become of her now that her brother is no longer alive to protect her. Elysium, the classical Greek equivalent to heaven represents a place of peace and eternal joy. The similarity in the sounds of the names seems to link Illyria with Elysium, suggesting a place of security and happiness. The inference is that Illyria will eventually provide the healing that Viola needs after the (apparent) loss of her brother. (Go to the quote in the There is a fair behaviour in thee, captain And though that nature with a beauteous wall Doth oft close in pollution, yet of thee I well believe thou hast a mind that suits With this thy fair and outward character. (1.2.43-47) Viola confides her plans for disguising herself as a boy to the Sea-Captain who has saved her from the storm. She comments that although a fair and kindly exterior can sometimes conceal a corrupt soul, she believes that the Captain's nature is as true and loyal as his appearance suggests. This being so she intends to trust him with her secret plan of dressing herself as a boy to protect herself whilst she is in Illyria, and will even ask the Captain's aid in achieving this. (Go to the quote in the text of the play) Did you never see the picture of ‘we three'? (2.3.15-16) This is a topical reference to the caption of contemporary seventeenth-century ‘trick' pictures of two fools or clowns, in which the viewer of the picture then becomes the third ‘fool'. An anonymous painting of two fools, possibly the well-known jesters Tom Derry and Archie Armstrong, exists by this title ‘WeeThree Logerhds' and it is possible that Shakespeare has something like this painting in mind when he wrote this line. Other versions are known to have existed as inn signs, in which the two ‘fools' were depicted as asses, which may explain Sir Toby's greeting to Feste â€Å"Welcome, ass† (2.3. 17). (Go to the quote in the Why, thou hast put him in such a dream that when the image of it leaves him, he must run mad. (2.5.186-188) The image of love wavering closely between dreaming and madness is another of the play's motifs. Maria is referring to the ‘dream' that Malvolio is experiencing of Olivia being in love with him through the trick played by Sir Toby, Sir Andrew and Fabian. She suggests that once Malvolio realises it is a trick and that Olivia is not in love with him, the knowledge will drive him mad. Compare these lines with Sebastian's lines in Act 4, scene 1 and his soliloquy at the beginning of Act 4, scene 3. Olivia has declared that she is in love with him, and he has never seen her before. In 4.1 he initially decides that â€Å"this is a dream/†¦If it be thus to dream, still let me sleep† (4.1.60-62). The dreamlike state continues and in 4.3 he is desperately trying to seek some kind of explanation for the situation he finds himself in. He tries to convince himself that â€Å"'tis not madness† (4.3.4), and â€Å"this may be some error but no madness† (4.3.10), but is finally forced to conclude â€Å"that I am mad,/Or else the lady's mad† (4.3.15-16). Sebastian's ‘dream' is temporary in that the apparent madness is dispelled when the identity of the twins is finally revealed and he can claim Olivia as his wife. However Malvolio's experience in the dark house turns his ‘dream' into a living nightmare in which his protestations of sanity are ignored and he is humiliated and humbled. (Go to the quote in the Come, we'll have him in a dark room and bound. My niece is already in the belief that he's mad. (3.4.130-1) Sir Toby's injunction continues the motif of madness, but introduces a darker and more troublesome side to the play. Whilst love can induce a kind of madness that can create the kind of melancholy suffered by Orsino, Sir Toby is refers here to mental insanity. The common cure for insanity during this period was to imprison the patient in a dark room in the belief that the darkness would drive out the evil spirits from the patient's body. This cruel and often violent practice that continued for many years. Sir Toby's proposal to subject Malvolio to this ‘cure' when he knows that the madness is not real indicates a dark side to Sir Toby's character. (cf: Dr Pinch's proposed treatment for Antipholus and Dromio of Ephesus in The Comedy of Errors: â€Å"They must be bound and laid in some dark room† 4.4.95 Nothing that is so, is so. (4.1.8) This line, more than any other perhaps, encompasses one of the dominant themes of Twelfth Night, that of deceptive appearances. Within the world of the play almost everything is deceptive: appearances, love, even death. Feste is speaking this line to Sebastian, whom he believes to be Cesario. Yet Cesario is not who he ‘seems' to be either. The play is dominated by a man who ‘seems' to be in love with a woman who does not return his love, and this woman herself is in love with a woman who ‘seems' to be a man. Viola's brother ‘seems' to be drowned, and Sebastian believes his sister to have died during the shipwreck. These images of deceptive reality also capture the mercurial spirit of the world of Illyria. Shakespeare has endowed Illyria with a kind of magical quality that allows these inversions of normal behaviour and situations. It is only in Illyria that the festival of Twelfth Night can be carried on permanently by Sir Toby and his associates; only in Illyria in which girls can masquerade as boys; only in Illyria where dead siblings can be resurrected. Illyria ‘seems' like a real place with a sea-coast, storms and ruling dukes, but it too is not as it seems to be. It is a make-believe world of illusion and fantasy comparable with Shakespeare's other ‘created', ‘magical' worlds: the forest of Arden in As You Like It, and Ephesus the fifteenth and sixteenth century, masques, disguisings and the Feast of Fools (an ecclesiastic festival which involved an inversion of social hierarchy as members of the lesser clergy dressed up as their superiors to ridicule and mock the routine practices of the church) were closely associated with Twelfth Night. It is this carnival spirit which presides over Shakespeare's comedy as gender becomes a masquerade in Viola's transformation into Cesario, aristocrats fall in love with servants (and vise versa), and stewards entertain absurd delusions of grandeur. The audience is asked to suspend their disbelief in this Discovery Age theme park where fraternal twins appear identical, love at first sight is not an uncommon occurrence, and a narcissistic duke agrees to accept as his â€Å"fancy's queen† a woman who only five minutes before functioned as his male page.3 As Bloom asserts, â€Å"Twelfth Night is a highly deliberate outrage.†

Author’s Thoughts for the Movie Dangerous Minds

My Thoughts on the movie Dangerous Minds which was (very very loosely) adapted from my book My Posse Don’t Do Homework. This was written in June 2007 in response to an email from a grad student: Thank you for contacting me for input instead of just using what you find on the Internet or other resources. Let me be clear: I think Dangerous Minds has its good points – it inspired a lot of kids to stay in school, it inspired many people to pursue their dreams of becoming teachers, and it inspired the brilliant song, â€Å"Gangsta’s Paradise. I just wish that people would realize it’s a movie and not real life when they write about me. I had very little input to the movie and much of it is fiction, at times so far removed from fact as to be ridiculous. My students never called me â€Å"white bread† for example – I had only one rule in my classroom and that was: respect yourself and the others in this room. I didn't disrespect my students and they didn't disrespect me. The producers couldn't believe it could be so simple — that if you treat kids with genuine respect, they may not love you immediately, but they will learn to respect you. I used rap lyrics to initiate lessons about poetry (not a DylanDylan contest). Instead of a silly contest, we learned to write and analyze various forms of poetry, beginning with songs and ending with Shakespearean sonnets. Yep, they actually liked them, too. I never threw candy bars at my students to motivate them — I encouraged them to eat healthy foods. I didn't fight with my administrators all the time — it was my principal who gave me the support and encouragement I needed to become an effective teacher. So, I would simply ask that you view the movie as a movie and not as a reflection of my personality, teaching techniques, teaching philosophy, and definitely not as a reflection of my attitude toward students. I didn't teach for one semester and then try to quit — I taught in the at- risk program for five years, starting as a part-time teacher and ending as a full-time teacher and department chair -and then I went back to grad school. I agree with Bulman's contention that the movie industry seems to think that white middle-class people can walk into a ghetto and ‘save the children. ‘ That's a very very simplified version of his theory. But I would argue that whether the maverick teacher is middle-class, white or black, male or female — the key is in that person's motivation. If you believe you are superior to somebody and you are going to save them, they will resist you, even if they are drowning, if they didn't ask for your help. But if you truly respect and accept other people as they are, and your motivation is to encourage them to develop their talents and skills to pursue whatever goals THEY have set (or encourage them to set goals if they have none), then they will be interested in what you have to say. People focus far too much on race, gender and money when they should focus on heart, soul and intention. It's been my experience that when you have self-destructive or apathetic students, instead of trying to teach them lessons, you will make much more progress if you try to find out what they think of themselves. And when they have negative perceptions, you tell them what you see — a new perspective that they can't see themselves. If this is an honest communication, it will change the way they think of themselves. Instead of thinking of themselves as hopeless, powerless, stupid, lazy, or whatever they have been taught or told to think — they begin to see themselves as human beings, separate from the school system labels, human beings with talents and abilities that will be valued by the world, if they can just survive school. That's enough. I'm writing you a book! Sorry for being so long-winded. Oh, wait, I take that back. One more thing. I don't think the Hollywood film makers are intentionally perpetuating stereotypes and simplistic plot lines. I think in some cases they genuinely believe their stories, in some cases they are trying to create a feel-good story to attract an audience, and in some cases they just don't have a clue because they never attended public schools and their worlds are so insulated that they believe whatever expert they have hired. I was told, for example, when I protested the racial stereotypes in Dangerous Minds (all black kids are raised by crackhead single moms, all Hispanic teens are gangsters because their parents don't care, black parents resent effective white teachers), I was told in a very haughty voice that the â€Å"gangologist† on their staff assured them that their movie was an accurate depiction. I laughed myself silly before I cried.