Economic development Essay

Today, education is the most important tool for the development of society. There is a direct correlation between education and development of society. The countries that realize this fact, giving the required importance for their education system, have become highly developed. Education should be promoted since it is the most important factor for the development of a country. The promotion of the education is depended on the factors like literacy rate in a country, schooling rate in the primary, secondary and higher education, proliferation of training technologies, and the quality of the education. This promotion process should be considered as a necessary condition for economic, technological and social development for a nation. In other words, the process of a successful development depends on the fact of gibing the society a conscious of change which is highly connected to education. Fist of all, education enlightens people. The educated person is the person who improves oneself. A person increases her/his level of knowledge through education, so he/she has a better understanding and analyzing of daily matters and an agenda. That person can make logical deductions based on the knowledge he gains and refuses the traditional corrupted understanding. Individual’s ability of the interpretation of knowledge through one’s intelligence and skills is supported by education; accordingly, increasing the creativity and intellectual thinking. An individual can learn about different cultures, lifestyles and history from past to present; hence education provides universal perspective to an individual. The most important differential of uneducated person is having a narrow point of view. A person should be educated in order to learn taking objective decisions and being liberated from the social pressure. Besides, educated people respect the rights of others and they have a fair understanding of the concept of equality, right to life, and right to property. The reason why developed countries show highly respect to the individual rights is that the education level of the country is being fairly high. On the other hand, the reason why there are deep inequalities between women and men or rich and poor in under-developed countries is that the education level in there is being fairly low. Besides, there is also a lack of respect to the human rights in these under-developed countries due to low education level. Secondly, education affects the development of science and technology of a country. Technological developments increase by knowledge and research which is provided by education. It is the advancement and proliferation of technology that makes countries developing by the production of knowledge, schooling of creative minds leads countries develop economically, technologically and politically. Education, advancement of technology and development are in a circle movement which produces itself. Cakmak also says that as a result of the creation of science and technology, mobility of scientific knowledge, and nurturing of individuals with creative minds, countries have experienced important economic and political changes which lead to infinitive competition among them in the fields of education, development and innovation (Cakmak O. 2008). In addition, developed countries use technology as a part of their education system. Thus, every student can follow technology and learn about the newest advancements which lead them learn better and improve their intelligence. Finally, education leads knowledge turn into money that improves the economy of a country. Educated people knowing to learn how to invest, produce, expand the business adjusts and improves the economy causing the increase of gross domestic product per capita. Education also gives more job opportunities to people in the business sector. According to OECD, the effect of education to the economic development is proved in the researches of economic growth in 1960s. The researches show that contribution of education to the economic growths is really important and this percentage differs as %7 in England, %15 in USA, %14 in Belgium, %16 in Argentina, and %25 in Canada (OECD, 2005). Some may argue that education does not affect the economic development of a country. There are lots of uneducated but successful business men. People can learn how to run a business without an education. To illustrate, â€Å"Sak? p Sabanc? , who is the founder and chairman of the Sabanc? Holding due to the reason suffering from pneumonia three successive years, had to leave the high school and start to work in BOSSA Flour Factory in 1950 with a wage of 50 TL† (NTV Haber). Considering his life, it is obvious that one can learn how to run a business without education. Hence, it is not only education but also experience that makes one successful in business. All in all, economic, social and technologic development of a country is highly related to the education level of that country. Without education, a country can not develop. The only way of individual’s enlighten and learning to use knowledge, and increase of technology is education. Thus, education should be promoted since it is the most important factor for the development of a country.

Formal Speech( Social Networks and Cyber Crime)

S P E E C H #03 Thank you Chair, As we know in the today’s world networks and communication has become a new dimension of our society. Almost everyone in our world is aware of internet and social networking sites on it. Now a day’s any rupture in internet can collapse the world economies and administrations. A large part of our population is rather prone to cyber crimes; yes the lovable internet is also a place to exercise easy piracy, frauds, hacking and other criminal activities.Cyber-threats are without doubt a new security challenge. Like most countries, Finland is increasingly dependent on a secure and functioning cyber-space and therefore increasingly vulnerable to unexpected and rapidly-emerging cyber-attacks. That is why we aim to become a global forerunner in cyber-security. While this will be the first such national strategy of its kind, the overall approach builds on decades of co-operation and co-ordination in crisis preparation and management.The guidelines for the new cyber-strategy were laid down in 2010 in the government’s broader Security Strategy for Society and the European Union’s Convention to counter cyber threats. At the moment, however, responsibility for cyber-security remains scattered between many different organisations and stakeholders, reflecting their specialist areas of expertise. This has slowed the creation of common objectives, with key decision-makers acting in relative isolation. Procedures and responsibilities during a nation-wide cyber-crisis have also yet to be defined with sufficient clarity.One of the main tasks of the current process, therefore, is to assess the need for a new authority to co-ordinate the strategy at a political level, as well as organising responsibilities at the operational level. Many of the risks of cyber-attacks are shared between the governments and the private sectors. And since most of the critical infrastructure is owned by the private sectors, the job of identifyin g and managing cyber-risks must be done in partnership. The forthcoming strategy will respond to all of these challenges by comprehensively analysing cyber-threats and deciding on the best way forward.

Resolving Conflict

As the team in the scenario is experiencing process conflict, there are two options for intervention that could alleviate the conflict. Team redesign is the first option, and conflict process coaching is the second. As the team is on a very strict deadline, which is rapidly approaching, conflict process coaching would be the most practical form of intervention. The conflict between the members of the team is caused primarily due to a lack of trust. Sheila and Jeremy do not trust Judy because they believe she lied to her and Judy does not trust them to do the job because of their lack of experience in the training programs.The lack of trust combined with a deadline that none of the team members believe they can meet has created a stressful environment. Conflict process coaching, as defined by Thompson (2011), â€Å"may include trust-building exercises† (p. 193). â€Å"It’s important to establish comfortable, group-sanctioned ways to express the inevitable anger, tension , and frustration that arise in a team endeavor and to positively redirect that energy to build trust and cohesion† (Ross, 2006). Building trust to ensure the cohesiveness of the team will redirect their energy and focus to meeting the deadline.In order for this team to be successful, they have to be cohesive and efficient. In order to accomplish this the team members must work cooperatively, trust each other and understand the common goal. The team members all have their areas of expertise that can contribute to team success, but if they do not trust each other, then the conflict will preclude the team from meeting their deadline. Through conflict process coaching, the team can quickly move past their conflict and become efficient and successful. Resolving Conflict As the team in the scenario is experiencing process conflict, there are two options for intervention that could alleviate the conflict. Team redesign is the first option, and conflict process coaching is the second. As the team is on a very strict deadline, which is rapidly approaching, conflict process coaching would be the most practical form of intervention. The conflict between the members of the team is caused primarily due to a lack of trust. Sheila and Jeremy do not trust Judy because they believe she lied to her and Judy does not trust them to do the job because of their lack of experience in the training programs.The lack of trust combined with a deadline that none of the team members believe they can meet has created a stressful environment. Conflict process coaching, as defined by Thompson (2011), â€Å"may include trust-building exercises† (p. 193). â€Å"It’s important to establish comfortable, group-sanctioned ways to express the inevitable anger, tension , and frustration that arise in a team endeavor and to positively redirect that energy to build trust and cohesion† (Ross, 2006). Building trust to ensure the cohesiveness of the team will redirect their energy and focus to meeting the deadline.In order for this team to be successful, they have to be cohesive and efficient. In order to accomplish this the team members must work cooperatively, trust each other and understand the common goal. The team members all have their areas of expertise that can contribute to team success, but if they do not trust each other, then the conflict will preclude the team from meeting their deadline. Through conflict process coaching, the team can quickly move past their conflict and become efficient and successful.

Reflections of what happened in early childhood center of early Essay - 3

Reflections of what happened in early childhood center of early childhood education in NZ - Essay Example Reflections of what happened in early childhood center of early childhood education in NZ He flipped through his own portfolio and when he found what he was searching for, he called out â€Å"Sydney!† Finally I got what he said. He was trying to tell me that he drew a picture of his sister Sydney and was saying that she is tall. Analyse It takes a lot of patience trying to understand what a young child is trying to communicate because their language skills are not yet developed. Hence, their pronunciation of words may still be unclear. Failing to understand what a child is trying to say may sometimes make them frustrated and altogether stop attempting to communicate. I was so conscious of this when I was talking to L and was worried that my inability to understand him might result in negative consequences. I am aware that patience and sensitivity are important professional responsibilities for a qualified teacher to have to support the development of children’s language and communication skills. Theories In the Teachers’ Council Fit to be a Teacher cr iteria, there is an item that applied to the anecdote I just had with L. A teacher will interact with learners (students),and should at all times maintain high standards of sensitivity and compassion, to recognise and respect others as individuals and to care for the learning of those who are disadvantaged and those with learning difficulties (The Teachers Council "Fit to be a teacher" criteria )  ) Children use language for many purposes (Otto, 2010) such as telling stories that may be real from their own experiences, or contrived from their imaginations; directing stories; expressing pride; obtaining help when needed; sharing experiences in varied social settings; and developing conversational skills. However, teachers should be more patient with toddlers who are still developing their language skills and may have difficulty in doing so. Dismissing them from their attempts at communication will discourage them from trying again, but showing encouragement by giving one’s full attention will motivate them to find more ways to communicate their id eas. It is essential that toddlers get to be engaged in conversations no matter how little they may say. Piaget and Vygotsky, key people in the study of language and thought, believe that development will not take place unless children engage in rich, meaningful conversations with others. In doing so, they internalize language to more complex thinking (Neuman & Roskos, 1993). Act I have to always keep in mind that every child has the right to be heard. With toddlers who are in the process of developing their language skills and identities, they need more patience in being understood. I will encourage them to speak by giving them my full attention, looking for non-verbal cues to help me understand what they are trying to communicate. When they are successful in expressing their ideas, I shall gladly praise them to show that their attempt at communication was appreciated and considered a success, worthy to be celebrated. References Neuman, S. B., & Roskos, K. A. (1993) Language and li teracy learning in the early years: An integrated approach, Harcourt Brace Jovanovich, Fort Worth, TX, pp. 27-31, 34-61. Otto, B. (2010). Language development in early childhood (3rd edition). Upper Saddle River, NJ: Pearson. The Teachers Council "Fit to be a teacher" criteria, Retrieved on May 20, 2011 from http://kiyaana.co.nz/Teachers%20Council%20Fit%20to%20be%20a%2

The difference between the roles of the prosecutor and the defense Research Paper

The difference between the roles of the prosecutor and the defense attorney - Research Paper Example This paper is a critical evaluation of the differences between the roles of a prosecutor and those of a defense attorney in the course of administrating justice. Differences in the Roles of the Prosecutor and the Defense Attorney Once a crime has been committed and brought to the attention of the prosecutor, it is his role and responsibility to ensure that justice to the victim, whether an individual or the state, is achieved by ensuring that the offender is convicted through a fair court process. To achieve this, the prosecutor embarks on a mission to create a strong case, which is free of loopholes, so as to establish whether the offender deserves to face trial or not. In this context, he has to conduct thorough investigation, which may involve questioning and securing witnesses, collecting all the incriminating evidence for example by acquiring the services of experts such as those dealing with forensics, ballistics among others, depending on the type of crime in question, so as t o support his or her case once the trial begins (Grant, 2002). This service may be provided by the investigative arm of the police, which is of high importance to the prosecutor. This is essential based on the fact that there are people in the society, who may wish to subject others to torture such that they will utilize their democratic rights to demand rogue justice through unfair means such as planting of evidence. Others may be motivated to do such things by political ambitions, whereby the prosecution may be used as a tool to discredit a person by displaying him as corrupt or inefficient. In this context, it is important to insist that a prosecutor is not always out to ensure that suspects are put to jail but also acts as an agent of truth. In fact, Rosenthal (n.d) indicates that the prosecutor has the role of ensuring that innocent people are not convicted. It is therefore the reason why he will not go ahead to prosecute a person if the evidence shows that the case is motivate d by malice. However, it is important to note that this does not imply that the prosecutor has the authority to declare one innocent as that is the prerogative of the judge, but truth be told, if the case in his hands goes to court and he does not believe in its admissibility, then, he has the powers to convince the judge by declining to persuade him to find the suspect guilty of the offences. In the US criminal justice system, the prosecutors are considered to be so powerful due to the powers vested in them, which allows prosecutorial discretion and plea bargaining. This means that they can convince the defendant to plead guilty either as charged or to a charge of lesser magnitude after which he would plead with the judge for a lighter penalty than what is recommended (Fionda, 1995). This is a circumstance that has created controversy such that critics indicate the intention of proposing mandatory prosecution instead of what is currently in operation. The international criminal cou rt (ICC), for example, is mandated through the Rome statute to prosecute perpetrators of crimes against humanity, genocide, and other war crimes, which may be perpetrated by individuals or

A Concept Analysis of Anxiety Essay Example | Topics and Well Written Essays - 1000 words

A Concept Analysis of Anxiety - Essay Example The objective of the study undertaken is to present various perspectives of the different disciplines regarding the concept of anxiety. The perspectives include medical and non-medical fields. Anxiety is distinguished from fear as anxiety is the reaction to an unexpected, possible harmless scenario. On the other hand, fear pertains is the reaction to a verified danger. Anxiety and fear are related but they are two different kinds of emotions especially when behavioral response is used as a basis. From an evolutionary point of view, possible hazard is detected and behavioral, cognitive and emotional reactions occur to save the human being and escape the possible danger through the functioning of anxiety as a logical and functional effect (Sartori, Landgraf and Singewald, 2011). Some people avoid anxiety and develop phobia towards anxiety. The phobia towards anxiety is known as anxiety sensitivity and it pertains to fear of anxiety symptoms that lead to beliefs about the negative effec ts of the symptoms in terms of psychological, physiological, and social point-of-view. Anxiety sensitivity leads to panic disorder and other anxiety diseases according to the studies conducted on adults and have increasingly become the reason for the onset of anxiety in the early stages of life like in childhood and adolescence. Studies showed that anxiety sensitivity is identified as an indicator to predict the panic attacks among preteens. It is related to fears, anxiety, panic-like symptoms, and anxiety diseases based on the experiments done on children and adolescents in communities. Anxiety sensitivity has the possibility to be connected to anxiety symptoms above and it is not only a trait since it influences the lives of children and adolescents (Mc Laughlin and Hatzenbuehler, 2009). As the above explanations showed, childhood and adolescence are the main life stages where the onset of anxiety symptoms occurs. Symptoms may involve mild symptoms or the whole anxiety disorders. The reliable clinical validity of assessment in the perspective of research is needed to determine the prevalence and patterns of the onset of panic and anxiety. Deeper understanding of characteristics as solid symptoms for more malignant disorders is needed as it may have some relations to self-limiting patterns of course and outcome. Early detection is an advantage so people can recognize anxiety and make full preparations and preventions or treatment for the young people (Beesdo, Knappe and Pine, 2009). Previous studies showed the effect of unrelated emotions to tasks on a goal-oriented cognitive processing occurring simultaneously is connected to unlike patterns of activation in emotions and perceptions versus cognitive executive brain regions. Although little is known about the use of individual variations in the responses, a present study investigated deeper into the influence of anxiety on the neural responses controlling: †¦the effect of transient anxiety-inducing task- irrelevant distraction on cognitive performance, and on the neural correlates of coping with such distraction. We investigated whether activity in the brain regions sensitive to emotional distraction would show dissociable patterns of co-variation with measures indexing individual variations in trait anxiety and cognitive performance (Denkova et. al., 2010). Past studies on stress and anxiety disorders has considered factors like genetic, physiological, or behavioral phenomena in isolation. Separate studies had been conducted and results were not integrated. Recent studies changed the tradition since more comprehensive developmental studies have been done that are very important for their inclusion of discoveries from adult social and genetic

Aspects of United States society in the late 20th century and aspects Essay

Aspects of United States society in the late 20th century and aspects of life in the contemporary U.S - Essay Example Fast food is just like cigarettes because they both are horrible for ones self and still millions upon millions of people fall into the manufacturers trap of good advertising. America, as opposed to most of Europe, is always rushed. The average working week is forty hours, with maybe forty-five minutes as a lunch break. This is not enough time for a lavish lunch, leaving fast food as the menu of the day. (Schlosser, 2004) Americans, who live to work, will often bring home fast food as an alternative to the time consuming process of preparing dinner. Fast food is targeted to cater to the speed of an on-the-go American. The popular quote "In, out, and on your way" describes exactly how convenient fast food truly is. Now one doesnt need to go the lengths of in and out, just wait in the drive thru and go. If a person was hungry at 1:00 AM in 1940, he was out of luck. In todays world, one has their choice from a variety of fast food restaurants on every corner; they even have drive through windows so a person doesnt have to get out in their pajamas. For example, Wendys, doesnt close shop until 2:00 AM. In spirit with competitive American capitalism, McDonalds doesnt close now until 2:30. (Maze, 2004) Most cities and towns have rows of fast food restaurants so a person can jump from roof to roof, just in case they felt like Mexican food from Taco Bell rather than a McDonalds hamburger. In recent decades, the family structure of many Americans has changed. In most families, both parents need to work to support their families and to own a house, limiting the amount of time to spend with their children - let alone cooking meals. Fast food restaurants solve this equation easily by giving parents the option of killing two birds with one stone. They can take their kid(s) to a place like McDonalds that allows a parent to feed their children with

Crohn's Disease Research Paper Example | Topics and Well Written Essays - 1000 words - 1

Crohn's Disease - Research Paper Example Ulcerative colitis only involves the colon and affects only the superficial layers of its inner lining (mucosa) in a uniform distribution, starting from the anus. Conversely, Crohns disease may appear at any part of the digestive tract—from the mouth down to the anus, but most commonly at the lower part of the small intestine (ileum), involving perhaps all layers of the intestine, with normal healthy bowel between sections of diseased bowel. (National Digestive Diseases Information Clearinghouse 1) Although the exact root of Crohns disease is still a mystery, the condition is associated with a problem in the reaction of the bodys immune system called an autoimmune disorder, where the immune system is unable to distinguish between normal and foreign bodies. (Longstreth) According to Dr. Schoenfeld and Dr. Wu, the cells and proteins composing the immune system, normally defend the body against foreign invaders, such as harmful bacteria, viruses, fungi, etc. by being launched, causing inflammation—an important defense mechanism of the system, within the tissues where activation occurs, and triggered only in the presence of harmful invaders; furthermore, continued and abnormal activation of the immune system in the absence of the said foreign bodies results to chronic inflammation and ulceration. Whether this abnormality in the immune system response is a cause or a consequence of Crohns disease is yet to be determined by scientists, but research shows that a number of fact ors—genetic inheritance, the immune system itself, and the environment, have to with the aforementioned inflammation in the digestive tract. (NDDIC 2) NDDIC (2) has affirmed that it was found out that people with Crohns disease have high levels of tumor necrosis factor (TNF), a protein produced by the immune system.  

Nursing Essay Example | Topics and Well Written Essays - 1000 words - 1

Nursing - Essay Example This is a self-support group , so the chairman must also be an alcoholic. To begin he asked if there were any new comers. There were three of us and we each stood up and told the group our first names. I was told beforehand that the meeting runs on most occasions on a ‘single share’ system. This means that each person can speak for a few minutes and no one voice or opinion dominates, which seems very fair and egalitarian. Another factor is the way in which people speak to the whole group rather than perhaps saying to only one person ‘What you ought to do is†¦..† or to reprimand them This a meeting of equals. One by one members spoke about their experiences for a few minutes. In some cases they were still struggling with their alcoholism, one or two talked about the negative effect upon their health, and others were no longer drinking, but were still taking things a day at a time. Then one lady gave a longer pre-planned talk, outlining the full story of h er descent into alcoholism at quite an early age, because of difficulties at work. She described how things had got so bad that she could no longer care for her family, but did say that her husband did his best to be supportive. The meeting was then closed without discussion and we went our separate ways. Narcotics Anonymous Visit. I found the local chapter of Narcotics Anonymous simply by looking in the telephone book. I was surprised to find that the group met regularly in an anonymous building that I pass frequently. I thought it was an American self-support group, but on the web site and in the leaflet I was given I read:-. Every addict in the world has the chance to experience our message in his or her own language and culture and find the opportunity for a new way of life. This means that these people are just concerned with their own addiction, but are trying their best to help others. They even have a World Convention. Also they do not rely on the medical profession when it comes to writing their literature, but it all comes from members. The meeting began in a similar way to that of the Alcoholic Anonymous meeting in that there was friendly chat and then the meeting was called to order. Although some people did speak for a few minutes each, this was a teaching meeting which went through the twelve step program guide. I was assured that many had found this helpful. I was particularly struck by the first step when those addicted to narcotics come to the point where they can state â€Å"We admitted that we were powerless over our addiction, that our lives had become unmanageable.† The members are encouraged to place their lives into the hands of God, however they understood him to be. They need to make a definite turning round of their lives and search their inner being, something described as making a moral inventory. They are encouraged to share their decision with someone, and also to make amends to those who might have been harmed by their act ions, wherever this is possible. I had had a very negative view of drug users – usually only meeting them in the emergency room when they were at their lowest, but these people were trying really hard to improve. Health Fair . It was however in the main dominated by people and companies who make their living and profits from the Health Care industry, so I did have some doubts about motivation. There was for instance a stall where you could sign up for

Healthcare Essay Example | Topics and Well Written Essays - 500 words - 1

Healthcare - Essay Example These are integrated in medical bylaws of hospitals, where they are used in assessing professional and ethical qualifications of medical applicants. The process is common in public hospitals, while modifications are seen in private ones--the latter are given discretion in executing their institutional regulations, provided that these do not clash with statutory constitutional rights of medical professionals, in general. 2) The concept of confidentiality is a protective regulation that safeguards the right of medical practitioners subjected to peer-review evaluations. In the absence of the confidential value in peer review functions, disruptions and inaccurate evaluation of professional performance can result. Another significant concept surrounding peer reviews is involvement of potential breach in liability principle. Medical colleagues to be evaluated are accountable to protect the sets of information revealed during such review. The revealed information can be carried out not from good faith, but for selfish purposes.

Marks and spencer Essay Example | Topics and Well Written Essays - 2250 words

Marks and spencer - Essay Example One of foremost steps in creating a successful marketing strategy is that of Market Segmentation, which refers to the division of a whole market for a product into smaller segments based upon the characteristics or aspects that are shared by the groups. By conducting market segmentation, a business is able to understand and evaluate various aspects of each division, group or segment in order to target a group or several groups that are then catered to with different marketing mixes (Vieceli & Valos 1998). As buyers become more diversified and unique, market segmentation acts as a key tool in designing the marketing strategies of successful organizations who understand that the diverse characteristics of customer needs, wants and preferences make it a requirement for any business’ success that the nature of its customer’s needs and wants is precisely defined and then handled accordingly (Lamb, Hair & McDaniel 2011). Market Segmentation can be conducted on the basis of fo ur primary variables that are Geographic, Demographic, Psychographic and Behavioral and will be discussed individually based on their relevance and applicability to Marks and Spencer. Geographic Segmentation: World region or country: The primary market for the retailer is still the United Kingdom; moreover, it has also expanded into Asia, Africa and other European nations. City or metro size: The location of Marks and Spencer shops is primarily Major cities with population crossing 4 million and mainstream cities with population above 1 million. Density: Urban and suburban population. Demographic Segmentation: Age: Middle-aged. The average age of a customer can range from 35-55. Gender: The existence of product categories such as women’s clothing, lingerie, beauty, kids, home furniture, food and gifts seems to attract a largely female audience but that does not mean that men are not M&S buyers. Family life cycle: Customers are usually single, married, married couples with chi ldren, unmarried couples and older people who are family oriented. Income: ?30,000 and above per annum Psychographic Segmentation: Social Class: Usually middle class and upper middle class buyers looking for products that are of a decent quality but also economical and suitably priced at the same time. This suggests that customers of M&S seek good value for money. Personality: Customers are not generally perceived as trendy, fashionable or imaginative when it comes to choices related to clothing. Older customers are not considered to be ambitious or achievers who wish to shop at the retailer to project a sense of success and affluence (Business World). Behavioral Segmentation: Occasions: The M&S shopping experience is not limited to special occasions; buyers may shop at M&S for regular commodities and go to other high-end retailers for special occasion shopping such as Christmas. This was reflected in a drop in sales of M&S by 3.8% for general commodities during the holiday season o f 2012 (Ruddick 2013). Benefits Sought: Users seek economy and convenience when shopping at M&S as much of the commodities are affordable and not high-priced. Loyalty Status: Customer’s buying behavior for regular and basic commodities such as grocery and basic clothing is low involvement, habitual buying behavior. Therefore,

Hamlet Quotations Act 1 Essay Example for Free

Hamlet Quotations Act 1 Essay Hamlet Quotations Act 1 INSTRUCTIONS:î€Æ' Forî€Æ'eachî€Æ'quote:î€Æ' (a)î€Æ'î€Æ'Identifyî€Æ'theî€Æ'speaker,î€Æ'toî€Æ'whomî€Æ'itî€Æ'isî€Æ'addressed,î€Æ'andî€Æ'theî€Æ'situation,î€Æ' (b)î€Æ'î€Æ'Explainî€Æ'(inî€Æ'detail)î€Æ'theî€Æ'significanceî€Æ'ofî€Æ'theî€Æ'quoteî€Æ'inî€Æ'termsî€Æ'ofî€Æ'allî€Æ'thatî€Æ'apply:î€Æ'î€Æ'themes,î€Æ'characterî€Æ'revelation,î€Æ'plotî€Æ' development,î€Æ'dramaticî€Æ'devicesî€Æ'(irony,î€Æ'foreshadowing†¦),î€Æ'poeticî€Æ'devicesî€Æ'(simile,î€Æ'metaphor,î€Æ'alliteration†¦),î€Æ'etc.î€Æ' (c)î€Æ'î€Æ'Uploadî€Æ'toî€Æ'turnitin.comî€Æ' EXAMPLE:î€Æ' â€Å"Thisî€Æ'bodesî€Æ'someî€Æ'strangeî€Æ'eruptionî€Æ'toî€Æ'ourî€Æ'state.†Ã®â‚¬Æ' (a)​î€Æ'î€Æ'î€Æ'Horatioî€Æ'isî€Æ'speakingî€Æ'toî€Æ'MarcellusÍ ¾Ã®â‚¬Æ'Horatioî€Æ'isî€Æ'referringî€Æ'toî€Æ'theî€Æ'ghostî€Æ'ofî€Æ'Hamletî€Æ'Sr.î€Æ'thatî€Æ'theyî€Æ'haveî€Æ'justî€Æ'witnessed.î€Æ'î€Æ' (b)​î€Æ'î€Æ'î€Æ'Horatioî€Æ'believesî€Æ'thatî€Æ'theî€Æ'ghostî€Æ'isî€Æ'appearingî€Æ'becauseî€Æ'foulî€Æ'playî€Æ'wasî€Æ'involvedî€Æ'withî€Æ'Hamletî€Æ'Sr.’sî€Æ'death.î€Æ'î€Æ'Heî€Æ'isî€Æ'notî€Æ'positiveî€Æ' aboutî€Æ'it,î€Æ'butî€Æ'heî€Æ'knowsî€Æ'thatî€Æ'somethingî€Æ'â€Å"strange†Ã®â‚¬Æ'isî€Æ'happening.î€Æ'î€Æ'Thisî€Æ'eventî€Æ'putsî€Æ'theî€Æ'actionî€Æ'ofî€Æ'theî€Æ'playî€Æ'inî€Æ'motionî€Æ'(plotî€Æ' development).î€Æ'î€Æ'Also,î€Æ'theî€Æ'commentî€Æ'foreshadowsî€Æ'theî€Æ'impendingî€Æ'doomî€Æ'thatî€Æ'Denmarkî€Æ'mayî€Æ'beî€Æ'facing.î€Æ' 1.î€Æ' â€Å"Aî€Æ'littleî€Æ'moreî€Æ'thanî€Æ'kin,î€Æ'andî€Æ'lessî€Æ'thanî€Æ'kind.†Ã®â‚¬Æ' 2.î€Æ' â€Å"Weî€Æ'prayî€Æ'youî€Æ'throwî€Æ'toî€Æ'earthî€Æ'thisî€Æ'unprevailingî€Æ'woe,î€Æ'andî€Æ'thinkî€Æ'ofî€Æ'usî€Æ'asî€Æ'aî€Æ'father†¦Ã¢â‚¬ Ã®â‚¬Æ' 3.î€Æ' â€Å"Oî€Æ'thatî€Æ'thisî€Æ'tooî€Æ'tooî€Æ'sulliedî€Æ'fleshî€Æ'wouldî€Æ'melt†¦Ã¢â‚¬ Ã®â‚¬Æ' 4.î€Æ' î€Æ'â€Å"Frailty,î€Æ'thyî€Æ'nameî€Æ'isî€Æ'woman†¦Oî€Æ'mostî€Æ'wickedî€Æ'speed!î€Æ'Toî€Æ'postî€Æ'withî€Æ'suchî€Æ'dexterityî€Æ'toî€Æ'incestuousî€Æ'sheets!†Ã®â‚¬Æ' â€Å"Doî€Æ'notî€Æ'asî€Æ'someî€Æ'ungraciousî€Æ'pastorsî€Æ'do,î€Æ'showî€Æ'meî€Æ'theî€Æ'steepî€Æ'andî€Æ'thornyî€Æ'wayî€Æ'toî€Æ'heaven,î€Æ'whileî€Æ'likeî€Æ'aî€Æ'puff’dî€Æ' andî€Æ'recklessî€Æ'libertineî€Æ'himselfî€Æ'theî€Æ'primroseî€Æ'pathî€Æ'ofî€Æ'dallianceî€Æ'treads†¦Ã¢â‚¬ Ã®â‚¬Æ' 6.î€Æ' î€Æ'â€Å"Thisî€Æ'aboveî€Æ'all:î€Æ'toî€Æ'thineî€Æ'ownî€Æ'selfî€Æ'beî€Æ'true†¦Ã¢â‚¬ Ã®â‚¬Æ' 7.î€Æ' î€Æ'â€Å"Whenî€Æ'theî€Æ'bloodî€Æ'burns,î€Æ'howî€Æ'prodigalî€Æ'theî€Æ'soulî€Æ'lendsî€Æ'theî€Æ'tongueî€Æ'vows.†Ã®â‚¬Æ' 8.î€Æ' î€Æ'â€Å"Theî€Æ'dramî€Æ'ofî€Æ'evilî€Æ'dothî€Æ'allî€Æ'theî€Æ'nobleî€Æ'substanceî€Æ'î€Æ'oftenî€Æ'doutî€Æ'toî€Æ'hisî€Æ'ownî€Æ'scandal.†Ã®â‚¬Æ' 9.î€Æ' î€Æ'â€Å"Somethingî€Æ'isî€Æ'rottenî€Æ'inî€Æ'theî€Æ'stateî€Æ'ofî€Æ'Denmark.†Ã®â‚¬Æ' 10.î€Æ'î€Æ'î€Æ'î€Æ'â€Å"Revengeî€Æ'hisî€Æ'foulî€Æ'andî€Æ'mostî€Æ'unnaturalî€Æ'murder.†Ã®â‚¬Æ' 11.î€Æ'î€Æ'î€Æ'î€Æ'â€Å"Hasteî€Æ'meî€Æ'toî€Æ'know’t,î€Æ'thatî€Æ'Iî€Æ'withî€Æ'wingsî€Æ'asî€Æ'swiftî€Æ'asî€Æ'meditationî€Æ'orî€Æ'theî€Æ'thoughtsî€Æ'ofî€Æ'loveî€Æ'mayî€Æ'sweepî€Æ'toî€Æ'myî€Æ'revenge.†Ã®â‚¬Æ' 12.î€Æ'î€Æ'î€Æ'â€Å"Theî€Æ'serpentî€Æ'thatî€Æ'didî€Æ'stingî€Æ'yourî€Æ'father’sî€Æ'lifeî€Æ'nowî€Æ'wearsî€Æ'hisî€Æ'crown.†Ã¢â‚¬ ¦Ã¢â‚¬ Oî€Æ'myî€Æ'propheticî€Æ'soul!î€Æ'Myî€Æ'uncle!†Ã®â‚¬Æ' 13.î€Æ'î€Æ'î€Æ'î€Æ'â€Å"Oî€Æ'mostî€Æ'perniciousî€Æ'woman!î€Æ'î€Æ'Oî€Æ'villain,î€Æ'villain,î€Æ'smilingî€Æ'damnedî€Æ'villain!†¦Thatî€Æ'oneî€Æ'mayî€Æ'smile,î€Æ'andî€Æ'smile,î€Æ'andî€Æ'beî€Æ'aî€Æ' villain.†Ã®â‚¬Æ' 14.î€Æ'î€Æ'î€Æ'î€Æ'â€Å"Thereî€Æ'areî€Æ'moreî€Æ'thingsî€Æ'inî€Æ'heavenî€Æ'andî€Æ'earth,î€Æ'†¦Thanî€Æ'areî€Æ'dreamtî€Æ'ofî€Æ'inî€Æ'yourî€Æ'philosophy.†Ã®â‚¬Æ' 15.î€Æ'î€Æ'î€Æ'î€Æ'â€Å"Theî€Æ'timeî€Æ'isî€Æ'outî€Æ'ofî€Æ'joint.î€Æ'î€Æ'Oî€Æ'cursedî€Æ'spite,î€Æ'thatî€Æ'Iî€Æ'wasî€Æ'bornî€Æ'toî€Æ'setî€Æ'itî€Æ'right.†Ã®â‚¬Æ'

Communicative Competence In Language Teaching

Communicative Competence In Language Teaching In this essay, I will first define what Communicative Competence is and what it includes. Secondly, making reference to the European Common Framework of Reference for Languages, I will synthesize why gaining Communicative Competence in a foreign language is so important and why it should be the main goal in an English Classroom. To finish with, I will summarize the best ways of teaching Communicative Competence. Task-based language teaching will be the model I will use as an example of how Communicative competence should be taught and the role instruction should pay in the Classroom. Communicative Competence refers to the ability of understanding, producing, and interpreting the different Communicative events taking into account not only their explicit sense (what it seems to be more immediate for us), but also its implications; that is to say, what the speaker wants to say, what the listener wants to understand, their relationship, the social context, etc. Therefore, Communicative Competence has to do with the social, cultural, and psychological rules that determine the use of a particular language in a particular situation. This term was introduced by Hymes in language teaching in 1972, to complete Chomskys Linguistic Competence term which couldnt explain all the factors which are important for a communicative purpose or in a communicative situation. According to him, Linguistic Competence only deals with the knowledge of language rules and forms, and Communicative Competence includes as well the knowledge that allows someone to communicate correctly and appropriately. Therefore, Communicative Competence is the only means we use to transform language into Communication instead of Linguistic Competence. According to the European Common Framework of Reference for Languages Communicative Competence is divided in: Linguistic Competence: it refers to the ability of producing utterances in an efficient way in all its grammatical levels. It is formed by these competences: lexical, grammatical, semantic, phonologic and orthographic competence. Sociolinguistic Competence: it is the ability of understanding and producing different utterances in different contexts of use where different factors play an important role, such as the relationship between participants, their situation, etc. Aspects to take into account here are social relationships markers, politeness norms, popular wisdom expressions, register differences, dialect and accent differences, etc. Pragmatic Competence: It makes reference to the ability of acting efficiently in a language taking into account grammatical forms and meaning to complete a text (spoken or written) in different communicative events. It includes students mastery of texts, discursive genres, and community speech interpretation. To master this, there are needed rhetorical, cohesive or cohesion devices for conversational organization. Strategic Competence: it has to do with the individuals effective use of language by means of his capacity for using verbal and non-verbal resources to fix errors that can be produced when communicating due to different events that may limit the communicative process. Communicative competence is the first of the eight basic competences that a learner has to have acquired by the end of ESO, but not only this, it is in the same way important to have acquired as well a B1 level of Communicative Competence in a Foreign Language to be admitted in University as the European Common Framework of Reference for Languages dictates. COMMUNICATIVE COMPTENCE IN TEACHING Teachers in ESO should develop in students communicative abilities and strategies in order to reach a B1 level in Communicative Competence by the end of this period, this competence should be acquired in all areas: speaking, reading, listening, and writing. Therefore, this has to be the main goal in the English Classroom. In order to analyze how Communicative Competence is implemented in school, Ive chosen the task-based method, which is a continuation of Communicative Language Teaching according to Rod Ellis. Task-based language teaching is a teaching method based on tasks whose main purpose is to make learners use the foreign language. Tasks are based on authentic events where authentic language is used: visiting a doctor, shopping, calling room service for food, etc. Assessment of errors is not considered as important as in other approaches because accuracy will be gained while practicing the L2 in an incidental way. Besides, Rod Ellis defends that what students really acquire is the implicit knowledge, and this is best facilitated looking at the language as a whole rather than breaking it into pieces in an attempt to teach item by item. Tasks differ from activities in that they focus on meaning rather than on form, in this sense, learners will be creating their own language instead of reproducing the language given to them. They also have an informational or reasoning gap which will make the conversation interesting and therefore it will make them eager to continue it even outside class. Learners also use their resources instead of reproducing the language given to them. The goal of tasks is not to make learners use a correct language, but to engage them in communication. WHAT ROLE PLAYS INSTRUCTION IN A TASK-BASED LEARNING CONTEXT? Instruction plays a different role in Task-Based Teaching: Instruction is seen in an interpretative rather than in a transmission perspective, so its main goal must be to facilitate students processes of learning, which in this case is the acquisition of implicit knowledge. The goal of language instruction is the development of implicit knowledge. If teachers make their students to focus mainly on language form they wont never be able to communicate effectively. The only place where learning occurs is inside learners minds, so teachers cannot just direct that learning. Therefore attention to form will be paid only when communicating, and not all the time, because excessive corrections may stop the conversations rhythm. That doesnt mean that Task-Based theorists dont care about grammar, they defend explicit teaching of rules as well, but only when necessary because the main goal is communication. Instruction has to focus on meaning rather than on form. Rod Ellis thinks that grammar is not needed for basic communication. Basic survival in language relies on vocabulary and formulaic sequences, not on grammar. Students will need grammar as they get involved in increasingly complex tasks, that is to say, the need to use a determinate grammatical form will be created in their minds as complexity increases in tasks. Instruction needs to be motivating, i.e. based on things that learners may find interesting, because its very important to call their attention in order to get them involved in the task. To conclude, I will sum up some characteristics a classroom should have to teach Communicative Competence: Inductive method. Preventing method rather than corrective. Teach sequences of language, not language in isolation. Teach through senses. Promote autonomy. Give your lesson an authentic and ludic character to make it interesting. Set learning goals taking into account the developmental cognitive level of the learner.

Importance of Having an Inter Professional Team

Importance of Having an Inter Professional Team This essay is meant to throw light on the importance of having an inter professional team that would make the service delivery to patients easier. In this essay I will discuss the roles played by nurses and other professionals in the team. The essay will reflect the efficiency of such a team and their work distribution and involvement. I will highlight the ways in which a team of professionals will work together to take proper decisions during emergency situations and tackle them effectively. The essay will also critically evaluate the various concepts of inter professional team work. An interprofessional team is a group of people who have a certain common goals or objectives which drives them to work together by setting aside individual goals. Inter professional team can be defined as a dynamic process involving two or more health care professionals with complementary backgrounds and skills, sharing common health goals and exercising concerted physical and mental effort in assessing, planning, or evaluating patient care, accomplished through interdependent collaboration, open communication and shared decision-making, and generates value-added patient, organizational and staff outcomes (Xyrichis and Ream 2007). Freeth et al (2005) defined inter professional team work as when two or more professional learn with, from and about each other to improve collaboration and the quality of care. The healthcare sector started showing interest in the interprofessional working during the early 1990. (Institute of Medicine, 1998;ONeil and Pew Health Professions Commission 1998;ÂÂ  Pew Health Professions Commission 1995a,ÂÂ  1995b,ÂÂ  1998). The Association of American Medical Colleges, the Accreditation Council for Graduate Medical Education, the American Association of Colleges of Nursing suggested that the graduates must have enough knowledge in interprofessional collaboration (Varkey, Reller, Smith, Ponet, OsbornÂÂ  , 2006). Varkey et.al (2006) also pointed out that there should be enough cooperation between the various professionals in healthcare field for the success of this profession. But unfortunately this fact is not included in the curriculum of the different medical schools in USA. Inter professional teams are more effective in rehabilitating the patients than individual health care professionals. The number of patients having positive impact by the inter professional service is larger than those by individual service providers. A very strategic role played by nurses is highlighted now. The nursing tutors face the dual challenge of preparing their students enter into nursing profession as well as equip them to cooperate effectively with other health practitioners (Lattuca, 200l;ÂÂ  Newell, 1998). An interprofessional team is working to provide service in a properly planned and systematic manner. In the health care sector inter professional teams are meant to develop groups that works towards efficiently rendering care to the patients. These teams include nurses, doctors, and other health care professionals. For a team to be efficient role clarity to inevitable and this will help them define their own duties and responsibilities avoiding conflicts (West and Markiowicz, 2004). A team essentially will have a team leader who will lead the team and motivate them to render good service working together (Martin and Rogers 2004). A health care team will work effectively if there is stability in the team, this will make the team member in the group work with shared trust and understanding (West and Slater (1996); Gair and Hartery, (2001)). Interprofessional teams are of various types, they include multidisciplinary, interdisciplinary etc. In case of multidisciplinary teams the members are from various teams. These members set their own discipline specific goals and work towards achieving it. But ultimately the result is calculated as the total of all the disciplines (Dean and Geiringer 1990). The position of team members in the team hierarchy will affect the way in which the team functions and how it will render the service (Cotts, 1998). In case of a multidisciplinary team there exist subgroups of doctors, social workers, therapists and also subgroups which had nurses and other junior staff. Her study also unveiled the idea that the different subgroups had different perceptions about the inter professional teams. Inter professional team work is highly essential in operation theatres and intensive and trauma care units. Since these are the emergency units of a hospital the situation of such units cannot be predicted and thus highly challenging. The interprofessional team may have to work highly efficiently and together. There exists a high rate of tension and stress in the team members in such emergency situations. According to McWilliam et al (2003), interprofessional working is a very difficult task for health care professionals. The patients didnt get the full benefit of interprofessional working due to the misunderstanding between the health care professionals regarding the policies and procedures in it. Mistreatment of elders is a serious issue and its growing day by day. It is the responsibility of nurses to identify and prevent such occurrences (Baker Heitkemper, 2005). The nurses have a variety of roles to play in an Inter-professional elder mistreatment team. At present the roles involve screening and assessment, mandatory reporting, direct care, and complaint investigation. Elder mistreatment (EM) is a very complicated issue and can be effectively solved through inter-professional association. Critics like Bion (1961) say that the interprofessional teams fail to focus on the real task they should be doing. The primary tasks for which they have come together is forgotten most of the by the interprofessional teams. Whenever there is an issue the teams to fail to reach at a consensus and they do not take proper decisions on the issue (Strokes 1994). The meetings conducted in order to take decision on the matter are just a waste of time. These assumptions are based on the work group mentality theory. Critics of interprofessional team have questioned the values of the team. It is said that the teams are not well managed and they do not work properly and responsibily. Negotiation theory puts forward the perspective of negotiating the personal and professional goals. (Strauss, 1978) The negotiations by professionals in the health care field have played a critical role in molding the characteristics of an interprofessional team. Loss and change theory reiterates that the health care professionals like doctors and nurses lose their professional identity as they are working in a team, this will lead to developing an improper relationship and improper behavior in the team (Atkins, 1998). Thus it critically points to the inter professional teams in that it wouldnt serve the purpose of forming a team the unhappiness of the team members can lead to inefficient functioning. The increase of cost in hospitals will also result if there is lack of proper communication between the professionals like doctors, nurses and staff and also if they are not coordinated well (Gavett, Drucker, McCrum and Dickinson, 1985). The roles played by nurses in the interprofessional teams are fast evolving. The importance of specialist skills for nurses is now recognized and new role have come up. The Macmillan nurse is an example of such new roles and they possess skills in palliative care and are expected to look after patients with terminal illness. Another group called night practitioners literally run the hospitals at night. They are skilled to assist any department and are sometimes considered better than junior doctors too (Martin Rogers, 2004) While working in an interprofessional team, there is an increased chance of conflict between the team members regarding the superiority in the team. The truth is everyone is equal while working in a team and nobody should themselves subordinate to anyone. But sometimes the nurses and their opinions are ignored in an interprofessional team. Such events makes them reluctant to be a part of such teams (Martin Rogers, 2004). Task shifting is a common practice among the professionals now days (Reeves et.al, 2010). This would help the traditional professionals to relieve of their heavy workload. The nursing practitioners and physician assistants are such roles (Hooker McCaig, 2001). The multiplicative effects model of interprofessional working views it more than the sum of its parts. Here the synergy obtained from such work is described (Leathard, 1994). According to this model, interprofessional working improves the contributions of individual team members and thus will help in the overall development of team. Decision making is an essential in ingradient of all teams; it measures the efficiency of the group. Decision making in case of an interprofessional team also play key role deciding its service delivery process. The usual situation that happens in such teams is the unavailability of proper team leader and also reaching at a common consensus. The decision taken in team has the idea input all the members that needs to driven well in one direction for increasing effectiveness of the work the team does. Most of the important decisions concerning the activities of the team are taken mostly by the Doctors, or the medical staff in an inter professional team in hospitals. Solving important problems and resolving conflicts are the aims of masking decisions (Neil, 1978). There are a few hindrances for nurses to be part of interprofessional teams. The health care sector has shortages or less number of nurses, and those nurses who are available have increased amount of work. As a result of which there is a limitation in case of inter professional support and collaboration (Mckay Crippen, 2008). Another barrier that can be highlighted is the disinterest on the part of other departments to participate and actively involve in the team and work together. The culture and hierarchy of the organization also plays a role in the formation of teams in the organization. According to Henneman.et.al (1995) Collaboration involves a partnership characterized by mutual goals and commitments in which participants willingly become involved in planning and decision making. Henneman.et.al (1995) also proposed that collaboration is a process by which members of various disciplines (or agencies) share their expertise. Accomplishing this requires these individuals understand and appreciate what it is that they contribute to the whole. Many authors have suggested ways to make the intercollaboration more effective. According to Fullan (1993), effective collaborations operate in the world of ideas, examining existing practices critically, seeking better alternatives and working hard together at bringing about improvements and assessing their worth.ÂÂ   The National Network for Collaboration (NNC) put forward a frame work for effective collaboration and advocated that it should possess a common vision, problem, a desired outcome etc. NNC also pointed out that the members of the collaboration must share this vision and contribute equally. The NNC sees collaboration as an inclusionary process which should be constantly engaged and must strengthen the commitment and must identify that relationship building and maintaining is the key factor for the success of collaborations and they must try to sustain a win-win relationship. According to Garner (1995) and Hoeman (1996), it should be by means of collaborative communi cation rather than shared communication that the interprofessional team approach evolves. Efforts were made from the part of many authors for increasing the literature on interprofessional education for health professional students. But Cooper, Carlisle, Gibbs, and Watkins (2001) pointed out this literature to be diverse including a relatively small amount of research data and much larger amounts of evaluation literature. There were almost thirty works done on interprofessional education and all of them aimed to increase the level of co-operation and understanding between the members in interprofessional teams as well as to encourage a high quality care for the patients. There are a number of social science theories that explain the concept of interprofessional team work. Merton (1968) put forward theory in three modules. They are the micro, mid range and macro theories. The social sciences approaches that come under these three groups include: Micro: psychodynamic perspective by Bion, Menzies, Marris, social psychological perspective by Tejfel and Turner, Brown Interactionism by Goffman and strauss All the above approaches that come under the micro group are of the rational type that consolidates the team functions, identities and interactions. Midrange : Activity theory by Engestrom Institutional influence by DiMaggio and Powell Professionalization by Freidson These three approaches or theories are processual, organizational and contextual. Their task is to understand team activities, relation and performance, the relations between professions respectively. Macro: Discourse theory and surveillance theory by Foucault They are of the contextual type that deals with the impact of society and social interaction of with respect to the interprofessional team work. There are a set of models supporter by theories that help provide the inter professional education well in the health care sector that enables the health care professionals perform well and deliver quality service. These models are whilst behaviorism, cognitivism and constructivism (Schunk D 2003). I will working for the betterment of the service provided to a patient using the things I learned. Working in an interprofessional team is has made me get involved with the Doctors and other professional in the field and has helped to build a strategy that elevates the level of service rendering process. As a nurse am able to act in the right way a right direction in case of any emergency and otherwise. From now I will be able to put into practise the concept I learned. The model that I would use is the Kolbs model of reflection. It is a process whereby, individuals, teams and organizations attend to and understanding their experiences and consequently modify their behaviour. The model mainly has 4 important aspects: Experiencing means really doing the task and experiencing the whole process. Reflecting- in this step the work is reviewed in terms of experience and the real process. Conceptualisation- here the various important occurrences and tasks are analysed and their connections among the events are noted. Planning- the events that have been understood will be analysed well in order to envisage the occurrences in future. This will help to prevent any improper events happening and build a proper strategy to do the next task. The Kolbs reflection model if one of the best models for teams. In case of a team there are aspects like: Doing- same as experience, where the team does the task or the action. Reflection- after the action, the team members openly discuss the whole process and share their views and experience. Interpretation- the members of the team now work with common identity and culture and as a team by leaning behind individual interests. Planning- in the final step team works according to the joint decisions and plan out ways to committing the action. Finally I would say that in any sector especially the health care there is an elementary requirement of having an inter professional team. The team in all ways will help in providing superior service since the decisions are taken as a team and under common grounds.

Teen Alcatraz :: essays research papers

Teen Alcatraz   Ã‚  Ã‚  Ã‚  Ã‚  It was the year 1999, I was a reckless little 13 year old. I had been in and out of foster care for years. I had been adopted at 7 years old by a senile 50 year old single woman. She treated my foster siblings and I like we were trash. She was basically the wicked witch from the west. She used us and abused us; she treated us like her personal slaves. I had decided that I could not go on living like this, and I was running away and I would never return that house again.   Ã‚  Ã‚  Ã‚  Ã‚  One cold night, my cousin and I decided our lives were intolerable. We planned our great escape. We threw our bags out of our bedroom windows. Then at exactly 10:30, we walked out our front doors and ran to the nearest empty factory, and met there.   Ã‚  Ã‚  Ã‚  Ã‚  We ran for hours and hours, our destination was an old abandoned trailor of my cousins. It was a crazy night.   Ã‚  Ã‚  Ã‚  Ã‚  By the time we made it to the trailor, hours later I was dirty, mad, and I had wet pants.   Ã‚  Ã‚  Ã‚  Ã‚  We walked inside, the broken down trailor and just started to get into pajamas and there was headlights in the driveway. I panicked and hid. My cousin yelled, â€Å"Krissy, Krissy, it’s my mommy!,† I said, â€Å"HIDE!!!!!,† because I was not going back to that tyrannical mother of mine.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Well, I guess my cousin was feeling the same as me and she decided to RUN outside to her mother and rat us both out. Her mother, my aunt, let me stay with her that night.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The next day at school, I was called to the principal’s office, and a lady from the Department of Human Services was there. She proceeded to tell me that if I would not go home, right then and there, that their only choice was to send me to shelter.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  I, being as naà ¯ve as I was, said, â€Å"FINE! At least I can start over!†   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  So, that very day they, transferred me in the middle of Social Studies test to a place where they said I would love, and people would treat me how I wanted to be treated, this place would be called, â€Å"Agency Shelter.† It was about five miles from Ottumwa, Ia.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  It was about an hour and half drive. I was terrified, and happy at the same time.

An Evolutionary Ethical Theory of Social Risks and Opportunities Essay

An Evolutionary Ethical Theory of Social Risks and Opportunities ABSTRACT: Social standards guide us in what to do and what to refrain from doing. But can social — moral or legal — standards be trusted? This paper presents an evolutionary ethical theory that generates trustworthy ethical norms. Each norm is assigned a demonstrable risk, called an ethical risk, that depends on both human behavior and danger to the survival of society. The assigned risk is minimal if and only if everybody obeys the norm. The higher the risk assigned to a norm, the higher the norm’s rank (an empirical quantity depending on the evolutionary status of society). An ordered finite set of ethical risks and ethical norms allows the settlement of ethical problems arising in society. Subsets of existing moral and legal standards all over the world are compatible with norms being elements of these ordered finite sets of ethical norms. Like all standards, ethical norms are often violated. A single violated norm suffices to activate correlations between ris ks, resulting in an ethical conflict. The more often a high-ranking norm is violated, the poorer the society in question. Ethical conflicts can be resolved by responsible persons or groups advancing higher-ranking norms involved in optimization at the expense of lower-ranking norms. Examples are given to support the theory. "Moral predigen ist leicht, Moral begrà ¼nden schwer" (Arthur Schopenhauer) I. The Primacy of an Empirical Ethic of Risks In the West, ever fewer people respect moral standards because the influence of religion is decreasing rapidly. In addition philosophical ethics, "inventing right and wrong" [Mackie], is unable to contribute essentially to the trustability of moral norms,... ...men, Saetze; Stuttgart 1980 Patzig, G.: Ethik ohne Metaphysik; Goettingen 1983 Platon: Saemtliche Werke, Band I; Heidelberg 1982 Popper, K.: Die offene Gesellschaft und ihre Feinde; Tuebingen 1992 Rawls, J.: Eine Theorie der Gerechtigkeit; Frankfurt 1979 Rawls, J.: Die Idee des politischen Liberalismus, Frankfurt 1992 Schmidt, H.: Zeit von den Pflichten zu sprechen, S. 17, Die Zeit Nr. 41, 1997 Schrader, W.H.: Norm II, Ethik; J. Ritter, K. Gruender (Hg.): Historisches Woerterbuch der Philosophie, Band 6, S. 910; Basel 1984 Sueddeutsche Zeitung Nr. 43 vom 22. Februar 1994 Vorlaender, K.: Immanuel Kant—Der Mann und das Werk; S. 170; Hamburg 1992 Weber, M.: Politik als Beruf; M. Weber, Gesammelte Politische Schriften, J. Winkelmann (Hg.); Tuebingen 1971 Wickert, U.: Der Ehrliche ist der Dumme—ÃÅ"ber den Verlust der Werte; Muenchen 1996

Properties of Gases Essay

Introduction Background This report covers Properties of Gases and will allow me the opportunity to explore chemical and physical properties of gases. Collection and use of these gases will also be conducted in this lab. Statement of Problem Collecting gases is a difficult process. Singling out a gas and obtaining only that gas is the challenge we face in this experiment. Purpose of Experiment The purpose of this experiment is use water, chemicals and metals along with collection tubes to extract a single gas and to store it. Then to use only that gas and see how it responds to other testing. Hypothesis If the gases are correctly singled out and collected properly. We should be able to observe changes when the gases are introduced to heat or fire. Experiment Test tubes will be used to single out gases from two forms of metals along with an acid and hydrogen peroxide. Baking soda, vinegar, alka seltzer, bromthymol blue and limewater will also be used to observe the properties of gases. Data Charts Page 2 LabPaq – Properties of gases General Chemistry Analysis Error and Trends When attempting to mix the Hydrogen and Oxygen together. I may have lost a small amount of hydrogen as I lifted the bulb filled with 2/3 hydrogen from the 24-well plate. I did not receive a reaction when I squeezed the bulb of hydrogen oxygen onto the flame. Hypothesis Conclusion It was challenging using my thumb to try and hold the gases in their pipet bulbs. I repeated a few of the experiments to make sure I received the same results and feel fairly confident that I obtained the results that were expected. Practical Applications Parts of this experiment used household items to collect data from. Learning the gas properties these household items contain is invaluable. Page 3

Advantages and Disadvantages of Computers Essay

Computers are a mainstay in most homes, allowing individuals and families to access the Internet from home and complete a myriad of other tasks through the use of computer software. There are advantages and disadvantages to using home computers depending on how you use them. As computer hardware becomes faster, easier and more cost effective to develop, home computers also become more affordable for consumers. It is constantly becoming easier to put computers in the average American home, since both desktop and laptop computers come in such a wide range of price points. One of the greatest advantages of home computers is that they are affordable by the average family. A great advantages of home computers is that they allow individuals and families to achieve a variety of tasks at home. Families can use word processing programs for homework, spreadsheets to manage bills, and the Internet for social networking and entertainment. While students can use computers at home, and adults at work, the convenience of being able use a computer at home is a great advantage in itself. Many businesses also allow their employees to work from home via computer, thus saving travel expenses to and from the office, as well as saving company resources. Disadvantages With use of the Internet for online shopping and Internet banking, home computers offer the potential for identity theft. If you share your information online, such as your name, address, phone number or banking information, then there always is a chance that your information is at risk. This is an important consideration to make if you plan on using your home computer to access the Internet. The technology industry is constantly changing and evolving, and technology can become outdated quickly. If you are only looking for a system that will get you online and let you do basic tasks, then this is not as much of a concern. If you are looking for a comprehensive gaming system or one that can handle a variety of tasks at once, then it can become expensive to keep up with the latest hardware advances, making some computer systems a money drain.

Case Study the Virgin Group Essay

PROBLEM: * The Virgin Group is so unrelated diversified that it has been criticized by some commentators because it has become an â€Å"endorsement brand that could not always offer real expertise to the businesses which it is associated†. So the real question is â€Å"Can The Virgin Group be good/successful in every business it gets into?† â€Å"Are they really adding a real value to each business/customer? * What will happen if a customer has a bad experience with any of the product lines of the Virgin Brand? Would that influence this customer to never try again another line of this brand? Some commentators have found a big risk with Virgin’s approach stating that: â€Å"The greatest threat is that Virgin Brand may become associated with failure†. Can that be possible? * Richard Branson’s is associated with the Virgin Brand, this sure has been the key to the success of this company, but can also his image fire back toward the Virgin brand if he g ains a bad reputation? What can be the consequences? FACTS: Organizational: * The Virgin Group is one of the UK’s largest private companies. (S) * The Virgin Group included in 2006, 63 businesses such as airlines, health clubs, music stores and trains. Also included Virgin Galactic which promises to take passengers into the sub-orbital space. (S) * The personal image and personality of Richard Branson, the founder of the Group is highly bound up with those of the company. (S ,W) * Branson announced in 2006 his plans to invest $3bn in renewable energy. (S) * Virgin’s partnership with cable company NTL, undertook an expansion into media challenging publicy the way NewsCorp operated in the UK and the effects on British democracy. (S ,W) * Virgin was founded in 1970 as a mail order record business and developed as a private company in music publishing and retailing. (S) * In 1986, Virgin was floated on the stock exchange with a turnover of 362.5 million (Euros). (S) * Branson decided to take the business back into private ownership and the shares were bought back at the original price offer, when the price of the shares began to fall and because of the pressure to create short-term profit. (S ,W) * Virgin’s expansion had often been through joint ventures whereby Virgin provided the brand and its partner provided the majority of the capital. I.e.: For cosmetics and clothing Virgin provided 1,000 (pounds), while its partner Victory Corporation 20m (pounds). (S) * Built business with Virgin Mobile, by forming partnerships with existing wireless operators to sell services under the Virgin brand name. The carrier competences lay in network management. Virgin set out to differentiate itself by offering innovative services. (S) * Virgin has been described as a â€Å"keiretsu† organisation. A structure of loosely linked, autonomous units by self-managed teams that use a common brand name. (S ,W) * Virgin Atlantic, which is owned in 49% by Singapore Airways is one of businesses Branson will never sell, despite of the cyclical nature of this business. He included airline businesses such as Virgin Express (European), Virgin Blue (Australia) and Virgin Nigeria in the group. (S) * Branson has reported about withdrawing from the business which more or less can run by itself now, hoping that his son Sam might become more a of Virgin figurehead. At the same time he launched his initiatives in media and fuel. (W) Environmental: * Branson’s public image and special appearances has contributed to the definition and recognisability of the brand. (O) * Virgin is putting up the Capital for Virgin Fuels and is using the brand to attract the attention to the issues and possibilities that the technology offers. (Different from the other business) (O) * In 2005 announced the establishment of a â€Å"quadruple play† media company providing television, broadband, fixed-lined and mobile communications through the merger of Branson’s UK mobile interests with UK’s two cable companies. (O) * Branson describes Virgin as â€Å"a branded venture capital house†. There was no â€Å"group† as such; Virgin was described as a family rather than a hierarchy. (O) * In 2006 Branson explained the basis upon which he considers opportunities: be global in scope, enhance the brand, be worth doing and have an expectation of a reasonable return on investment. (O) * Branson’s engagement with â€Å"greener† fuels has created a debate on measures to reduce carbon emissions from airplanes. (O) * The public flotation of individual businesses rather than the group as a whole has become an intrinsic part of the â€Å"juggling† of finances that underpins Virgin’s expansion. (T) * Virgin argues that its brand research indicated that people who have had a bad experience will blame that particular Virgin company or product but will be willing to use another Virgin product or service due to the very diversity of the brand. (O , T) * In 2000 Strategic Rail Authority Review voted Virgin Rail on 23rd and 24th place among 25 railway operators what had a great negative impact on Virgin Group overall reputation. (T) Values & Aspirations: * The Virgin name was associated with words such as â€Å"fun†, â€Å"innovative†, â€Å"daring† and â€Å"successful†. It was chosen representing the idea of the company being a virgin in every business it entered. (1) * Establish The Virgin Brand as a major global name. (2) * Virgin won an award for the best wireless operator in the UK. (4) * Branson saw Virgin adding value in the three main ways, aside from the brand: Public relations and marketing skills, its experience with Greenfield start-ups; and Virgin’s understanding of the opportunities presented by â€Å"institutionalized† markets. (3) * Each company is â€Å"ring-fenced†, so no company had no rights over the assets of another; providing not only financial protection, but also to a business ethic aspect. (5) * The increasing conformity between personal interest and business activities could be discerned in the establishment of Virgin Fuels. Branson has stated that by using non-oil-based fuels a Second Gulf War can be prevented. (7) * The line between personal conviction and business interests is everyday more thin. (6) KEY ASSUMPTIONS: * Branson’s taste for his brands of business remains undimmed so will surely continue this way. He has grown his business using the Unrelated Diversification Strategy, which is based in entering new businesses sectors outside the core activities; such as travel, telecommunications, trains, cosmetics. * He will continue investing in â€Å"Green companies† producing ethanol and cellulosic ethanol fuels in competition with the oil industry. He has already started to Go Green, so surely all his companies will follow this new eco-friendly trend. * Branson’s son may be taking the lead of the company in the future. His statements toward leaving the company in the future and let his son take the lead may be to prepare his entire workforce for this moment. * Even though the Virgin Brand is powerful, Branson’s image is strongly related to the company, so if he decides to go, will the next person in charge be able to maintain the same cultural organisation that has identified this company till now? * To be part of the World history, by becoming the most powerful Brand and Company, not only of the UK, but also Europe and make many other businesses in other Continents. * Become a leader of non-oil industry. His high investment in this area confirms his seriousness about this issue. * Continue investing on more R&D in new and innovative technologies in order to expand the company’s position in entertainment and telecommunications market. He is already the leader in the mobile service due to correct strategy and implementation. * Virgin Galactic may become the leading company to send humans to space, making this company be part of the Humankind History. SOLUTIONS: * So far Branson’s strategy has leaded him to success. He must continue making new alliances and also to strengthen the ones that have been made so far. The strategy used by the Virgin Group, based on Unrelated Diversification has been the key element of success of the company. This strategy has created a unique culture and corporate structure needed to build a strong competitive advantage. * The investment of new R&D technologies may make the difference for this company’s future. It has the potential to become a Giant in the IT area. * Continue gaining competitive advantage over the market by identifying themselves as the fun, playful and innovative company they have been so far. This marketing campaign has helped Virgin Brand to gain loyal customers. * Expand the Virgin Brand into new continents. Select another target markets in the Asian and African continents where surely can form alliances with local markets and gain competitive advantage by the strong growth potential.

The second danger is for the people of Alabama

Alabama faces two problems regarding race relations. One is tiring of the work just as the blonde girl in the old joke, who swims half-way across a lake, declares she is too tired to make it all the way, and then swims back to the side she started on. If the residents of Alabama grow tired of progressing, they too, might someday end up back where they started. The labor of generations, then, would be wasted.The second danger is for the people of Alabama to believe that enough progress has been made. It is easy to think of one's own generation as the most advanced in all of time. Yet, a look back at history shows that previous generations felt the same way. An examination of the attitudes and actions of the progressives in the past sheds some light on how far Alabama has come and how far it might still need to go.Many people today portray slave masters as wicked, violent men, who beat their slaves constantly and neglected their needs. This is not a completely accurate picture. Indeed, former Alabama slave Alice Gaston[i] (Gaston, 1941, p. 1) in a 1941 interview with Robert Sonkin the following:All the white folks that know me, they treats me nice. And if I want anything, I'll ask for it. I was taught in that a way by my old master. Don't steal, don't lie, and if you want anything, ask for it. Be honest in what you get. That was what I was raised up with. And I'm that a way today.Another former slave, Isom Moseley also said that he’d worked for, â€Å"might good white folks.† (Moseley, 1941) He remembered the white people having shoes for the children and the elderly.   Similarly, former slave Joe MacDonald recalled that his master had made sure he was educated, so that he would be treated well by other white people, once the master and his wife had â€Å"died and gone to heaven.† (MacDonald, 1940)One slave owner fathered a child by a black woman. Instead of denying his paternity, James T. Rapier’s father acknowledged him and hired a private tutor to educate him in secret, because Alabama law, at the time, did not allow blacks to be educated.[ii]   Rapier elected to the forty-third congress in 1873 as a republican.Yet, in some parts of the state, slaves were treated very badly – particularly in the earliest years. In 1824, slaves in Montgomery outnumbered whites. Around half of Alabama’s heads of household were slave owners.As the number of slaves in Alabama increased, so did per capita wealth. Indeed, in 1930, per capita wealth was $700, which was unmatched by any other part of the country.[1] These factors lead many whites to fear black insurrection. If Alabama blacks rose up against whites, the outnumbered whites might not be able to stop them.Therefore, many feared for their lives. Others feared losing their fortunes. If blacks were freed, once great southerners would have to compete with industrialized northerner families in the American economy. It would be extremely hard for them to compe te. [iii]White fear lead to increased oppression. While, for a time, there were free blacks in Alabama, the government chased them out in 1839. An article from The New-Yorker in 1839 declares, â€Å"By a law of the last session of the Alabama legislature, all free persons of color who remain in the state after the 1st of August next are to be enslaved.†[iv]If a similar ruling were made today, the newspaper editors would call for public outrage. In 1839, the note is simply followed by a warning about yellow fever in New Orleans. Clearly, neither the government, nor the media thought of blacks as equals.Yet, while the Alabama legislature tried to rid the state of free blacks, it also ruled, in 1852, that owners must properly clothe their slaves. According to Mary Jenkins Schwartz, however, the law was not enforced and frequently broken.[v] Jenkins states that because owners would not follow the law, slaves who had children had a difficult time keeping their children warm. Indee d, she says, on one Alabama plantation, mothers would cut holes in gunny sacks to clothe their sons and daughters.[vi]Slaves were treated on many plantations as animals. Jenkins reports that many slept on hay. Children were given blankets of inferior quality and expected to share with one another. Children who did not work in the fields on one plantation, were not given food allowances.Therefore their parents would have to catch animals like rabbits and raccoons to feed them. Indeed, says Jenkins, some children would look forward to working in the fields because they would be able to earn food for themselves to stop their hunger.[vii]The fact that plantation owners thought of slaves just as people think of animals is also evinced by a number of documents from Alabama in the 1800’s. For instance, in 1852, a Parks Landing plantation owner offered a reward of fifty dollars for the return of his runaway slave, Stephen. It reads like a lost pet poster. The plantation owner describ es his slave as, â€Å"A fine looking negro† who is â€Å"between twenty-five and thirty years of age,† â€Å"about six-feet high,† â€Å"copper-colored,† with a â€Å"high fore-head†. [viii][1] Jenkins reports that slave owners would use this to tempt slaves into putting their children to work in the fields. Those who did would receive, â€Å"one frock apiece.† One boy, who worked carrying water for workers, earned a shirt, two pairs of pantaloons and shoes.[i] Alice Gaston.   â€Å"Interview with Alice Gaston, Gee's Bend, Alabama,† Voices of Slavery. Library of Congress.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Washington, D.C. 1941. [ii] Eugene Feldman. â€Å"James T. Rapier, Negro Congressman from Alabama,† The Phylon Quarterly. Vol 19. No. 3    1958. [iii] Clayton W. Williams â€Å"Early Ante-Bellum Montgomery: A Black-Belt Constituency,† The Journal of Southern    History, Vol. 7, No. 4. Nov. 1941. [iv] â€Å"Free Negro es in Alabama,† The New Yorker. Sep. 14, 1839; 7 26. P. 411[v] Mary Jenkins Scwartz. Born in Bondage: Growing up Enslaved in the Antebellum South. (Harvard: Harvard University Press, 2000). [viii] Levi Parks. â€Å"Poster offering fifty dollars reward for the capture of a runaway slave Stephen,† American Memory. Library of Congress. Washington, D.C. 1852.

Masculinity in Waiting for Godot

Abstract This paper aims to explore the theme of masculinity in Beckett's Waiting for Godot. The main objective of this paper is to identify the experiences of male characters through which they try to keep their masculinity alive in Beckett's play. It is quite clear that male characters are constantly dominant in the plot structure of the play without any female character. Beckett has politically highlighted masculinity in his play while making the women absent and through other different traits. Although, there are many male characters but the proper hegemonic masculinity is clearly presented by only one male character, Godot. Because, we find that people are waiting for Godot to help them and the depiction of Godot's physical appearance by boy also gives us the hint of Godot's hegemonic masculinity. We also find male characters who are submissive.So, we can say that masculinity is a dominant theme of this play. But there are different kinds of masculinity such as hegemonic masculinity, submissive masculinity, immature masculinity and beside all this lost of masculinity is also cut and clear in Beckett's Waiting for Godot.keywords: Masculinity, hegemonic, submissive, immature, physical appearance, Godot, lost. DISCUSSION Before starting an analysis of this topic, masculinity requires definition. According to OED, masculinity is defined as â€Å"having the quality of being masculine† and OED defines â€Å"masculine† as â€Å"having the qualities or appearance considered to be typical of men.† In the same book, the word â€Å"strong† is used for masculine and according to my point of view this word â€Å"strong† is suitable here for masculinity. Because, I want to explore masculinity in the sense of â€Å"power† as well as â€Å"strongness† in â€Å"Waiting for Godot.† All the characters of Beckett's play are male and they are having the quality of being masculine. So, in this context we can say that there is an obvious theme of masculinity in Beckett's â€Å"Waiting for Godot.† But when we try to analyse Beckett's male characters from the percpective of aforementioned word â€Å"strongness† then we find confusion. Because, we can say that all his characters in â€Å"Waiting for Godot† are masculine but we cannot say that all the male characters are powerful. So, here we find â€Å"masculinity† of this play divided into two traits which are â€Å"hegemonic masculinity† and â€Å"submissive or immature masculinity.† First of all, I would like to discuss â€Å"hegemonic masculinity† in this play while analysing different characters such as Godot and Pozzo in the play, who possess hegemonic masculinity. According to R.W. Connell's gender order theory, hegemonic masculinity is defined as practice that legitimizes men's dominant position in society. (Connell). Godot is a hegemonic masulinity in the play though it is a fact that Godot remains abscent throughout the play but still we can say that he is a powerful male being. As we see that the two characters Vladimir and Estragon constantly wait for the arrival of Godot as he is someone who would help them to come out of their difficulities. Estragon: Let's go.Vladimir: We cannot.Estragon: Why not?Vladimir: We are waiting for Godot. (Beckett, 66-68)These same dialogues are repeated by these two characters time and again. Their wait for Godot and the qualities of Godot gives us the hint of Godot's hegemonic masculinity.Estragon: What do we do now?Vladimir: Wait for Godot. (Beckett, 63) And this is their routine though they know that Godot doesn't come at the end but still they are bound to wait for him. It seems that they are unable to leave without meeting Godot. Estragon and Vladimir wait for Godot daily at a specific place but for the whole day and this thing gives us the sense to precieve Godot as an authoritative figure. Vladimir: Tied?Estragon:Ti-ed.Vladimir: How do you mean tied?Estragon:Down.Vladimir: But to whom. By whom?Estragon:To your man.Vladimir:To Godot? Tied to Godot? What an idea! No question of it. For the moment. (Beckett, 20-22)In Act 2, Beckett has given the description of Godot's physical appearance by the boy. Godot's physical appearance also shows his hegemonic masculinity as we are told that Godot is a character with white beard and this gives us the peculiar essence of an authoritative figure. Vladimir: Has he beard, Mr. Godot? Boy: Yes, sir.Vladimir: Fair or †¦(he hesitates)†¦ or black? Boy: I think it's white, sir. (Beckett, 92)Although, it is a fact that Godot does not arrive in the play and many critiques argued his abscene as a lost masculinity. Jeffers in his article † Lost Masculinity in Waiting for Godot and Endgame† claimed:†Godot's constant absence shows the impossibility of a return of the masculine authoritative tradition.† (Jeffers, 95-96)Although with this fact of Godot's constant absence, we cannot compeletly claim that Godot is not an authoritative figure and still this is a fact that Godot is a hegemonic masculinity.We have another character who tries to show his hegemonic masculinity and to some extent he is successful in presenting himself as a powerful figure. Pozzo is the master of Lucky, he is a landowner and the way he treats his slave shows his power. In this play, it is Pozzo who has things to eat and in the very first act he ate chicken and then threw its bone. When Estragon asked him to have that bone just to lick, Pozzo says that Estragon should ask it to Lucky because it is Lucky's right to have the bones of Pozzo. He is trying to impose himself as God and Pozzo tries to show his superiority in different ways, when lucky refused to have bones, he says:Pozzo: I don't like it. I've never known him refuse a bone before. (Beckett, 27)While talking with Estragon and Vladimir, Pozzo talks about his superiority and according to him he is â€Å"made in God's image†(23). At one place, Pozzo asked them if they want money from him. So, all these traits present him as a hegemonic masculinity or an authoritative figure, he shows a natural sense of authority and he considers everybody his subordinates.† As he comes on stage for the very first time, Pozzo exudes the natural sense of authority that puts all other characters on stage in a subordinate position to him.† (Wright, 18) But as the play moves on, we see Pozzo as a â€Å"blind† character in act 2. With this sudden blindness, he has the sense of authority as we see that even after his blindness he mal-treats Lucky as well as his language with Lucky. Pozzo's sudden blindness also gives us the hint of his immature masculinity.† Though emulating a Godot-like authority, Pozzo's masculinity ultimately fails to maintain a consistent hegemonic status because of the matrix of power that forces all within it beneath Godot in a hierarchy.† (Wright, 1-24) We cannot totally disagree with this statement because what Wright has said is truth. Although, Godot and Pozzo are shown as powerful figure but the unstable power of Godot appears with his constant absence and Pozzo's sudden blindness. I am not completely agreed with the aforementioned statement because even with their defects still they have the aura of authoritative figures which remain throughout the play.As in this part I am discussing hegemonic masculinity in Beckett's â€Å"Waiting for Godot.† So, I would also like to analyse Vladimir and Estragon's character in this context. It is clear that the other characters do not share the sense of proper hegemonic masculinity but still at some places we observe that Estragon and Vladimir control eachother just to get the sense of hegemonic masculinity. Vladimir is a male figure who tries to consolidate his hegemonic masculinity while controling Estragon whereas Estragon can only show his power over the boy. This mutual dependency and to control eachother is just to get the sense of hegemony which gives us to the sense of immature masculinity of the characters. As there is hegemonic masculinity in the play so we also find dominant theme of immature masculinity through different characters in this play. According to Oxford Dictionary dictionary, the word â€Å"immature† suggests â€Å"to behave in a way that is not sensible and is typical of people who are much younger†(Pg 761). Estragon and Vladimir's characters are best examples of this immature masculinity. Their constant wait for saviour in the shape of Godot shows their immature masculinity. Both these characters wait for Godot without any given reason and they do not give up even with Godot's constant absence from the stage. Their inaction and inability to do anything put a stuff to the immature masculinity that they are male or masculine and he is considered the symbol of power but these two characters are powerless and inactive.Vladimir: We are waiting for Godot.Estragon:Ah! what'll we do, what'll we do!Vladimir: There is nothing we can do. (Beckett, 68) They themselves are unable to do anything but they are in vain hope to get help from Godot. Side by side this vain hope for saviour, they are mutually dependent on eachother and they could leave or live alone. Even, these characters themselves do not know why don't they live without eachother. It is their weird attitude which makes them insensible. In the first act, Vladimir says Estragon that he could not defend himself that's why he does not live away from him.Estragon: You see, you feel worse when i'm with you. I feel better alone, too.Vladimir :Then why do you always come crawling back? Estragon: I do not know.According to Wright in his article â€Å"Gender and Power in Waiting for Godot†:†Each character is unable to maintain a dominant power-position, masculinity throughout this play is atrophied and impotent— and thus each character's position within a larger framework of gender and power is consistently unstable.† (Ryan Wright,1-24) To some extent, he is quite right in his statement because the unstable and immature masculinity of some characters is quite clear. Estragon and Vladimir have submissive masculinity with insensibility. One of the critic argued:† As two main characters like Vladimir and Estragon useful purpose in their lives and their conversation to each other is purposeless and their conversation have no positive meaning.† (Bari, Mansoor, Alia, 312-315) Estragon is a male figure who is more submissive than that of Vladimir because it is Estragon who picks up the chicken ones to lick which are thrown by Pozzo and he is even ready to take money from pozzo. Whereas, Vladimir is also submissive as we see that he submits his masculinity infront of Godot's character and remains inactive throughout the play. Their weird attitudes and absurd discussion show their immaturity in the play. Even the boy who was sent by Godot was also submissive in front of Estragon and Vladimir. Lucky is also a clear example of submissive character. When Estragon asked about Lucky's not putting the bag down, Pozzo said:† Has he not the right to? Certainly he has. It follows that he doesn't want to. There is reasoning for you.† (Beckett, 31) The element of homosexuality in the play also throws an ample light on the submissiveness of characters. We can precieve Vladimir as a male character while on the other hand Estragon as an effiminate character. Their relationship seems to be the relationship of husband, wife. Both these characters are almost submissive and dependent on eacother.Immature masculinity at once becomes very clear when both Estragon and Vladimir start playing like children. At one place, Vladimir suggests Estragon to mimic Pozzo and Lucky and all these habits are quite childish of younger persons. The sudden defects of characters show the immaturity of male figures, as Pozzo was blind in second act and Lucky was dumb without any provided reason. The absurd way both the characters talk to eachother as well as we observe throughout the play that Estragon and Vladimir are in the habbit of forgetting things. This habit is more clear in Estragon's character, the uncertainity and delibrate forgetfullness. It seems that Estragon himself doesn't want to remember things as Estragon says time and again † I don't Know†(66).There is some sort of paradox in this play as well. Man who is considered to be a powerful and strong figure, here we see him as a fearful, afraid and coward being. Both Estragon and Vladimir could not live alone without eachother. They are so afraid of living alone that they could not live even they want to. Neither of them actually wishing to be apart from eachother. They are men but they are behaving like little chickenhearted children. Even there are dialogues which give us hint that they try to drift apart but they are actually unable to do so. Vladimir :I am glad to see you back. I thought you were gone forever.Estragon :Me too. (Beckett)Masculinity is also present in the shape of violence and this is the isolation that whenever one tries to go near somebody else, he is violently treated by the other. And this thing is quite clear where Lucky hits Estragon. When Estragon goes near Lucky, it is Lucky who violently push him away.† Here Estragon approaches Lucky and makes to wipe his eyes. Lucky kicks him violently in the shins. Estragon drops the handkerchief, recoils, staggers about the stage howling with pain.† (Beckett) We can associate this submissive masculinity with the life of Beckett. Beckett was an Anglo-Irish and the people had to submit their masculinity infront of the British. Jennifer M. Jeffers wrote in â€Å"Traumatized Masculinity and Beckett's Return† that:†The Ireland that Beckett knew as a boy had vanished and the only return possible was through his writing.† (Jeffers, 10)In this play, Beckett's main male characters are submissive and inactive and the reason behind this is the history which Beckett has tried to present in his play. As the masculine figures of Ireland had to submit their masculinity in the hands of the British. And it was the lost masculinity in Ireland, Beckett who was an Anglo-Irish, presented this hegemonic masculinity, lost masculinity and submissive masculinity in his play â€Å"Waiting for Godot.†Ã¢â‚¬ My argument from chapter to chapter is that Beckett texts are grounded in his personal experience of what was literally erased from â€Å"official† historical record.† (Jeffers, 1-10) Through these arguments it is clear that Beckett has presented different types of masculinity in this play while presenting six male characters without any female character.Many feminist critiques argued that there is politics of beckett behind not presenting female characters. Masculinity is so strong in his play that he even didn't use the word of woman or female for a single time.Conclusion:So, we can say that masculinity is the dominant theme of this play with only male characters. Thus, the aforementioned arguments clearly show us that masculinity is present but in different traits as hegemonic masculinity, submissive masculinity, immature masulinity, lost of masculinity as well as homosexuality in masculinity and all these types of masculinities are shown by six male characters who are in relationship with eachother in different ways. It can be also said that Beckett had tried to present history of Anglo-Irish males who were dominated by the British during colonization.† Beckett's waiting for Godot stage Western masculinity in order to enact the failure of Western patriarchy.† (Jeffers,9). Work CitationBeckett, Samuel. (1956). Waiting for Godot. faber and faber limited. Pp: 9-94.Jeffers, Jennifer M. (2009).â€Å"Traumatized Masculinity and Beckett's Return.† Beckett's Masculinity. St. Martin's Press LLC, New York. Pp: 9-37.Wright, Ryan. (2016).â€Å"Gender and Power in Waiting for Godot.† The Oswald Review: An International Journal of Undergraduate Research and Criticism in the Discipline of English. vol. 18: iss. 1, Article. 3. Pp: 5-28.Khan, Abdul Bari, Hafiza Sana Mansoor,; Huma Alia. (2015).â€Å"The Impact of Absurdism in Waiting for Godot.† International Journal of Multidisciplinary Research and Modern Education. vol. 1, iss 2. Pp: 312-315.Jeffers, Jennifer M. (2009).â€Å"Embodying Lost Masculinity in Waiting for Godot.† Beckett's Masculinity. St. Martin's Press LLC, New York. Pp: 95-118.Hancock, Mark, Michael Ashby. (2015).Oxford Advanced Learner's Dictionary. Oxford University Press. ed. 9. Pp: 1-930.Beckett, Samuel. (1982). Waiting for Godot. Grove Press, New York. print.