MRP5 - Methodology Assignment Example | Topics and Well Written Essays - 750 words

MRP5 - Methodology - Assignment Example However, it will adopt the use of ethnographic study, case study and survey research designs. These will help in analyzing and describing all the necessary data about the target population’s history, behaviors and responses through the use and analysis of the available primary and secondary sources. Thus, the research will be valid, authentic and reliable. As the foundation of education, elementary school needs to be under a good management. This is the only ay through which it can help in preparing learners to be well-groomed and competitive students as they proceed to the middle school, high school and college. However, many cases of poor performance have been experienced in the past especially in the American elementary schools. One of the reasons for this has been lack of motivation to the teachers. This paper will conduct an intensive research to find out if it is really true that elementary school teachers produce dismal performances because they are demoralized. Hence, the research will be a useful one since it will help in giving out recommendations aimed at rectifying the situation. The vastness of education sector means that it has a very large population. With interest groups ranging from learners, teachers, school administrators, school management boards, Department of Education officials and the general public, it means that the list of participants will e so big. However, to save on time and costs, the researcher will have to use a purposive sampling procedure. It will help in identifying the proportionate population sample to rely upon as the representative sample for the entire target population. Giving each participant an equal opportunity to participate in the study will definitely make it bias-free. The hypothesis of this study will be: To what extent does the motivation of teachers influence the performance of teaching staffs in American

Disabled Identity Essay Example for Free

Disabled Identity Essay The purpose of this paper is to illustrate how, from a historical perspective, media representation has impacted on the lives of people with disabilities, with a focus on facial disfigurement. A comparison between the terms ‘impairment’ and ‘disabled’ will clearly identify a difference between the concepts in terms of the medical and social models of disability. The paper will continue by analysing how negative media imagery has served to diminish the lives of people with facial disfigurement and ultimately been responsible for creating a ‘disabled identity’. Furthermore, the paper will highlight the shift from the medical model to a social model of disability, while taking into account the views and perceptions of groups of people with disabilities. It is important to consider the difference between the terms ‘impairment’ and ‘disabled’. Mason (2000) describes impairment as a characteristic, feature or attribute within an individual which is long term and may affect an individual’s appearance or affect the functioning of that individual’s mind or body, because of, or regardless of society. Mason further suggests that disabled people are those with impairments who are disabled by barriers in society. This includes people with physical impairments, people with visual impairments, people with learning difficulties and those who have experienced mental illness. The two terms ‘impairment’ and ‘disabled’ signal a difference between the concepts, in terms of the medical and social models of disability. According to Clough and Corbett (2000) the medical model points to practices which call on pathology. The model focuses on sickness, rather than health and reactive measures instead of preventative measures. Hence, under the medical model, disabled people are defined by their impairment, illness or medical condition. Open University (2006) suggest that the medical model promotes the view of a disabled person as dependent, needing to be cured or cared for. It justifies the way in which disabled people are excluded from society. Brainhe (2010) suggests that the social model is a concept which recognises that some individuals have impairments which can affect their ability to function in society. However, it is society that causes the individual to become disabled. According to Shakespear (1996) Identity is viewed by the medical model negatively as the focus in relation to disability is primarily based on adjusting, mourning and coming to terms with loss. Furthermore, identity is about belonging, what you have in common with others and how you differ from others. Conversely, the social model focuses on oppression within society and calls for change, empowering and promoting a different self-understanding. According to Changing Faces (2008) The word â€Å"disfigurement† is used to describe the aesthetic effects of a mark, rash, scar or skin graft on a person’s skin or an asymmetry or paralysis to their face or body. Furthermore, disfigurement can affect anyone in childhood or adulthood, from any ethnic group, whether it is the result of an accident, trauma, violent attack, caused by a disease such as cancer or the aftermath of a surgical procedure. Moreover, 112,000 young people in the United Kingdom have a significant facial disfigurement. Safran (1998) suggests that as a culture of mass media consumers, messages from newspapers and television impact on public attitudes towards individuals with disabilities and help shape social attitudes, through the provision of information about the nature of exceptionalities. Furthermore, encouraging social attitudes and acceptance are critical to inclusion for successful community and educational integration. Research by Bogdan (1988) indicated that during the nineteenth and twentieth century, media representation reflected the medical model of disability. Furthermore, people with disabilities have been used for entertainment and profit as human oddities and freaks for hundreds of years. Bogdan (1988) refers to two different styles of representation. The exotic mode presented the performer in a way that would ‘appeal to the spectator’s interest in the culturally strange, the primitive, the exotic’. Whereas in the Aggrandized mode of presentation, the emphasis was that despite condition, the performer was an upstanding, high status person. At the turn of the nineteenth century, audiences turned away from Freak shows, for reasons of exploitation. This resulted in isolation for the performer from society and the economy. Consequently, most performers spent the rest of their lives in institutions. Bogdan (1988, pg. 65) concluded: Freak shows disappeared because the performers had become curiosities of pathology and the scientific world. stigmatizing performers with a link to deviance. This stigma was such that visibility produced fear and repulsion and led to segregation and invisibility. According to Safran (1998) early film portrayal used disabilities to heighten the effect of slapstick comedies and melodramas, and frequently presented stereotypes of individual as victim or villain. Since 1904, wheelchairs presented a wide range of images including humor, evil, helplessness and confinement. After 1929, screenplays depicted physical disabilities. The horror film Frankenstein adapted various disabling characteristics, including motor difficulties; facial disfigurement to provoke fear (Longmore,1985). The portrayal of physical disabilities during the late 1940s was handled with greater sensitivity, spearheaded by images of returning veterans overcoming obstacles. Films such as The Best Years of Our Lives in 1946 and The Men (1950) focused appropriately on the shock of becoming disabled and accurately portrayed the rehabilitation process. During the civil rights era in the 1960s, people with physical impairments appeared in the mainstream, facing obstacles to live independently and by the late 1980s, more realistic portrayals evolved e. g. Born on the Fourth of July (1989) highlighting the trauma of coping with paralysis. In more recent years, representation of disability has been portrayed using positive images in films including My Left Foot and Gaby – A True Story (1987). However, negative themes of villainous disability continued e. g. The Fugitive (1993) which included Captain Hook imagery. According to Byrd (1989) between 1986 and 1988, sixty seven people with disabilities were portrayed in 53 of 302 films (17. 5%). More than half were victimised and less than one in five were heroes. Zola (1985) described the media as metaphorical, representing disabled people as a menace to society and victims. Bogdan et al in Safran (1998) examined the symbolism of disabilities in horror films and emphasized that portrayal of scarred, deformed and physically handicapped monsters in film, lead to a fear of people with disabilities. Furthermore, this could manifest as prejudice and unintentional social isolation. Films such as The Hunchback of Notre Dame (1923), Dr Jekyll and Mr. Hyde (1931) and Peter Pan (1953) exploit disabilities to create fear in the viewers as a consequence of negative imagery. Longmore (1985) examined a variety of negative themes and images across a range of films and concluded that villainous and evil characteristics are reflected in three different stereotypes; disabilities as punishment for evil, persons with disabilities as embittered by their fate, and persons with disabilities resenting able-bodied individuals whom they wish to destroy. According to Whittington-Walsh (2002) in 1932, Tod Browning made a film called Freaks which demonstrated a visual display of ‘normalcy’ of the characters, showcased by actors who were physically or mentally disabled. The film attempted to project the real oppression they experienced from socially created attitudes and stigmas. However, it was a box office disaster and banned in England for 40 years. Critics argued that it perpetuated the stereotypical image of people with disabilities as psychotic killers, seeking revenge for their disempowerment. Whittington-Walsh (2002) suggested that what truly offends and shocks audiences is not only the visibility of the actors with disabilities, but the fact that the actors had no shame in showcasing their diversity. Furthermore, it is within the criticism of Freaks where institutional rejection of human diversity is found, not in the images Brown showcased. Whittington-Walsh (2002) refers to the term idiot savant which has been linked with disability and success. This image is used by the film industry as the ‘norm’ for disability representation. Charlton (1998) in Whittington-Walsh (2002) argues that if a person with a disability is successful, they are seen to be brave or special. Films including Forest Gump, My Left Foot and Rain Man portray characters with disabilities as savants. It is argued by Charlton (1998) in Whittington-Walsh that a constant portrayal of characters as savants serves to diminish the abilities and lives of people with disabilities. Furthermore, the films discussed also include themes of isolation and pathology, which relates to the idea of a ‘cure’, as evident through a medical model way of thinking, which ultimately links disability with illness. Wardle et al (no date) presented findings which showed that broadcasters often fall into stereotypical portrayals of disfigurement, for example as reclusive, devious or villainous characters. Factual coverage can also often be overly ‘medicalised’ with documentaries presenting them as quirks of nature, abnormal or in need of surgery. Furthermore, people with facial disfigurement are rarely given a voice and are often positioned as the object of a voyeuristic gaze. Schroeder (1998) notes, to gaze implies more than to look at it signifies a psychological relationship of power, in which the gazer is superior to the object of the gaze (Schroeder, 1998). Wardle et al(no date) suggests that issues such as stigma are generally neglected for the sake of programmes which focus on unusual or extraordinary disfigurements, in order to attract high viewing figures. Goffman (1968) describes stigma as a physical or social attribute or mark that devalues a person’s social identity which consequently disqualifies them from complete social acceptance. Furthermore, stigmatized groups include ethnic minorities, the physically handicapped and the facially disfigured. Moreover, although there are face to face differences between the groups, there is a common thread relating to obstacles, prejudice and discrimination. It is evident through research conducted by Wardle et al (no date) that recent understandings of disability have shifted to the social model largely due to disability rights movement. This movement was the start of developmental changes within society and to further support disabled people to gain equal social status and to eliminate oppression and discrimination. In addition, The Disability Discrimination Act emerged. Disability activists acknowledge ‘difference’ but identify the problem as societies who are unable to adapt in order to accommodate difference, rather than the individual who has the disability. The research concluded that both audiences with and without disfigurement wanted more every day, informed and balanced coverage. In interview, Margaret, 58, revealed that she had been disfigured for 54 years, but had never seen or read anything which portrays a positive image of a disfigured woman. Wardle, et al,no date) Norden et al (2007) suggests that in television and film there is evidence that representation is gradually undergoing a process of change which reflects social change. However, according to Wardle et al (no date) while the traditional side show context largely died out in the nineteenth century, the impulse to look/curiosity and fascination and the spectacle of disabled bodies are still evident in modern media coverage. Cumberbatch and Negrine (1992). carried out a study which highlighted that factual programming did represent disabled people and 16% of all factual programmes included disabled people. Lucas (2003) who was diagnosed with a rare genetic condition called Cherubism discusses her appearance on a television programme called What Are You Staring At? This is a BBC documentary on the subject of facial disfigurement. She reflects on her personal decision not to have plastic surgery and why she felt it important that society should consider prejudice towards people with disfigurement, rather than just concentrating on trying to fix or cure disfigured faces. To put it simply, my attitude was Yeah, lets look at the medical options and if people want surgery, thats fine. But lets also look at building up their self-esteem. Wouldn’t it be nice if we also worked at making a more tolerant society too? Lucas (2003) Lucas (2003) suggested that it is not her face that is the problem, but peoples prejudices. Furthermore she feels that we live in a society that says physical difference is bad and beauty is good. But this has resulted in disfigured and disabled people being treated like second class citizens because their bodies are different and they are seen as less than human. Moreover, societal ideals that cause us to question self image are nothing more than learned traditions and customs passed down through generations. According to Erin (2005) in KASA( 2012) who suffers from Chronic Fatigue Syndrome; typical stereotypes that characters in the media fulfill and have been fulfilling for decades on end, disabled innocence (Tiny Tim), disabled inspiration (Helen Keller), and disabled evil (Captain Hook). Furthermore, unfortunately still today, few movies seem to contain the element of disability at the end. The movie usually concludes with the character with being cured or dying, leading the viewer to the assumption that life with a disability can in no way be rewarding or fulfilling. Moreover, most media representation in unrealistic in relation to portrayal of life with a disability. Falsehoods regarding disabilities are spoon fed to society today, only to be regurgitated as ridiculous pressures on individuals with disabilities to conform to a misleading societal standard of beauty†¦ So just how has over a century of media lies and scattered truths affected us as disabled individuals? Is our self perception warped and self esteem damaged as a result of false images and stereotypes? †¦(Erin, 2005 in KASA, 2012) McEachran (2012) who has a facial disfigurement (non malignant growth on one side of his face) reflects on a recent episode of Top Gear, where TV presenter Jeremy Clarkson compared the size of a Japanese car to people with growths on their faces; mimicking Joseph Merrick (the Elephant Man) in the process: â€Å"You know sometimes you meet someone and they have a growth on their face and it is bigger than their face†¦ one of those really ugly things†. McEachran (2012) strongly believes that the crass remarks from Clarkson has reignited the stereotypes and phenotypes that have been socially and culturally constructed around the fallacy that there is a difference between a ‘figured face’ (whatever that means) and a ‘disfigured face’. Furthermore, TV and film are partly responsible for making disfigurements be seen as something unapproachable and not aesthetic to look at. Pearson (2012) was born with Neurofibromatosis. A rare condition that caused benign growths to grow on his head and face). He recently took part in the channel 4 programme; ‘Beauty and the Beast –Ugly Face of Prejudice’, in order to convince people to see beyond the exterior and judge others by their characters rather than their appearance. This paper has highlighted that representations of disfigurement in the media have changed dramatically over the past three centuries and consequently, has been responsible for some c hange in relation to societal attitudes. Television has been responsible for making the invisible, visible, as evidenced through more recent programmes, where people with facial disfigurements have been given the opportunity to give an insight into their lives and ultimately portray a more positive identity, while attempting to break down negative, stereotypical perceptions. Reflection In my early childhood, I remember becoming friends with a girl, Emma, whose face and body was predominately covered with red/purple marking. She walked with a visible limb and had a curled and deformed hand. I innocently asked why she had these ‘differences’ and she told me that they were just birth marks and that I couldn’t catch them by being her friend. Our friendship continued for many years and after that point, I never thought about her as ‘different’ and accepted her for who she was, my lovely friend. I now realise that this perception was through a child’s eyes because as a young woman my attitude changed. I began to experience a deep sense of pity for people with disabilities, particularly in relation to facial disfigurement and this was prevalent prior to completing the module. I feel that this pity may be a result of my own insecurities, and lack of confidence, as well as the realization that I don’t believe I would have the coping strategies to deal with a facial disfigurement. Furthermore, I have been drawn in by media portrayal of what ‘beauty’ looks like. Throughout the module, my perceptions have completely changed after listening to the experiences of people with facial disfigurement. I now consider that beauty comes from within and having a facial disfigurement should not have negative implications. I agree with Lucas (2003) that learned traditions and customs are passed down through generations. Consequently, educating children from a young age about impairments could have a profound impact on the way people with impairments are perceived in the future. I believe that with knowledge and understanding comes power, resulting in a more positive approach to disability, achievable through education and as a result passed on to other generations, ultimately challenging the term ‘disabled identity’.

Principles of first mover and late mover theory

Principles of first mover and late mover theory When companies need to decide whether to go ahead with a brand new un-marketed product and create it or review a similar product already in markets from other companies, they adopt the principle of the first-mover theory or the late-mover theory to make their decision. First Mover Theory Late Mover Theory: A Comparison Introduction Companies across the country are consistently being faced with tough decisions regarding business moves to make that will launch them forward in a new competitive market. There are two types of marketing strategies that companies look into when they want to diversify into a different product market. The first approach is called the first mover theory and the second is called the late mover theory. Both of these strategies have strengths and weaknesses that can either solidify or act as a detriment to the companys entry into the market. First Mover Theory Advantages The potential advantages of the first mover theory are numerous. For one, the corporation has the ability to attain exclusive company-product association. It can also find success through the effects of networking and see a rise in consumption as demand grows. First mover theory can help the company determine economies of scale and it can also lock the consumers up into the market, creating an exclusive customer base before additional competition enters. Several examples of success of this first mover theory are three products by the same manufacturer. The first was the Apple Ipod, Apple Iphone and Apple Ipad. Also included in this success story is E-Bay, the first to bring buying and selling into an online auction forum. First Mover Theory Disadvantages There are potentially just as many risks or disadvantages to this theory as well, and they must be taken in consideration before evaluating whether the company can afford to launch. One fallback is that this method does not always ensure long-term profits. Another risk is that competition has time to analyze market trends for the first product and capitalize on its weaknesses to strengthen response to their own product. Competitors can also specifically tailor the new product to consumer wants based on demographic surveys. The biggest risk of all is uncertainty of the market and whether or not the product will even be a success in the first place. Some examples of companies who suffered at the expense of corporations who capitalized on the late mover theory include Chux Diapers, who were surpassed by Proctor and Gambles Pampers. America Online is another company who fell by the wayside after taking a completely different spin on internet browsing. Other examples include web browsers such as Viola, who even pre-dated America Online. Most recently to succumb to the late mover theory was MySpace, recently surpassed in the social networking arena by Facebook. Late Mover Theory Advantages Like the first mover theory, there are many advantages of the late mover theory. By implementing this strategy, one advantage the company has is the ability to perfect the product before putting it on the market. The companies can also use demographic surveys to help them know how to tailor their product to their audience, which can maximize sale of the product. In addition, the late mover theory can also use its knowledge of the product to reduce production cost, making it more cost effective for the consumer. Also, it can market and develop the product to appeal to a wider array of consumers than that for which the original product was designed. There are a lot of prime examples of companies who have seen success by implementing the late mover theory. Some include Gillette, Facebook, Pampers disposable diapers, and Internet Explorer. All of these corporations have capitalized on companies who took the initial risk of implementing the first mover theory. Late Mover Theory Disadvantages As with anything, there are also potential risks and disadvantages. Because it is a late-comer into the market, it does not have established brand association. If proper research into the market is not done, it can also be attempting to capitalize on a dying product in general. A significant risk of late mover theory is creating a product that can potentially alienate customers if added features are superfluous rather than necessary. Late mover theory can also prove to be detrimental if timing into the market is not done correctly which can cause the product to suffer from the problem of uncertain necessity. Some of the companies who failed by this policy were Hummer, and their attempt to capitalize on what they did not realize was the dying trend of suburban utility vehicles. Two dichotomies, Pepsi Cola and Nestle Crunch are examples of both the success and failure of late mover theory. While they continue to do well on the market, neither Pepsi Cola nor Nestle Crunch has outperformed sales or the brand association that Coca Cola and Hersheys Chocolate bar have developed within their customer base. The same can be seen in the case of McDonalds vs. Rallys. Conclusions While late mover theory, by history, seems to be a safer method to guarantee profit success, it does not have the benefit of brand association that first mover theory establishes for the company. If the corporation eventually hopes to create brand loyalty and increase their revenue in that manner, first mover theory may genuinely be the key to success. However, if the companys goal is to be come a competitive organization in the consumer market and capitalize on different trends with instant revenue gratification, then late mover theory might be more beneficial. The final decision is contingent upon assessing the target demographic and results goal that the company is striving to achieve.

Phonics and Whole language methods Essay -- essays papers

Phonics and Whole language methods Phonics is a technique that teaches beginning readers to associate a particular sound with each letter of the alphabet or letter combination (Unger, 1996). Students receive explicit instruction in the mechanics of reading before they begin the actual process. Once students know what sounds correspond with each letter or letter combination, they move on to sounding out words. The English language has only about forty-four sounds, so when students begin to read, they move along in strict order so that he or she only sees words whose letter sounds they have already learned (Flesch, 1983). An example from Rudolf Flesch‘s book Why Johnny Still Can‘t Read is that students would have learned the sounds of n, d, m, p, short a, and short I before trying to read the sentence: â€Å"Ann and Dan pin up the map,† (1983). Students continue learning to read in such a way, using basal (beginning) readers. The sentences get progressively harder as students learn more letter and letter combination sounds. Phonics instruction also emphasizes the memorization of rules that help the student sound out words. Some of these rules include that of the â€Å"silent e† and double vowels. The â€Å"silent e† rule is used in words such as like, make, and use. In each of these words, the e does not make a sound, but it makes the preceding vowel â€Å"say its name.† In other words, the vowel preceding the e is long. The double vowel rule includes such letter combinations as oa, ai, ea, and ee. These pairs make the sound of the first letter (Wilber, 2002). Some students are taught a short poem to help them remember this rule: â€Å"When two vowels go walking, the first one does the talking.† Other rules that phonics instructors teach... ...ics and whole language, dean says. Retrieved October 9, 2002, from Purdue University News Website: http://www.purdue.edu/UNS/html4ever/9804.Haring.literacy.html Moats, L. C. (2000, October). The illusion of balanced reading instruction. Retrieved November 17, 2002, from the Thomas B. Fordham Foundation website: http://www.edexcellence.net/library/wholelang/moats.html Reading/literacy. (2002). Retrieved November 19, 2002, from the Education Commission of the States web site: http://www.ecs.org/html/issue.asp?issueid=97 Schlafly, P. (1996, July). Phonics vs. whole language. The Phyllis Schlafly Report, 29(12). Retrieved on October 9, 2002, from http://www.eagleforum.org/psr/1996/july96/psrjul96.html Wilber, P. M. (2002, April). Phonics vs. whole language. Teach a child to read. Retrieved on October 23, 2002, from http://www.succeedtoread.com/phonics.html Phonics and Whole language methods Essay -- essays papers Phonics and Whole language methods Phonics is a technique that teaches beginning readers to associate a particular sound with each letter of the alphabet or letter combination (Unger, 1996). Students receive explicit instruction in the mechanics of reading before they begin the actual process. Once students know what sounds correspond with each letter or letter combination, they move on to sounding out words. The English language has only about forty-four sounds, so when students begin to read, they move along in strict order so that he or she only sees words whose letter sounds they have already learned (Flesch, 1983). An example from Rudolf Flesch‘s book Why Johnny Still Can‘t Read is that students would have learned the sounds of n, d, m, p, short a, and short I before trying to read the sentence: â€Å"Ann and Dan pin up the map,† (1983). Students continue learning to read in such a way, using basal (beginning) readers. The sentences get progressively harder as students learn more letter and letter combination sounds. Phonics instruction also emphasizes the memorization of rules that help the student sound out words. Some of these rules include that of the â€Å"silent e† and double vowels. The â€Å"silent e† rule is used in words such as like, make, and use. In each of these words, the e does not make a sound, but it makes the preceding vowel â€Å"say its name.† In other words, the vowel preceding the e is long. The double vowel rule includes such letter combinations as oa, ai, ea, and ee. These pairs make the sound of the first letter (Wilber, 2002). Some students are taught a short poem to help them remember this rule: â€Å"When two vowels go walking, the first one does the talking.† Other rules that phonics instructors teach... ...ics and whole language, dean says. Retrieved October 9, 2002, from Purdue University News Website: http://www.purdue.edu/UNS/html4ever/9804.Haring.literacy.html Moats, L. C. (2000, October). The illusion of balanced reading instruction. Retrieved November 17, 2002, from the Thomas B. Fordham Foundation website: http://www.edexcellence.net/library/wholelang/moats.html Reading/literacy. (2002). Retrieved November 19, 2002, from the Education Commission of the States web site: http://www.ecs.org/html/issue.asp?issueid=97 Schlafly, P. (1996, July). Phonics vs. whole language. The Phyllis Schlafly Report, 29(12). Retrieved on October 9, 2002, from http://www.eagleforum.org/psr/1996/july96/psrjul96.html Wilber, P. M. (2002, April). Phonics vs. whole language. Teach a child to read. Retrieved on October 23, 2002, from http://www.succeedtoread.com/phonics.html

Practical Demonkeeping Chapter 27-28

27 AUGUSTUS Augustus Brine lit his pipe and played back the details of Travis's story in his mind. He had finished the bottle of wine, but if anything, it had brought clarity to his thoughts by washing away the adrenaline from the morning's adventure. â€Å"There was a time, Travis, that if someone had told me a story like that, I would have called the mental-health people to come and pick him up, but in the last twenty-four hours reality has been riding the dragon's back, and I'm just trying to hang on myself.† â€Å"Meaning what?† Travis asked. â€Å"Meaning I believe you.† Brine rose from the chair and began untying the ropes that bound Travis. There was a scuffling behind them and Brine turned to see Gian Hen Gian coming through the living room wearing a flowered towel around his waist and another around his head. Brine thought he looked like a prune in a Carmen Miranda costume. â€Å"I am refreshed and ready for the torture, Augustus Brine.† The Djinn stopped when he saw Brine untying the demonkeeper. â€Å"So, will we hang the beast from a tall building by his heels until he talks?† â€Å"Lighten up, King,† Brine said. Travis flexed his arms to get the blood flowing. â€Å"Who is that?† he asked. â€Å"That,† Brine said, â€Å"is Gian Hen Gian, king of the Djinn.† â€Å"As in genie?† â€Å"Correct,† Brine said. â€Å"I don't believe it.† â€Å"You are not in a position to be incredulous toward the existence of supernatural beings, Travis. Besides, the Djinn was the one who told me how to find you. He knew Catch twenty-five centuries before you were born.† Gian Hen Gian stepped forward and shook a knotted brown finger in Travis's face. â€Å"Tell us where the Seal of Solomon is hidden or we will have your genitals in a nine-speed reverse action blender with a five-year guarantee before you can say shazam!† Brine raised an eyebrow toward the Djinn. â€Å"You found the Sears catalog in the bathroom.† The Djinn nodded. â€Å"It is filled with many fine instruments of torture.† â€Å"There won't be any need for that. Travis is trying to find the seal so he can send the demon back.† â€Å"I told you,† Travis said, â€Å"I've never seen the Seal of Solomon. It's a myth. I read about it a hundred times in books of magic, but it was always described differently. I think they made it up in the Middle Ages to sell books of magic.† The Djinn hissed at Travis and there was a wisp of blue damask in the air. â€Å"You lie! You could not call up Catch without the seal.† Brine raised a hand to the Djinn to quiet him. â€Å"Travis found the invocation for calling up the demon in a candlestick. He never saw the seal, but I believe it was concealed in the candlestick where he could not see it. Gian Hen Gian, have you ever seen the Seal of Solomon? Would it be possible to conceal it in a candlestick?† â€Å"It was a silver scepter in Solomon's time,† the Djinn said. â€Å"I suppose it could have been made into a candlestick.† â€Å"Well, Travis thinks that the invocation for sending the demon back is concealed in the candlestick he didn't open. I'd guess that anyone who had that knowledge and the Seal of Solomon would also have an invocation for giving you your power. In fact, I'd bet my life on it.† â€Å"It is possible, but it is also possible that the dark one is misdirecting you.† â€Å"I don't think so,† Brine said. â€Å"I don't think he wanted to be involved in this any more than I did. In seventy years he's never figured out that it's his will that controls Catch.† â€Å"The dark one is retarded, then!† â€Å"Hey!† Travis said. â€Å"Enough!† Brine said. â€Å"We have things to do. Gian Hen Gian, go get dressed.† The Djinn left the room without protest and Brine turned again to Travis. â€Å"I think you found the woman you've been looking for,† he said. â€Å"Amanda and Effrom Elliot were married right after he returned from World War One. They get their picture in the local paper every year on their anniversary – you know, under a caption that reads, ‘And they said it wouldn't last.' As soon as the king is ready we'll go over there and see if we can get the candlesticks – if she still has them. I need your word that I can trust you not to try to escape.† â€Å"You have it,† Travis said. â€Å"But I think we should go back to Jenny's house – be ready when Catch returns.† Brine said, â€Å"I want you to try to put Jenny out of your mind, Travis. That's the only way you'll regain control of the demon. But first, there's something you ought to know about her.† â€Å"I know – she's married.† â€Å"No. She's Amanda's granddaughter.† 28 EFFROM Never having died before, Effrom was confused about how he should go about it. It didn't seem fair that a man his age should have to adapt to new and difficult situations. But life was seldom fair, and it was probably safe to assume that death wasn't fair either. This wasn't the first time he had been tempted to firmly demand to speak to the person in charge. It had never worked at the post office, the DMV, or return counters at department stores. Perhaps it would work here. But where was here? He heard voices; that was a good sign. It didn't seem uncomfortably warm – a good sign. He sniffed the air – no sulfur fumes (brimstone, the Bible called it); that was a good sign. Perhaps he had done all right. He did a quick inventory of his life: good father, good husband, responsible if not dedicated worker. Okay, so he cheated at cards at the VFW, but eternity seemed like an awfully long sentence for shuffling aces to the bottom of the deck. He opened his eyes. He had always imagined heaven to be bigger and brighter. This looked like the inside of a cabin. Then he spotted the woman. She was dressed in an iridescent purple body stocking. Her raven-black hair hung to her waist. Heaven? Effrom thought. She was talking on the phone. They have phones in heaven? Why not? He tried to sit up and found that he was tied to the bed. Why was that? Hell? â€Å"Well, which is it?† he demanded. The woman covered the receiver with her hand and turned to him. â€Å"Say something so your wife will know you're okay,† she said. â€Å"I'm not okay. I'm dead and I don't know where I am.† The woman spoke into the phone, â€Å"You see, Mrs. Elliot, your husband is safe and will remain so as long as you do exactly as I have instructed.† The woman covered the mouthpiece again. â€Å"She says she doesn't know about any invocation.† Effrom heard a gravely male voice answer her, but he couldn't see anyone else in the cabin. â€Å"She's lying,† the voice said. â€Å"I don't think so – she's crying.† â€Å"Ask her about Travis,† the voice said. Into the phone the woman said: â€Å"Mrs. Elliot, do you know someone named Travis?† She listened for a second and held the receiver to her breast. â€Å"She says no.† â€Å"It might have been a long time ago,† the voice said. Effrom kept looking for who was talking but could see no one. â€Å"Think,† the woman said into the phone, â€Å"it might have been a long time ago.† The woman listened and nodded with a smile. Effrom looked in the direction of her nod. Who the hell was she nodding to? â€Å"Did he give you anything?† The woman listened. â€Å"Candlesticks?† â€Å"Bingo!† the voice said. â€Å"Yes,† said the woman. â€Å"Bring the candlesticks here and your husband will be released unharmed. Tell no one, Mrs. Elliot. Fifteen minutes.† â€Å"Or he dies,† the voice said. â€Å"Thank you, Mrs. Elliot,† the woman said. She hung up. To Effrom she said, â€Å"Your wife is on the way to pick you up.† â€Å"Who else is in this room?† Effrom asked. â€Å"Who have you been talking to?† â€Å"You met him earlier today,† the woman said. â€Å"The alien? I thought he killed me.† â€Å"Not yet,† the voice said. â€Å"Is she coming?† Catch asked. Rachel was looking out the cabin window at a cloud of dust rising from the dirt road. â€Å"I can't tell,† she said. â€Å"Mr. Elliot, what kind of car does your wife drive?† â€Å"A white Ford,† Effrom said. â€Å"It's her.† Rachel felt a shiver of excitement run through her. Her sense of wonder had been stretched and tested many times in the last twenty-four hours, leaving her open and raw to every emotion. She was afraid of the power she was about to gain, but at the same time, the myriad possibilities that power created diluted her fear with a breathless giddiness. She felt guilty about abusing the old couple in order to gain the invocation, but perhaps with her newfound power she could repay them. In any case, it would be over soon and they would be going home. The actual nature of the Earth spirit bothered her as well. Why did it seem†¦ well†¦ so impious? And why did it seem so male? The Ford pulled up in front of the cabin and stopped. Rachel watched a frail old woman get out of the car holding two ornate candlesticks. The woman clutched the candlesticks to her and stood by the car looking around, waiting. She was obviously terrified and Rachel, feeling a stab of guilt, looked away. â€Å"She's here,† Rachel said. Catch said, â€Å"Tell her to come in.† Effrom looked up from the bed, but he could not rise enough to see out the window. â€Å"What are you going to do to the wife?† he demanded. â€Å"Nothing at all,† Rachel said. â€Å"She has something I need. When I get it, you can both go home.† Rachel went to the door and threw it open as if she were welcoming home a long-lost relative. Amanda stood by the car, thirty feet away. â€Å"Mrs. Elliot, you'll need to bring the candlesticks in so we can inspect them.† â€Å"No.† Amanda stood firm. â€Å"Not until I know that Effrom is safe.† Rachel turned to Effrom. â€Å"Say something to your wife, Mr. Elliot.† â€Å"Nope,† Effrom said. â€Å"I'm not speaking to her. This is all her fault.† â€Å"Please cooperate, Mr. Elliot, so we can let you go home.† To Amanda, Rachel said, â€Å"He doesn't want to talk, Mrs. Elliot. Why don't you bring the candlesticks in? I assure you that neither one of you will be harmed.† Rachel couldn't believe that she was saying these things. She felt as if she were reading the script from a bad gangster movie. Amanda stood clutching the candlesticks, uncertain of what she should do. Rachel watched the old woman take a tentative step toward the cabin, then, suddenly, the candlesticks were ripped from her grasp and Amanda was thrown to the ground as if she'd been hit by a shotgun blast. â€Å"No!† Rachel screamed. The candlesticks seemed to float in the air as Catch carried them to her. She ignored them and ran to where Amanda lay on the ground. She cradled the old woman's head in her arms. Amanda opened her eyes and Rachel breathed a sigh of relief. â€Å"Are you all right, Mrs. Elliot? I'm so sorry.† â€Å"Leave her,† Catch said. â€Å"I'll take care of both of them in a second.† Rachel turned toward Catch's voice. The candlesticks were shaking in the air. She still found it unsettling to talk to a disembodied voice. â€Å"I don't want these people hurt, do you understand?† â€Å"But now that we have the invocation, they are insignificant.† The candlesticks turned in the air as Catch examined them. â€Å"Come now, I think there's a seam on one of these, but I can't grip it. Come open it.† â€Å"In a minute,† Rachel said. She helped Amanda get to her feet. â€Å"Let's go in the house, Mrs. Elliot. It's all over. You can go home as soon as you feel up to it.† Rachel led Amanda through the front door, holding her by the shoulders. The old woman seemed dazed and listless. Rachel was afraid she would drop any second, but when Amanda saw Effrom tied to the bed, she shrugged off Rachel's support and went to him. â€Å"Effrom.† She sat on the bed and stroked his bald head. â€Å"Well, wife,† Effrom said, â€Å"I hope you're happy. You go gallivanting all over the state and you see what happens? I get kidnapped by invisible moon-men. I hope you had a good trip – I can't even feel my hands anymore. Probably gangrene. They'll probably have to cut them off.† â€Å"I'm sorry, Effrom.† Amanda turned to Rachel. â€Å"Can I untie him, please?† The pleading in her eyes almost broke Rachel's heart. She had never felt so cruel. She nodded. â€Å"You can go now. I'm sorry it had to be this way.† â€Å"Open this,† Catch said. He was tapping a candlestick on Rachel's shoulder. While Amanda untied Effrom's wrists and ankles and rubbed them to restore the circulation, Rachel examined one of the candlesticks. She gave it a quick twist and it unscrewed at the seam. From the weight of it, Rachel would have never guessed that it was hollow. As she unscrewed it, she noticed that the threads were gold. That accounted for the extra weight. Whoever had made the candlesticks had gone to great lengths to conceal the hollow interior. The two pieces separated. A piece of parchment was tightly rolled inside. Rachel placed the base of the candlestick on the table, slid out the yellow tube of parchment, and slowly began to unroll it. The parchment crackled, and the edges flaked away as it unrolled. Rachel felt her pulse increase as the first few letters appeared. When half the page was revealed, her excitement was replaced with anxiety. â€Å"We may be in trouble,† she said. â€Å"Why?† Catch's voice emanated from a spot only inches away from her face. â€Å"I can't read this; it's in some foreign language – Greek, I think. Can you read Greek?† â€Å"I can't read at all,† Catch said. â€Å"Open the other candlestick. Maybe what we need is in there. Rachel picked up the other candlestick and turned it in her hands. â€Å"There's no seam on this one.† â€Å"Look for one; it might be hidden,† the demon said. Rachel went to the kitchen area of the cabin and got a knife from the silverware drawer to scrape away the silver. Amanda was helping Effrom get to his feet, urging him across the room. Rachel found the seam and worked the knife into it. â€Å"I've got it.† She unscrewed the candlestick and pulled out a second parchment. â€Å"Can you read this one?† Catch said. â€Å"No. This one's in Greek, too. We'll have to get it translated. I don't even know anyone who reads Greek.† â€Å"Travis,† Catch said. Amanda had Effrom almost to the door when she heard Travis's name. â€Å"Is he still alive?† she asked. â€Å"For a while,† Catch said. â€Å"Who is this Travis?† Rachel asked. She was supposed to be the one in charge here, yet the old woman and the demon seemed to know more about what was going on than she did. â€Å"They can't go,† Catch said. â€Å"Why? We have the invocation; we just need to get it translated. Let them go.† â€Å"No,† Catch said. â€Å"If they warn Travis, he will find a way to protect the girl.† â€Å"What girl?† Rachel felt as if she had walked into the middle of a plot-heavy mystery movie and no one was going to tell her what was happening. â€Å"We have to get the girl and hold her hostage until Travis translates the invocation.† â€Å"What girl?† Rachel repeated. â€Å"A waitress at the cafe in town. Her name is Jenny.† â€Å"Jenny Masterson? She's a member of the coven. What does she have to do with this?† â€Å"Travis loves her.† â€Å"Who is Travis?† There was a pause. Rachel, Amanda, and Effrom all stared at empty air waiting for the answer. â€Å"He is my master,† Catch said. â€Å"This is really weird,† Rachel said. â€Å"You're a little slow on the uptake, aren't you, honey?† Effrom said.

Free Essays on A Separate Peace In Achieveing A Separate Peace

There were two major things that led to Gene and Finny finding their â€Å"separate peace.† Obviously, their surroundings played a huge role. They were experiencing new things with the war coming into their lives. They didn’t know how to deal with it. So they created a separate peace. The other thing was the fact that Gene and Finny use the fact of having inner enemies to help find their separate peace. Gene didn’t really find his separate peace until he returned to the Devon School many years later. The first discovery was World War II. It symbolized conflict and enmity, or hatred. Gene felt that hatred was a natural part of adulthood. Most people fight in a private war against a private enemy in the novel. Even throughout peacetime, the boys are defending themselves against their individual enemy. Finny is the only boy that doesn’t have this problem. Finny refused to have hatred, or an enemy. He denied that the war existed because he didn’t have enmity. Finny found his separate peace within his denial. Gene later told him that he could never be a soldier because he didn’t understand what having an enemy was all about. The war didn’t really enter their lives until after Finny’s fall. This means that the war will stay with them until Finny’s death. WWII affected the characters in many ways. Gene saw that football was like the battlefield and he saw tennis balls as bullets. Gene thought of the snow as an army forced upon the Devon School (85). The war caused the boys to feel unsteady. It was disturbing their earlier lives but not letting them move on to the next chapter. In addition, Gene and Finny shared the same dreams of the Olympics still going on as planned, and that there is no war. This is where Gene and Finny find a separate peace. They felt safe and secure when they knew that the Olympics would be in 1944 and that there was no war. They didn’t have to worry about dying. They didn’t have to worry about th... Free Essays on A Separate Peace In Achieveing A Separate Peace Free Essays on A Separate Peace In Achieveing A Separate Peace There were two major things that led to Gene and Finny finding their â€Å"separate peace.† Obviously, their surroundings played a huge role. They were experiencing new things with the war coming into their lives. They didn’t know how to deal with it. So they created a separate peace. The other thing was the fact that Gene and Finny use the fact of having inner enemies to help find their separate peace. Gene didn’t really find his separate peace until he returned to the Devon School many years later. The first discovery was World War II. It symbolized conflict and enmity, or hatred. Gene felt that hatred was a natural part of adulthood. Most people fight in a private war against a private enemy in the novel. Even throughout peacetime, the boys are defending themselves against their individual enemy. Finny is the only boy that doesn’t have this problem. Finny refused to have hatred, or an enemy. He denied that the war existed because he didn’t have enmity. Finny found his separate peace within his denial. Gene later told him that he could never be a soldier because he didn’t understand what having an enemy was all about. The war didn’t really enter their lives until after Finny’s fall. This means that the war will stay with them until Finny’s death. WWII affected the characters in many ways. Gene saw that football was like the battlefield and he saw tennis balls as bullets. Gene thought of the snow as an army forced upon the Devon School (85). The war caused the boys to feel unsteady. It was disturbing their earlier lives but not letting them move on to the next chapter. In addition, Gene and Finny shared the same dreams of the Olympics still going on as planned, and that there is no war. This is where Gene and Finny find a separate peace. They felt safe and secure when they knew that the Olympics would be in 1944 and that there was no war. They didn’t have to worry about dying. They didn’t have to worry about th...

Introductions for ESL - Advanced Level Classes

Introductions for ESL - Advanced Level Classes The beginning of a new class is a good time for a global review of the tenses and forms that you will be studying during the coming course. The idea of this exercise is not to intimidate the students, nor to have them learn everything in one go. Most students will have already studied most of these forms and the following year serves to improve and build upon the set of English skills that they have already acquired. The following conversation exercises serve the double purpose of introducing students to each other and getting them to converse from the get-go, as well as reviewing the number of more advanced structures that they will be working on during your course. This spoken exercise can also work well as a means of review. For lower-intermediate or false beginners. Aim: Introduce students to each other while introducing/reviewing a wide range of tenses Activity: Interviewing activity in pair work Level: Advanced Outline Ask students to break up into groups of three or four and write down the names of all the tenses they can remember including an example for each tense. You may want to help them as this exercise is just a way of introducing structures that they will be working on during your course.Talk quickly about the structures that are mentioned. You may also want to write the names of the tenses on the board so that students can refresh their memories.Ask students to get up and find a partner.Have the students take short one or two-word notes on the questions from the first worksheet. Students dont need to write full answer notes but should focus on replying in full sentences to the questions asked by their partners.Once students have completed the task, ask them to quietly read through the notes they have taken about their partner.Have students get up again and find another partner. Distribute the second worksheet and have them answer questions about their partners. Once again, students dont n eed to write full answer notes but should focus on replying in full sentences to the questions asked by their partners. Make sure to point out that this exercise is intended to remind them of what sort of elements go into using English (i.e. tenses in this case) and that you will be taking your time going through all the points so quickly covered in this lesson.After you have finished the exercise, have a class discussion about the differences between the first person I and a third person he, she (i.e. s on the third person singular, etc.) Getting to Know Your Classmates Questions For Your Partner What were you doing this time last year?What will you be doing this time next year?What do you hope you will have improved by the time you finish this course?What do you think will happen during this course?What do you do?How long have you been working/studying at your present job/course?Remember the last time you were interrupted at work/study. What had you been doing before you were interrupted?What would you change about your job/school if you were in charge?When did you choose your job/school? Is there any one thing that had happened to make you choose your line of work/field of study?What would you have done if you hadnt chosen your current profession/field of study?What are you currently working on/studying?How long have you been doing your favorite hobby?What did you use to do that you now miss?What must have been the reason for your stopping what you used to do? Questions About Your Partners Partner What was he/she doing this time last year?What will he/she be doing this time next year?What does he/she hope he/she will have improved by the time he/she finishes this course?What does he/she think will happen during this course?What does he/she do?How long has he/she been working/studying at his/her present job/course?Remember the last time he/she was interrupted at work/study. What had he/she been doing before he/she was interrupted?What would he/she change about his/her job/school if he/she were in charge?When did he/she choose his/her job/school? Is there any one thing that had happened to make he/she choose his/her line of work/field of study?What would he/she have done if he/she hadnt chosen his/her current profession/field of study?What is he/she currently working on/studying?How long has he/she been doing his/her favorite hobby?What did he/she use to do that he/she now misses?What must have been the reason for his/her stopping what he/she used to do?

Satire Essay AP Language Essays

Satire Essay AP Language Essays Satire Essay AP Language Paper Satire Essay AP Language Paper False ethos would be making it seem like a person or a product has credibility and authority when it really does not even exist. This shows up multiple times throughout this satire. The Onion uses credible people to sell the product such as Dry. Arthur Blunt This is false ethos because he is not a real doctor, yet some people might believe what he is saying because his title is Dry. (Line 9). It also has statements from another man that has the title of Dry. named Dry. Wayne Franken (Line 41), which ivies the product false ethos appeal as well. Then the Onion uses reviews from different costumers that have used the Manganese product and uses their good reviews on the product as an ethos appeal. Some of the reviews stated I twisted my ankle something awful a few months ago, and the pain was so bad, I could barely walk a single step, said Helene Kuhn of Edison, NJ. But after wearing Mismanages for seven weeks, Eve noticed a significant decrease in pain and can now walk comfortably. Just try to prove that Mismanages didnt heal me! (Line 56). This review s meant for ethos because it shows that this so called product actually works and that actual people have used it. The author added where this woman was from to make it seem more real and it worked. But the issue is that with a twisted ankle, that usually heels within a few weeks so she said she wore the product for seven weeks and felt a significant difference but it could have Just been the natural heeling process, not the Mismanages. Also before this review was put down in this writing, the author states that that Mismanages were released less than a week ago (Line 2). This proves that it is false ethos because Helene Kuhn said she had been wearing them for seven weeks, yet the product was Just released a few weeks ago. False logos is another appeal that appears in this satire writing. This shows up towards the end right before the reviews, but this is what gives away the whole satire. The doctor that did research on this product states Special resonator nodules implanted at key spots in Mismanages convert the wearers own energy to match the Earths natural vibration rate of 32. 805 Californians. What gives away the falseness of his statement is the type of measurement called Californians (Line 48). This is obviously false because the name of the doctor doing the research is Dry. Wayne Franken so the audience can see that he made this unit of measurement up and named it after himself. At first it seems like a legitimate thing but then it says Californians and the audience can clearly notice. The purpose of this is to make it so the reader Just sees research and numbers to make it seem believable but then give almost confuse and trick the reader. By using this appeal, it makes it seem as though his product is fancy and it is well known and researched thoroughly. Some Jargon used is pseudoscience (Line 5). This is fake science but if the reader did not know the prefix pseudo meant, then they most likely will be even more convinced that this product is legitimate. Another place where Jargon is shown is when Dry. Arthur Blunt states Its patented Magna- Grid design, which features more than 200 geometrically aligned Contour points, actually soothes while it heals, restoring the foots natural bio flow (Line 1 1) This is Jargon, or technical language because as a reader, and not any rotor of scientist, it is very hard to understand what this statement actually means. Yet, since this statement is coming from a doctor, it is actually believable especially from a students prospective, there is nothing at first that blatantly shows that this is a satire and the product is not real. Although there are many appeals used in this satire to try to make it seem like this product is a real thing, there are some things that give away the fact that Mismanages are fake. Some of the things are when the author states that there is pseudoscience (Line 5). This gives it away if the reader nows that the definition of pseudo means fake. It basically is saying, fake science. That is one thing that gives the satire away. Another thing is when the author states According to scientific-sounding literature This shows that the product fake and that the author is unsure of whether or not this product and research is actually scientific. There are many other types of appeals and fallacies that give this away throughout the reading but between them are hidden appeals that make this product seem real at the same time, and that is how the author gets the reader.

Implementing Change in Healthcare Essay Example | Topics and Well Written Essays - 2000 words

Implementing Change in Healthcare - Essay Example The basic problem with healthcare is that there are too many patients wanting the same type of health care. This breeds monotony into the life of a heath care professional and hence the employee becomes bored of doing the same job again and again. Also an employee gets de-motivated when patients keep coming with the same diseases and they feel that they aren't doing anything substantial to help patients. For an employee to feel satisfied, he/she should be put of job rotation so that different kinds of jobs are being done after every few days. Seeing different diseases and helping out to solve them, is not only beneficial for the employees to learn new healthcare techniques, it also helps them to realize the importance of their jobs. Such a situation calls for bringing about a change in the medical profession. No matter whether a change is of major proportions or is objectively rather small, the change manager must anticipate that people in the organization are going to find reasons to resist changes. It is a basic tenet of human behavior that any belief or value that has been previously successful in meeting needs will resist change. This applies even if there are better more successful alternatives to meet those needs. Resistance to change takes many forms. ... Bystanders Change Agents Passive Active Energy of Response Reasons for Resistance The main reason for resistance is the uncertainty of the new situation. People like to lead their lives the way they have been living in the past unless that life is entirely unsatisfactory. Change is attached with negativity and this bias is not entirely wrong. Factors such as downsizing, change in working conditions, having a new boss or a new organizational structure is related to having a negative affect on these people. Kotter give four basic reasons why employees resist change. 1. 'Parochial' Self-Interest - This belief is that people are selfish and they care only about themselves thus a change in their surrounding is bound to affect them thus they resist it. 2. Misunderstanding - The second reason given by Kotter is that due to lack of proper communication and information/knowledge about the change begets resistance from the employees. 3. Low Tolerance of Change. -Thirdly people want to live the life they have been living and want the security and stability in their work. 4. Different assessments of the situation - The last reason is purely business natured. This reason says that employees in the business would either agree or disagree with the change decision. Some people might see the advantage of change while others might see the same factors as the disadvantages. Force Field Analysis The force field analysis is a method which helps in identifying the most important target groups for a campaign, identify competitors, it helps in identifying how to influence these target groups and helps in investigation the balance of power regarding an issue. The driving forces are written on the left while the restraining forces are written

Blow the Whistle Case Study Example | Topics and Well Written Essays - 750 words

Blow the Whistle - Case Study Example Something is wrong in this case, and that is that the vault in the basement of the office is lined with asbestos which is harmful to human health. It is even worse that the management does not see anything wrong with this and maintains that it has fulfilled all the compliance requirements. This is a serious breach of not just ethics but the well being of employees. The conflict in this case is that while it is a well known fact that asbestos pose serious health hazards, the management does not want to hear any of this. Rocky sarcastically argues that the youngsters worry so much about nothing. To him, asbestos only bother one if they are bothered. As such, they live people exposed to serious health hazards arising from this exposure. Furthermore, there is fear in terms of the cost of removal of the asbestos which is about $15000. The people who are affected by this exposure to the life hazard are those who go in the vaults who then are exposed to asbestos1. As such, individuals, groups and companies where this health hazards are likely are all candidates to this life threatening event. Johns-Manville Company has several law suits related to asbestos, and it is said that all those who worked with the company suffered lung cancer owing to asbestos. This problem could be solved from the consequentialist (utilitarian) point of view where the company or companies who violate the requirements and ethical principles related to the matter are warned of dire consequences. The consequences should not be in the form of simple fines which they can be able to raise easily. Instead, it should be huge and even go to the extent of closure of the entire premises. These consequences should not be threats which are not transformed into reality, but should be enforced so as to instill discipline and compliance among the adamant management to save lives of people. Ethical principles in any work place

Briefing a case---Near v. Minnesota Case Study Example | Topics and Well Written Essays - 500 words

Briefing a ---Near v. Minnesota - Case Study Example The Court was of the judgment that the restraining order violated the First Amendment of the Constitution (Near v. Minnesota). Since the Press was barred against publishing and circulating information on prejudice and anti-Semitism, the Court indicated that the media was simply censored. The press had to enjoy its freedoms and restrains would only be applicable in contexts such as the media publishing stories that touched on overthrowing the government, matters on national security, war, incitement and indecency (Near v. Minnesota). Who won the conflict? What is the legal holding? : The Saturday Press won the conflict. The legal holding focused on the fact that the statute did not allow for censorship control by the media. Censorship for the Saturday Press was, therefore, not permitted (Near v. Minnesota). The state in this context, did not have the mandate to determine what would be published or not. The Court also noted that issuing sanctions to the media prior to their publications would be a clear infringement of the freedom of the press. Prior restraints were therefore not applicable. Why?: The logic that supports the majority opinion is the fact that the First Amendment was to protect the press, and more so from interference from the government that strives to make restraints on the media (Near v. Minnesota). A precedent that emanates from the case relates to how the government makes constant attempts to restrain speech especially on ideas that do not support the government. This case will be used a guide to future cases on restraints on speech.in the event that the government opts to regulate the media, this ruling will be useful to giving rulings. Concurring and dissenting opinions: Three judges among them Justice Butler wrote dissenting opinions that the statute needs not operate on restraints on publications. According to the judges, the

Learning in adulthood Research Paper Example | Topics and Well Written Essays - 2000 words

Learning in adulthood - Research Paper Example I was particularly interested in being able to know how learning could be facilitated at my age, considering all the constraints that I face. Thus, in all honesty, I was really looking forward to this course. Below is a summative expression of the things that I have learned in this course. I first provided a brief introduction to the significance of adult learning theories and proceeded to discussing the learning theories that I learned in the course. I then moved on to a discussion of the concept of adult development and the relationship between intelligence and aging. I concluded this paper with the significant realizations that I have gained upon completion of this course. Introduction to Adult Learning Theories Adult learning is one of the areas of modern educational psychology the aim of which is to increase adult’s interest in learning to the maximum level so as to provide the most effective outcomes for the learner. Knowledge acquisition of an adult is quite different f rom that of a young learner. Since adults are concerned with much more things than just acquiring an education, that is, a job and family responsibilities, many challenges tend to be associated with this learning process. Fortunately, there are a number of adult learning theories that can aid in the delivery of adult education and therefore increase the rates of success in this area. The succeeding sections will present a discussion of the special characteristics of adult learning. In particular, it will focus on the challenges faced by adult learning, and the theories that offer insights into the process of adult learning. In addition, certain references will also be provided towards the author’s own experiences in the field of adult learning. The challenges of adult education Adults are preoccupied with more responsibilities than young learners. They have family responsibilities to fulfill and job requirements to accomplish. As such, adult education is mostly done on a part -time basis and is even referred to as part-time learning. Adult education is affected by a number of challenges such as attitudinal barriers, institutional barriers, and situational barriers that make successes in this area quite difficult to come by. Adults tend to face education with negative attitudes that make them lack the confidence to pursue their studies. Oftentimes, this is further aggravated by prior learning experiences which lead them to think that education only reflects a teacher’s needs and not the learner’s importance. When adults take their courses with mostly young people, they tend to feel that they are in the wrong place at a wrong time, and end up feeling isolated and stressed with the experience. Institutional barriers also extend a certain level of challenge for adult learners. Institutional barriers come in the form of difficult schedules and policies set by some schools. For example, some schools insist that learning can only be done when two parties are present. Because adult learners have jobs and family responsibilities to attend to, they tend to be unable to become punctual and present in their classes and are thus given negative marks by their instructors. Even where learning is done online, learners face great difficulties to meet the set targets. Another common challenge to succeeding in adult learning is the presence of situational barriers. These are personal issues that prevent a learner from making up for a class. For instance, one may be financially unstable or unable to afford the expenses of textbooks, tuition, and transport in the midst of requirements for family support. Time management is another factor that makes the process of

Comparison of Analysis Research Paper Example | Topics and Well Written Essays - 500 words

Comparison of Analysis - Research Paper Example The above tools are better as compared to other tools since they cover broad perspectives. For instance, if compared to porters five forces model, it only deals with threat of new competition from new market entrants, threat of substitute products or services, bargaining power of customers, bargaining power of suppliers, and intensity of competitive rivalry therefore living other important factors that influence the market. John Ferrer and Deborah Furniture Company have established itself as a market leader in providing quality furniture for its customer. The company has also established itself in Boston as well as the other different places in which it sells its furniture. The company has been able to grow from 5 distribution and manufacturing plants to over 10 manufacturing plants centers throughout the country. John and Deborah’s corporation is known throughout the industry for it has also exceptional customer service and superior quality. The company has also established itself well by providing contemporary designs that are attractive to the customers (Sarah & Chris, 2011). The company has various weaknesses that have drugged it behind in its efforts towards a quick growth. Such weaknesses include a lack of expertise in its workforce that could not immediately capture market attention. Moreover, the company failed in the level of technology that it used to process its furniture in its plants and equipment’s. The low level of technology caused the company to process low quality products that did not immediately capture the markets attention. Moreover, the company was faced the challenge of limited resources in its endeavors to process the furniture products. Such challenge is the unavailability of raw materials (Minton, 2010). The company has various opportunities opened to it that will oversee its growth. The opportunities open to

Contemporary social work needs to be understood within an Essay

Contemporary social work needs to be understood within an organisational context (discuss) - Essay Example was revamped completely in 1970s and all health and social care institutions work under this body and thus improvement of NHS refers to improvement of all such institutions. In the 2004 plan, it was made clear that government wanted to bring comprehensive changes to social care bodies in the country by focusing on three major areas: It was felt that social care organizations were suffering from lack of proper targets. It was also found that NHS cannot possibly work as one huge organization if all the institutions working under it did not have uniform standards and targets. Thus a need for felt to shift the focus from national to organizational improvement where: When we see a body as an organization, we need to define its culture as well. It is the culture of the organization which governs all its actions and directs its efforts. By treating NHS as an organization that has some values and goals, we seek to build a culture for it which can be followed by all the agencies working under it. Organizational culture is defined as â€Å"the pattern of shared values and beliefs that helps individuals understand organizational functioning and thus provides them with the norms for behavior in the organization.† (Deshpande, Webster, 1989) From the definition it is clear that organizational culture is directly connected with values that a firm has. If the firm believes in providing good service and attaining customer satisfaction, it would make it a point to have all its employees follow the same belief. They would all then seek to satisfy the customer by providing best possible care and service. Similarly in an organization where culture of let hargy, tardiness and hypocrisy is prevalent, employees would all be seen adhering to the same values. Culture is thus very important and by reforming NHS and assigning it goals, values and targets, the government seeks to create a culture of productivity and efficiency which would ultimately affect all social care agencies working

Learning in adulthood Research Paper Example | Topics and Well Written Essays - 2000 words

Learning in adulthood - Research Paper Example I was particularly interested in being able to know how learning could be facilitated at my age, considering all the constraints that I face. Thus, in all honesty, I was really looking forward to this course. Below is a summative expression of the things that I have learned in this course. I first provided a brief introduction to the significance of adult learning theories and proceeded to discussing the learning theories that I learned in the course. I then moved on to a discussion of the concept of adult development and the relationship between intelligence and aging. I concluded this paper with the significant realizations that I have gained upon completion of this course. Introduction to Adult Learning Theories Adult learning is one of the areas of modern educational psychology the aim of which is to increase adult’s interest in learning to the maximum level so as to provide the most effective outcomes for the learner. Knowledge acquisition of an adult is quite different f rom that of a young learner. Since adults are concerned with much more things than just acquiring an education, that is, a job and family responsibilities, many challenges tend to be associated with this learning process. Fortunately, there are a number of adult learning theories that can aid in the delivery of adult education and therefore increase the rates of success in this area. The succeeding sections will present a discussion of the special characteristics of adult learning. In particular, it will focus on the challenges faced by adult learning, and the theories that offer insights into the process of adult learning. In addition, certain references will also be provided towards the author’s own experiences in the field of adult learning. The challenges of adult education Adults are preoccupied with more responsibilities than young learners. They have family responsibilities to fulfill and job requirements to accomplish. As such, adult education is mostly done on a part -time basis and is even referred to as part-time learning. Adult education is affected by a number of challenges such as attitudinal barriers, institutional barriers, and situational barriers that make successes in this area quite difficult to come by. Adults tend to face education with negative attitudes that make them lack the confidence to pursue their studies. Oftentimes, this is further aggravated by prior learning experiences which lead them to think that education only reflects a teacher’s needs and not the learner’s importance. When adults take their courses with mostly young people, they tend to feel that they are in the wrong place at a wrong time, and end up feeling isolated and stressed with the experience. Institutional barriers also extend a certain level of challenge for adult learners. Institutional barriers come in the form of difficult schedules and policies set by some schools. For example, some schools insist that learning can only be done when two parties are present. Because adult learners have jobs and family responsibilities to attend to, they tend to be unable to become punctual and present in their classes and are thus given negative marks by their instructors. Even where learning is done online, learners face great difficulties to meet the set targets. Another common challenge to succeeding in adult learning is the presence of situational barriers. These are personal issues that prevent a learner from making up for a class. For instance, one may be financially unstable or unable to afford the expenses of textbooks, tuition, and transport in the midst of requirements for family support. Time management is another factor that makes the process of

Contemporary social work needs to be understood within an Essay

Contemporary social work needs to be understood within an organisational context (discuss) - Essay Example was revamped completely in 1970s and all health and social care institutions work under this body and thus improvement of NHS refers to improvement of all such institutions. In the 2004 plan, it was made clear that government wanted to bring comprehensive changes to social care bodies in the country by focusing on three major areas: It was felt that social care organizations were suffering from lack of proper targets. It was also found that NHS cannot possibly work as one huge organization if all the institutions working under it did not have uniform standards and targets. Thus a need for felt to shift the focus from national to organizational improvement where: When we see a body as an organization, we need to define its culture as well. It is the culture of the organization which governs all its actions and directs its efforts. By treating NHS as an organization that has some values and goals, we seek to build a culture for it which can be followed by all the agencies working under it. Organizational culture is defined as â€Å"the pattern of shared values and beliefs that helps individuals understand organizational functioning and thus provides them with the norms for behavior in the organization.† (Deshpande, Webster, 1989) From the definition it is clear that organizational culture is directly connected with values that a firm has. If the firm believes in providing good service and attaining customer satisfaction, it would make it a point to have all its employees follow the same belief. They would all then seek to satisfy the customer by providing best possible care and service. Similarly in an organization where culture of let hargy, tardiness and hypocrisy is prevalent, employees would all be seen adhering to the same values. Culture is thus very important and by reforming NHS and assigning it goals, values and targets, the government seeks to create a culture of productivity and efficiency which would ultimately affect all social care agencies working

Football the Good Essay Example for Free

Football the Good Essay My favorite sport is foot ball. Foot ball is considered a contact sport. It allows you to meet other boys my age. But most of all it helps me to build physically and mentally. There is nothing like getting in to the uniform and out on the field. I like to look at the crowd and hope they are going to cheer for my team. Before we get on the field, we have to do a few exercises which keeps us limber and in shape. We do push up and run, there are other exercises we have to do in our practice sessions. Which is at least 4 times week? I believe in football you get more exercises than any other sport. I like the fact that we can play under the lights at night. This seems to be the best time to draw a crowd to cheer you on and parents arent so apt to be working so they can come and enjoy the game. Nothing makes me prouder than to have my dad tell me what a good job i did. My dad loves football as much as I do and it seems to bring us together more. We watch a lot of football on television. Yes, you can get hurt in football, which is why some kids dont want to play. But, some hospital records show that you get hurt just as much or even more playing soccer. You can get hurt playing baseball and some of the other sports also. To be honest, I would not suggest playing a sport of any kind if you are afraid of getting hurt. Not only do you get the satisfaction of playing the sport, you can also get the attention of the cheerleaders. Who wouldnt want that? I have played football since I was A young boy and I hope to play in college. Who knows I may get scouted for the major leagues. Yes football is my favorite sport whether I am playing or watching it on television.

Comparison of UK and German Pension Systems

Comparison of UK and German Pension Systems This essay discusses two main questions: i) What are the main factors causing many people not to save towards their retirement, comparing men and women age 18 and over; and ii) Look at the differences between the pension system here in the UK and Germany, and what Germany is doing to make people save more than people save than in the UK. It is clear, across many European countries, that many individuals do not save as much as they could, and, in particular, are not saving adequate amounts towards their retirement. This applies equally for men and women and across many European countries. This problem is, however, particularly marked in the UK, with many individuals either simply not having any pension provisions or not contributing enough in to their pension scheme. In addition, many individuals in the UK simply do not save any proportion of their earnings, and spend as much, if not more, than they earn. This is not the case in Germany: practically every household saves substantial amounts, right up until old age, with only households in the very lowest proportions of the income distribution curve not saving (Borsch-Supan and Essig, 2003). 40% of households in Germany regularly save a fixed amount, with a further 45% saving, but not fixed amounts and not regularly; 25% of Germans save with a fixed savings target in mind, planning their savings towards these aims, with the majority of Germans preferring to cut household consumption, rather than touch their savings, if ends do not meet; indeed, 80% of Germans seldom go negative in their current accounts (Borsch-Supan and Essig, 2003). This is quite different to the pattern in the UK, where personal debt is currently the highest it has been for many decades, and many individuals do not plan for saving with distinct aims in mind, nor save towards any sort of pension scheme, leaving themselves open to problems when they come to retirement age. As shown by the OECD (2002), since 1985, the UK has consistently had a far lower household savings rate than Germany, with Germany averaging around 13.5% of disposable household income being saved, year on year since 1985, and the UK averaging around 5.5%, year on year since 1985 (OECD, 2002). In Germany, as in the UK, there are three main types of pension: state, company and private, with the adoption of private pensions being increasingly encouraged, due to the ageing population in both regions. There are many reasons cited for why people do not save enough towards their retirement, for example, the feeling that ‘I am too young to start saving for my pension’, ‘I don’t earn enough to be able to save for a pension’ or ‘I will get a state pension, so don’t need to worry’. All of these reasons are invalid, if they are studied further, as it is increasingly becoming the responsibility of the individual to provide for their retirement, and so saving for a pension should be a necessary expense; the sooner the individual starts to save, obviously, the more they will have in their pension fund when it comes to retirement age, and the more they will be able to take as a pension when they come to retire. It is thus beneficial fo r individuals to invest in their future, by saving regularly towards their retirement, but this notion does not seem to be as ingrained in the minds of individuals in the UK as it is in Germany. Until recently, 19.5% of incomes from German individuals was generally put towards private pensions, with private pension companies in the UK taking nowhere near this amount; 10-15% is a more normal average amount taken by UK company pension schemes (OECD, 2007). In addition, Germany has one of the highest levels of public spending on pensions in the OECD countries (11.5% of GDP, compared to 4.5% of GDP in the UK (Disney and Johnson, 2001)), although recently Germany has increased the retirement age above the traditional 65 years for men, to 67; a similar rise in the age of retirement from public pension plans has recently occurred in the UK (OECD, 2007). Contribution to private pension plans has the widest coverage in Germany of any OECD country, although the amounts contributed to private pension plans in Germany are low, when compared to the amounts German individuals put in to company pension schemes (OECD, 2007). In addition, fewer German individuals are switching from company p ension schemes to private pension schemes in Germany than in other OECD countries. Indeed, only 39.9% of individuals have switched from company to private pension schemes in Germany, with 53.4% of individuals switching to â€Å"personal account† pensions in the UK (OECD, 2007). Despite the seemingly high switch over from company pension schemes to private or â€Å"personal account† pensions in the UK, the UK government estimates that around 7 million individuals are not saving enough for their retirement, under any scheme, and that an additional 10 million individuals do not save for their retirement via their company pension scheme, which includes an employer contribution of a minimum of 3%. What are the reasons for these differences, and what are the main factors causing many people not to save towards their retirement? What is Germany doing, for example, that encourages more people to save than in the UK? The UK, traditionally, has higher levels of personal debt than Germany, with individuals from both regions having very different attitudes towards spending and saving, and where they choose to invest their savings. In addition, individuals who do save in the UK tend to ‘dip into’ their savings to buy luxury items, whereas German savers tend to leave their savings alone, and to buy luxury items, only when they can afford to do so, when they have saved, specifically, for that item. Given the ageing population, and the fact that not enough people are saving for their retirement, the UK is currently trying to increase saving towards pensions, particularly, with various tax incentives, through private pension taxation schemes and ISAs, for example, and the new ly introduced pension credit schemes. In conclusion, therefore, there seems to be a very negligent attitude towards saving, in general, in the UK, with saving for retirement being particularly neglected; Germany, on the other hand, with its tradition of low personal debt, and high household savings, has a high coverage of individuals saving towards their retirement, mostly through company, or, increasingly, private pension schemes. References Borsch-Supan, A. and Essig, L. (2003). Household saving in Germany: results of the first SAVE study. National Bureau of Economic Research, Working Paper 9902. Available from http://www.nber.org/papers/w9902 [Accessed 28th October 2008]. Disney, D. and Johnson, M. (2001). Pension systems and retirement incomes across OECD countries. Edward Elgar. OECD (2002). Household savings rates by country from 1985 through 2004 forecast. OECD Economic Outlook. OECD (2007). Pensions at a glance – public policies across OECD countries 2007 Edition. Available from http://www.oecd.org/dataoecd/15/42/38728511.pdf [Accessed on 28th October 2008].

Why Rome Fell (a Condensed Version) :: essays research papers fc

Why Rome Fell (a condensed version)   Ã‚  Ã‚  Ã‚  Ã‚  The sun had long ago set, the newborn moon peeked out from behind a scattering of thin, high clouds. From a vantage point atop one of seven hills I could see glimpses of how this great city must once have looked. The mammoth buildings seem to shed their long years and are once again as they were; huge, awe inspiring, it is as if a portal in time had opened and I am afforded a glimpse into what was Rome. What could have caused this once master of all cities to fall? This paper will attempt to describe some of the explanations generally accepted, or should I say argued, and possibly shed some light on what could have caused the fall of what was, unquestionably, the most powerful empire in history.   Ã‚  Ã‚  Ã‚  Ã‚  I feel that I must begin with the explanations given by Edward Gibbon. While few agree entirely with his logic, his Decline and Fall on the Roman Empire is certainly unavoidable in a paper such as this. His work could be best summed up by the word confusing. According to David Jordan, ‘the causes for Rome's fall march across the pages of the Decline and Fall, seemingly without pattern, and seemingly unrelated to each other. This quote taken from the seventh chapter of Jordan's Gibbon and his Roman Empire sum up my feelings concerning the work; however, I will attempt to show some of Gibbon's Causes for this decline. Two of Gibbon's causes are the political blunders of its emperors and their search for personal glory. These are especially obvious in his chapters on Constantine. In them Gibbon accuses the emperor of destroying Rome for his own personal glory. Another cause would have to be the anti-Roman nature of Christianity. Gibbons argues that the ‘insensible' penetration of Christianity was fatal to the empire by undermining the genius of a great people. On a pessimistic note, Gibbon also lists as a ‘causes' the inevitable collapse of all human institutions, some arguments on the corrupting nature of luxury, and some detailed reflections on the vanity of human wishes. While the arguments presented are lengthily backed, they seem to fail in explaining the true nature of the fall.   Ã‚  Ã‚  Ã‚  Ã‚  Others, many others disagree with Gibbon's explanations and proffer their own for approval. One such author is David Woomersley who in his work, The Transformation of the Decline and Fall of the Roman Empire , openly attacks Gibbon's work calling it ‘a blunt instrument with which to dissect these centuries.' That quote, taken from chapter sixteen, is one of many which show the violent disagreement of the two ideas.

Bitter Sweet Symphony by the Verve :: Music Bitter Sweet Verve Essays

Bitter Sweet Symphony by the Verve A contemporary song must be carefully chosen to be put in the UTD time capsule. The song must cover the many characteristics assembled in this class as well as the many characteristics of our generation. à ¬Bitter Sweet Symphonyà ® by the Verve is the perfect song to combine these positive and negative aspects. It will fairly portray to the future the many colors of the students of UTD. à ¬Bitter Sweet Symphonyà ® should be chosen by the class, because it is the ideal song to accomplish getting our message to the future accurately. It is important for the complexities of our generation to be shown through the song our class chooses. à ¬Bitter Sweet Symphonyà ® accomplishes expressing the differences in our lives and how we see and react to the world around us. The youth of this generation lives many different lives with different wants and ambitions driving us and a different life style and past to withhold us. One thing we have in common is we have all experienced joy and sorrow, some more than others and some to a greater extent. à ¬Bitter Sweet Symphonyà ® combines crucial elements of lyrics and music to represent our generationà ­s complexities. Through its poetry, the song combines thoughts of good times and the remembrance of the bad. Using the symphony to illustrate oneà ­s past and naturalness was a brilliant move. This correlation of lyrics and music is like no other and à ¬makes all attempts from this day on to create à «rock classicsà ­ utterly redundantà ® (Time Out). Taking the simple fact that à ¬Bitter Sweet Symphonyà ® combines elements of todayà ­s youth leads to another idea. In portraying the characteristics of each one of us, it will equally represent us all. In expressing the bitter and sweet sides of a personà ­s life, the song accurately captures the importance of each individual, specifically each individual in this generation. For each person in this class, on this campus, and of this generation there is an aspect of à ¬Bitter Sweet Symphonyà ® that will reflect them. The reality of life is what the song reflects, and reality is something everyone can relate to. The song combines critical characteristics of reality to equally represent each youth of today.

The Media’s Effect on Women’s Body Image

The Media's Effect on Women's Body Image September 1, 2010 While women have made significant strides in the past decades, the culture at large continues to place a great emphasis on how women look. These beauty standards, largely proliferated through the media, have drastic impacts on young women and their body images. Arielle Cutler ’11, through a Levitt grant, spent the summer evaluating the efficacy of media literacy programs as a remedy to this vicious cycle. Put simply, the beauty ideal in American culture is: thin. Large populations of ‘average’ girls do not demonstrate clinically diagnosable eating disorders—pathologies that the culture marks as extreme and unhealthy—but rather an entirely normative obsession with body shape and size,† Cutler said. â€Å"This ongoing concern is accepted as a completely normal and even inevitable part of being a modern girl. I think we need to change that. † Anyone who is familiar with American cul ture knows that many of these cultural standards are established in the media. â€Å"We are constantly surrounded by all sorts of media and we construct our identities in part through media images we see,† Cutler remarked.And the more girls are exposed to thin-ideal kinds of media, the more they are dissatisfied with their bodies and with themselves overall. The correlation between media image and body image has been proven; in one study, among European American and African American girls ages 7 – 12, greater overall television exposure predicted both a thinner ideal adult body shape and a higher level of disordered eating one year later. Adolescent girls are the most strongly affected demographic; â€Å"More and more 12-year-old girls are going on diets because they believe what you weigh determines your worth,† Cutler observed. When all you see is a body type that only two percent of the population has, it’s difficult to remember what’s real and what’s reasonable to expect of yourself and everyone else. † As women have become increasingly aware of the effect of media on their body images, they have started media literacy programs to make women and girls more aware of the messages they are inadvertently consuming. â€Å"Media literacy programs promote an understanding of the effect media has on individual consumers and society at large.These programs aim to reveal the ideologies and messages embedded in the media images that we encounter on a daily basis,† Cutler said. Advertising, she asserts, draws on people’s insecurities to convince them to buy a product, and few populations are as insecure overall as adolescent girls—which is why media literacy programs are so important for them. In programs such as that designed by national organization Girls, Inc. , girls learn how to look behind the scenes and messages that advertisements are producing in order to reconcile their own bodies with the view of â€Å"perfection† presented by the media.The programs already in place have been found to be very effective; â€Å"College-age women have been the main focus, but 10-11 year-old girls are the most important target so that they can have these [critical] processes going on before internalizations of messages have really started,† Cutler explained. But what sorts of standards do the media portray for women who are not white and not upper class, and how does this affect the body images of women in these groups? This question, Cutler has found, is one that is not always well addressed in the scholarly material she has read. I realized at some point in my research that I had been universalizing the experience of a particular set of girls privileged by their race and, even more so, socioeconomic background. It did not help that this blind-spot was reflected back to me in some of my research,† Cutler said. While she asserts that certain standards of beauty are un iversal throughout the country and across all demographics, Cutler believes that media literacy programs should take racial and socioeconomic backgrounds more into consideration.Different groups have different issues and concerns, she said. For example, overeating is a real issue as an eating disorder, especially for lower-class women. How does this fact change the women’s relationship to the beauty ideal? Cutler is reading studies about the body image problem among women in the U. S. as well as evaluations of media literacy programs. She recommends greater sensitivity to the concerns of non-white, non-upper-class groups in order to increase the effectiveness of media literacy programs.