Woman in Ken Keseys One Flew Over The Cuckoos Nest Essay

Ken Kesey’s One Flew Over The Cuckoo’s Nest is a book in which he dealt with the issues of racism, sex and authority that is going on in a mental institute. In the novel, the women are depicted as the power figures who are able to significantly manipulate the patients on the ward. There are four ways of Ken Kesey’s using of â€Å"woman† as a subject: Superiority of male sexuality over female authority, matriarchal system that seeks to castrate men in the society, mother figures as counterpart of Big Nurse and â€Å"Womanish† values defined as civilizing in the novel. Over centuries women have been objectified, meaning they have been treated as objects valued mostly for their physical attributes, rather†¦show more content†¦So. Does anyone care to touch upon this subject further?† and McMurphy, holding his hand up, asks for permission to speak and says â€Å"Touch upon what?† and Nurse Ratched in a shocked way says â€Å"W hat? Touch-† and adds â€Å" Touch upon the subject of Mr. Harding’s problem with his wife.† And McMurphy says â€Å"Oh. I thought you mean touch upon her - something else.†(44). Speaking of breasts, McMurphy usually asks Big Nurse’s breast size, â€Å"the actual inch-by-inch measurement†, and he collapses her authority when she feels it’s topmost: â€Å" [...] then destroyed her whole effect by asking something like did she wear a B cup, or a C cup, or any ol’ cup at all?†(176-7). So, as we can understand, McMurphy’s insulting manners to get over her dominion includes men sexuality with his fifty to position cards, his pride in having had a voracious fifteen-year-old lover and his Moby-Dick boxer shorts, clashes with the sterile and sexless ward that Nurse Ratched tries to maintain. The â€Å"fear† of women is one of the novel’s most central features. As most of the male patients in the novel have been damaged by relationships with overpowering women. The hospital, run by women, treats only male patients, showing how women have the ability to emasculate even the most masculine of men. The narrator of the novel, Chief Bromden, witnesses theShow MoreRelatedSexism/Racism in One Flew over the Cuckoos Nest1542 Words   |  7 Pagesmust Explain this, I payed little attention to the novel and movie, but this Essay will more then likley get you a C or a B, Depending on if you make changes to the paragraph that starts with The portrayal of woman in One Flew over the Cuckoo’s Nest is in a way, a role reversal. The Woman are strong, leaders and feed off the power they possess as the men are weak, passive-non aggressors who get ordered around and (until the introduction of McMurphy) have no say in what activities or what happensRead MoreGender Issues in One Flew over the Cuckoos Nest Essay examples736 Words   |  3 PagesA.P. 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This is the environment the patients at an Oregon psychiatric hospital in Ken Keseys One Flew Over the Cuckoos Nest (1962) experienced before the arrival of a new patient. Chief Bromden, who is presumably deafRead More Ken Keseys One Flew Over the Cuckoos Nest Essay1199 Words   |  5 PagesKen Keseys One Flew Over the Cuckoos Nest The theme of this story â€Å"One Flew Over The Cuckoo’s Nest† according to Daniel Woods is â€Å"Power is the predominant theme of Ken Keseys One Flew Over The Cuckoos Nest: who holds power, who doesnt, who wants it, who loses it, how it is used to intimidate and manipulate and for what purposes, and, most especially, how it is disrupted and subverted, challenged, denied and assumed† (http://www.gradesaver.com/ClassicNotes/Titles/cuckoosnest/essays/essay1Read MoreThe Role of Men and Women in Ken Keseys One Flew over the Cuckoos Nest1181 Words   |  5 Pagesall aspects of life. While this may be an appealing notion, it is nonexistent in society. 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Factors of Bullying Free Essays

string(58) " parental violence and non-exposure to parental violence\." Bullying: The identify technique and its major risk factors Dr. Kasetchai Laeheem1, Dr. Metta Kuning2, Dr. We will write a custom essay sample on Factors of Bullying or any similar topic only for you Order Now Nittaya McNeil2 1. Department of Educational Foundation, Faculty of Liberal Arts, Prince of Songkla University 2. Department of Mathematics and Computer Sciences, Faculty of Science and Technology, Prince of Songkla University. Abstract The purpose of this study was to study the technique for identifying bullying outcomes, and to investigate the risk factors associated with bullying behaviour at Pattani primary schools, southern Thailand. A cross-sectional survey was conducted among 1,440 students. Descriptive statistics, Pearson’s chi-squared test, and logistic regression were used for data analysis. In this study, factor analysis and standardized score techniques were used to identify bullying outcome. It was found that 301 (20. 9%) students could be identified as a bully. Witnessing parental physical abuse and preference for action cartoons were major risk factor for bullying others. Students having parental physical abuse experiences were more likely to bully others than were those who had never witnessed parental physical abuse (odds ratio 7. 11, 95% confidence intervals 5. 6-9. 60). Students who preferred action cartoons tended to bully more than did students who preferred comedy cartoons (odds ratio 2. 96, 95% confidence intervals 1. 99-4. 43). Key words: bullying, cartoon, factor analysis, parental physical abuse, risk factors The 2nd International Conference on Humanities and Social Sciences April 10th, 2010 Faculty of Liberal Arts, Prince of Songkla University Beliefs – Literature – Lifestyle_002 1 1. Background and significance of problem Bullying behaviour in primary schools is well-known to students, parents, teachers and educational personnel. School bullying is a serious problem which affects students’ quality of life, inflicting psychological, emotional, and physical damage and occurs throughout the world. School bullying can be defined as any negative actions repeatedly inflicted by a stronger student or student gang toward another student (Olweus, 1999). This negative action must be deliberate and carried out with the intent of causing harm to the victim (Farrington, 1993). Bullying might be classified in a variety of ways including physical assaults and psychological or emotional or verbal harassment. Beale (2001) explained that physical bullying is action oriented and intended to intimidate or physically hurt the victim through pinching, pushing, kicking, and hitting, while verbal bullying is using words to humiliate or hurt someone’s feelings through teasing, insulting, or threatening behaviour. The major reasons that children bully others are to enjoy exercising power and status over their victims, boredom, jealousy, attention seeking, showing off, anger, revenge, and selfprotection (Besag, 2006). In this way, bullying eases the way for children to be drawn into a path of delinquency, vandalism and criminality (Junger, 1996). The targets or victims of school bullying are at risk of a variety of negative outcomes. They are more likely than nonvictimized children to become anxious, insecure, lonely, depressed, to be rejected by their peers, drop out of school, feud, or decide to protect themselves by carrying guns/weapons to school (Craig, 1998). There are many causes of bullying, such as domestic violence (Baldry, 2003), preferring cartoon violence (Blumberg, et al, 2008), older students (Wolke et al, 2001), and boys (Mouttapa et al, 2004). Studies have indicated that 38% of students in Netherlands (Veenstra, 2005), 30% in Nigeria (Egbochuku, 2007), 22% in Italy (Gini, 2008), 21% in Canada (Hawkins et al, 2001), 20% in Malaysia (Wan Salwina et al, 2009) and 42% in Thailand (Tapanya 2006). This study aims to study the technique for identifying bullying outcomes, to investigate the prevalence of bullying and the risk factors associated with bullying in Pattani primary schools, southern Thailand. By identifying students who are likely to bully others, educational authorities can introduce better strategies for reducing and preventing this problem. 2. Objectives 2. 1 To study the technique for identifying bullying outcomes 2. 2 To estimate the prevalence of bullies at primary schools in Pattani, southern Thailand 2. 3 To analyze the risk factors associated with bullying, in Pattani primary schools 3. Technical terms The 2nd International Conference on Humanities and Social Sciences April 10th, 2010 Faculty of Liberal Arts, Prince of Songkla University Beliefs – Literature – Lifestyle_002 â€Å"Bullying† has traditionally referred to a person’s actions to cause physical or psychological harm to another person. Physical bullying is the most visible and easily identifiable form of bullying. It might take the form of a kick, hit, bite, push, throw of something at someone, bite, or pinch. Psychological bullying includes name-calling, insulting the victim ’s name, appearance, economic status, academic achievement, or parent’s occupation, or making negative statements about a victim’s physical disability. 4. Framework of the study Determinants School factors School type School location Demographic factors Gender Age group Environment factors Parental physical abuse Preference of cartoon type Number of close friends Outcome Bullying behaviour 5. Research methodology 5. 1 Study design and sampling technique This study used a cross-sectional study design involving interviews and surveys of primary school students attending school between November 1, 2005 and March 31, 2006. The participants were selected by using a multi-stage sampling method. The first stage involved selecting school location by using purposive sampling, with the criterion being a cluster of four types of school (public school of Basic Education Office (B. E. O. ), public school of municipalities, Islamic private school, and Chinese private school). Pattani City was selected as the urban location and Saiburi district as the rural one, because these were the only two districts that met the school-type cluster criterion. In the second stage, public schools were selected by simple random sampling and private schools were selected by purposive ampling (there was only one of each such school in each district). Finally, participants in each school grade were selected by using a systematic sampling technique which was done proportionate to population size across each class; choosing every 4th seat number where there was a single class in a grade and every 6th seat number where there was more than one class in a grade. Sample size calculations followed an Italian study of bullying (Baldry, 2003) and were based on the main outcome and exposure to parental violence and non-exposure to parental violence. You read "Factors of Bullying" in category "Papers" The prevalence of bullying by the Italian primary school students in the ‘nonThe 2nd International Conference on Humanities and Social Sciences April 10th, 2010 Faculty of Liberal Arts, Prince of Songkla University Beliefs – Literature – Lifestyle_002 3 exposure to parental violence’ group was 45. 7%. This information was then used to calculate the required sample size for this study, obtaining an estimate by substituting ? = 0. 05, 1-? = 0. 2, OR = 1. 344 so Z? /2 and Z? are 1. 96 and 0. 84 respectively, r = 1 (ratio of non bully to bully subjects), p2 = 0. 6 (prevalence of bullying in non exposure to parental violence group), p = 0. 50, p1 = 0. 53, into a formula for sample size given by the following (McNeil, 1996), namely ? ? Z? / 2 ? ? 1 ? 1? + Z? ?1 + ? ? r ? p (1 ? p ) ? 1 1 ? + p1 (1 ? p1 ) rp 2 (1 ? p 2 ) ? ? 2 n1 = (InOR) 2 Where p1 = p2 p + rp2 , and p = 1 p2 + (1 ? p2 ) / OR 1+ r This gives n1 = n2 = 719. It was thereby concluded that a minimum sample size of 1,438 was required for this study. 5. 2 Data collection Verbal consent to participate in the study was obtained from students after assurance of confidentiality was given to individuals and group administered. The collection assistants were teachers in target schools, who volunteered to participate and were studying for a Graduate Diploma in Professional Teaching at Yala Islamic University. These teachers were trained in the interviewing techniques and the details of the questionnaire. They were asked to take care not to rush through the questionnaire and also to record responses accurately. The teachers interviewed students in the classroom after permission was granted by the school principal. Each individual was interviewed with grades 1 to 3 students. Interviewed lasted approximately 20 to 30 minutes. Group administered (narrated) surveys of grades 4 to 6 students took approximately 40 to 60 minutes. With older students, the interviewer read the instructions to them and then allowed the student to write their own responses. Most of these responses were uncomplicated and involved just ticking a box. 5. 3 Data management and statistical analysis The data were analyzed using Webstat (a set of programs for graphical and statistical analysis of data stored in an SQL database, written in HTML and VBScript), and R program Factor analysis was first conducted to identify possible factors for future analysis. Descriptive statistics were calculated as measures of the prevalence of bulling. Pearson’s chi-squared test was used to assess the associations between the outcome and the various categorical determinants. Logistic regression was used to estimate the relative odds of having bullied others, for risk factors. 6. Conclusions The 2nd International Conference on Humanities and Social Sciences April 10th, 2010 Faculty of Liberal Arts, Prince of Songkla University Beliefs – Literature – Lifestyle_002 4 6. Identifying bullying outcome The technique for identifying bullying outcome in this study is using statistical method; factor analysis and standardized score as follows. The first method involved an exploratory factor analyses using maximum likelihood method with varimax rotation, eigenvalue greater than one, and item loadings greater than 0. 30. Factor analysis resulted in the identification of four types of bullying: a serious physical bullying factor comprising â₠¬Ëœkick’, ‘hit’, and ‘bite’, a minor hysical bullying factor comprising ‘push’, ‘throw something at’, ‘beat’, ‘pinch’ and ‘scold’, a psychological bullying by maligning a parent factor comprising ‘insult parent’s occupation’, and ‘insult parent’s name’, and a psychological bullying by maligning the student factor comprising ‘insult students appearance’ and ‘insult students economic status’, as listed in Table 1. In the second method, the new scores for four types of bullying were calculated by using discrete scores to compare with the criteria that were adapted from a Likert rating scale: loadings 0. 00-0. 25 scored as 0, 0. 26-0. 50 scored as 1, 0. 51-0. 5 scored as 2, and 0. 76-1. 00 scored as 3. The resulting new scores were thus as follows: kick, hit, and bite: 3, 3 and 1, respectively; push, throw something at, beat, pinch and scold: 3, 2, 2, 1 and 1, respectively; insult parent’s occupation: 3 and insult parent’s name: 1; and insulting students appearance is 3 and insulting students economic status: 1. The resulting new scores are listed in Table 1. Factor loading Psychological Bullying behaviour categories Serious Minor bullying (Maligning physical Physical parent) bullying bullying Kick 0. 822 (3) Hit 0. 825 (3) Bite 0. 380 (1) Pinch 0. 783 (3) Beat 0. 587 (2) Throw something at 0. 07 (2) Push 0. 458 (1) Scold/ name-calling 0. 366 (1) Insult parent’s occupation 0. 878 (3) Insult parent’s name 0. 399 (1) Insult economic status Insult appearance Eigenvalue 1. 85 1. 77 1. 21 Variance explained 15. 4% 14. 7% 10. 1% Note: Number in the ( ) is resulting new scores for each type of bullying Psychological bullying (Maligning student) 0. 765 (1) 0. 448 (1) 1. 01 8. 4% Table 1: Factor loading scores and resulting new scores for each type of bullying The 2nd International Co nference on Humanities and Social Sciences April 10th, 2010 Faculty of Liberal Arts, Prince of Songkla University Beliefs – Literature – Lifestyle_002 In the third method, the total scores for each type of bullying were calculated by using new scores for four types of bullying. The resulting total scores are thus as follows: serious physical bullying (scores 0-7): (3*hit) + (3*kick) + bite; minor physical bullying (scores 0-9): (3*pinch) + (2*beat) + (2*throw something at) + push + scold; psychological bullying by maligning a parent (scores 0-4): (3*insult parent’s occupations) + insult parent’s names; and psychological bullying by maligning the student (scores 0-4): (3*insult students economic status) + insult students appearance. In the fourth method, the bullying scores were analyzed by combining the total scores for each type of bullying: serious physical bullying (scores 0-7) + minor physical bullying (scores 0-9) + psychological bullying by maligning a parent (scores 0-4) + psychological bullying by maligning the student. The fifth method, transform the bullying scores into Z-scores (standardized to a mean of 0 and a standard deviation of 1). Finally, the students were identified into two categories for bullying, ‘bullied’ or ‘not bullied’. The students who had a standardized score greater than 1 were identified as a bully. 6. Descriptive statistics of bullying and risk factors The distributions of seven determinants in this study involved half of students being from an urban school, 72. 2% were from public school, and 55. 4% were female. Slightly more than one third (34. 5%) were 8 years or less of age, 34. 0% were aged 9-10 years, and 31. 5% were 11 years old or more. Most of s tudents (79. 7%) reported that they had not witnessed physical abuse between their parents. Nearly half (48. 2%) of the students preferred ‘mystery’ cartoons type, 26. 0% preferred ‘action’ and 25. 8% ‘comedy’. Regarding number of close friends, 41. % had 3-5 close friends, 32. 2% had two close friends or fewer and 26. 4% had six close friends or more. In this study, bullying outcome was identified as a dichotomous variables; ‘not bullied others’ (1,139 students) and ‘bullied others’ (301 students). The percentage of students reporting that they had bullied others in school was 20. 9%. 6. 3 Associations between bullying and risk factors The associations between the outcome and the seven study determinants are shown in Table 2. Bullied behaviour Determinants School type Private Public School location Urban Rural Not bullied (1,139) 78. 2 80. 0 82. 5 77. Had bullied (301) 21. 8 20. 0 17. 5 22. 2 Total (1,440) 50. 0 50. 0 0. 7 27. 8 72. 2 0. 399 Chisquared 3. 9 p-value 0. 049* The 2nd International Conference on Humanities and Social Sciences April 10th, 2010 Faculty of Liberal Arts, Prince of Songkla University Beliefs – Literature – Lifestyle_002 6 Gender Female Male Age group 8 yrs or less 9-10 yrs 11 yrs or more Parental physical abuse Not witnessed Witnessed Cartoon type preference Comedy Action Mystery Number of close friends 2 persons or less 3-5 persons 6 persons or more 31. 1 84. 5 72. 4 82. 9 79. 6 74. 4 87. 0 48. 1 86. 5 64. 5 83. 0 80. 6 80. 7 74. 7 15. 5 27. 17. 1 20. 4 25. 6 13. 0 51. 9 13. 5 35. 5 17. 0 19. 4 19. 3 25. 3 55. 4 44. 6 10. 3 34. 5 34. 0 31. 5 213. 5 79. 7 20. 3 66. 9 25. 8 26. 0 48. 2 5. 9 32. 2 41. 4 26. 4 0. 000** 0. 006** 0. 000** 0. 000** 0. 051 * p-value 0. 05 ** p-value 0. 01 Table 2: Associations between bullying and study determinants Table 2 shows that school type, gender, age group, parental physical abuse, and cartoon type were strongly associa ted with bullying. Odds ratio plots of bullying categorized by five different risk factors are shown in Figures 1. Bullying behaviour (Bullying/Not bullying) (Public/ Private) (Male/ Female) School type Witness/ Not witness) Gender Parental physical abuse Years Favorites cartoon type Age (group) Cartoon type Figure 1: Odds ratio plots of bullying categorized by four different risk factors The 2nd International Conference on Humanities and Social Sciences April 10th, 2010 Faculty of Liberal Arts, Prince of Songkla University Beliefs – Literature – Lifestyle_002 7 Figures 1 shows that the students from public schools reported bullying others significantly more often than did students from private schools (OR 1. 35, 95% CI 1. 01-1. 82). More males than females reported that they bullying others (OR 2. 07, 95% CI 1. 59-2. 69). The students who had witnessed physical abuse between their parents were more likely to be a bully than did those who had never witnessed physical abuse between their parents (OR 7. 22, 95% CI 5. 39-9. 67). The students aged 11 years or more were more likely to bully others than students aged 9-10 years and 8 years or less, (OR 1. 49, 95% CI 1. 13-1. 95). The students who preferred action cartoons tended to bully more than students who preferred mystery or comedy cartoons (OR 2. 93, 95% CI 5. 39-9. 67). 6. 4 Logistic regression analysis of bullying Logistic regression was used to examine the association between bullying and risk factors. The results are shown in Table 3 and Figure 2. Table 3 shows the results of the logistic regression analysis after omitting determinants with p-values more than 0. 05 using backward elimination. In this reduced model the four factors least significantly associated with the bullying are omitted. The smallest p-values indicate the factors most strongly associated with the bullying were gender, age group, parental physical abuse and cartoon type. Determinant Gender Female Male Age group 8 yrs or less 9-10 yrs 11 yrs or more Parental physical abuse Not witnessed Witnessed Cartoon type preference Comedy Action Mystery OR 0 1. 87 0 1. 29 1. 89 0 7. 11 0 2. 96 1. 33 (95% CI) p-value 0. 000 (1. 40,2. 50) 0. 000 0. 001 0. 160 0. 000 0. 000 0. 000 0. 000 0. 000 0. 147 (0. 90,1. 85) (1. 33,2. 69) (5. 26,9. 60) (1. 99,4. 43) (0. 90,1. 96) Table 3: Reduced model of association between bullying and risk factors Figure 2 shows the odds ratio plot of the results from fitting the final logistic regression model. It was found that witnessing parental physical abuse was clearly the most strongly associated determinant for bullying others. Students having witnessed parental physical abuse were more likely 7. 11 times to bully others than were those who had never witnessed parental physical The 2nd International Conference on Humanities and Social Sciences April 10th, 2010 Faculty of Liberal Arts, Prince of Songkla University Beliefs – Literature – Lifestyle_002 8 abuse (95% CI 5. 26-9. 60). Preference for action cartoons was also a major risk factor for bullying others; students who preferred action cartoons tended to bully more than did students who preferred comedy cartoons (OR 2. 6, 95% CI 1. 99-4. 43). Among the age groups studied, older students (11+ years) were more likely to be a bully than did younger students (8 years or less); 1. 89 times (95% CI 1. 33-2. 69). Males were 1. 87 times (95% CI 1. 40-2. 50) more likely to have reported having bullied others than were females. Bullying others mystery Cartoon type action comedy Parental physical abuse yes no 11+ Age group 9-10 -8 boy Gender girl 1/8 1 /4 1 2 4 8 Odds Ratio Figure 2: Risk factors of bullying in logistic regression; final model 7. Discussion In this study, factor analysis and standardized score techniques were used to identify bullying outcome; a student with a standardized score more than 1 was identified as a bully. Using an exploratory factor analysis for divided type of bullying is in accordance with a study by Parada et al (2005) in which six factors were found of 36 items. Beran (2005) found four factors of 21 items. Carlyle and Steinman (2007) found two factors. Using a standardized score for identifying bullying in which a student with a standardized score more than 1 was identified as a bully (Scholte et al, 2007; Gini, 2008). In this study, the identifying techniques led to findings that witnessing parental physical abuse and cartoon type were major risk factors for bullying. Witnessing parental physical abuse was clearly the most strongly associated determinant linked to bullying than those who had never witnessed parental physical abuse (7. 11 times more likely). Exposure to parental family violence has been found to be related to negative behaviours of students; the students who had witnessed parental physical abuse were more likely to bully others, when compared to those who had not itnessed parental physical abuse. This is in accordance with the studies of Herrera et al (2001) and Baldry (2003) who all reported that parental modeling of aggression The 2nd International Conference on Humanities and Social Sciences April 10th, 2010 Faculty of Liberal Arts, Prince of Songkla University Beliefs – Literature – Lifestyle_002 9 and violence promotes the development of a child’s negative behaviour; the child might copy the parent’s physical actions and might then become a bully to gain success in their own social interactions. Preference for action cartoons was also highly associated with bullying (2. 96 times more likely). This finding shows that the children who watch action cartoons or cartoon with superhero images were more likely to display aggressive or bullying behaviour. This was consistent with the studies of Kirsch (2006) and Blumberg et al (2008), who argued that cartoon violence may also influence young viewers to transfer violent acts from programs to realworld situations and has a significant additional effect in predicting bullying others. Students often copy the physical actions of parents or of action cartoon characters and so through their life experiences learn to be aggressive. By personally observing others acting aggressively to achieve some goal the children might learn to act aggressively. With this modeling, the child might then become a bully to gain success in his or her own social interactions. This explanation is in line with finding by Larson (2003) and Williams (2007) who found that children use the same aggressive tactics that they observe; they learn to act aggressively when they model the behaviour of violent acts. The children are more likely to copy someone they are looking at, and children have a greater tendency to imitate the modeling of those with whom they have the most contact (Cooke, 1993; Kirsch, 2006). 8. Recommendations 8. 1 Implications of the study This study showed that bullying is a serious problem in Pattani primary schools. Witnessing parental physical abuse and preferring action cartoons were the highest risk factors associated with bullying. Parents are the most important persons in providing leadership and direction for the successful prevention and intervention of bullying. They should provide close attention and talk regularly with their children about their feelings and relationships with friends at school. They should work in partnership with the school to encourage positive behaviour. Moreover, they must have patience, try to avoid using violence, and closely advise and control the cartoon program viewing of their children. Findings from this study should help in the development of prevention and intervention policies in the primary schools and assist educational authorities to introduce better strategies for reducing the problem. School administrators and teachers are the next most important persons for preventing the prevalence of bullying in schools. The school environment should be safe, orderly, and bullyfree. Teachers have to provide positive and mature role-modeling in techniques to students and teach them how to interact with one another. They should develop a program that teaches The 2nd International Conference on Humanities and Social Sciences April 10th, 2010 Faculty of Liberal Arts, Prince of Songkla University Beliefs – Literature – Lifestyle_002 0 students about the dangers of bullying, develop school personnel in teaching bully-free practices and teach students about all forms of bullying: verbal, emotional, psychological, and physical, as well as teach students about disadvantages of cartoon violence viewing and physical abuse between parents. 8. 2 Recommendations for future studies Results of our study reveal the extent of bullying in primary schools within Pattani province to b e a serious problem. Future research could focus on comparing prevalence rates among different types of schools or in one specific type of school across districts within Pattani province or nearby provinces, such as Yala, Naratiwat, and Songkhla provinces. Results may give the necessary information to teachers and administrators responsible for improving existing awareness programs, as well as continuing to educate our children in the safest and best learning environment possible. In order for bullying to be prevented or decreased in our schools, school personnel need to commit to the ideal that bullying is unacceptable, is serious, and should not be tolerated. Bullying is not a rite of passage that students must work out for themselves. When one incident of bullying occurs it is serious. Silence from students does not imply acceptance. Teachers need training that will help them to identify students who suffer in silence. The training needs to include strategies for victims as well as bullies. School personnel need to intervene appropriately in order to gain the confidence of the students. To gain that confidence, teachers need to be aware that victims of bullying who remain silent will rarely take the initiative to tell teachers they are being bullied and would benefit from having someone pro-active and notice their circumstance and offer them help. There is also a large, silent majority of bystanders in our schools. These students are usually well-developed socially but they do not know how to reclaim the power from the bullies. Some of these students may be afraid to confront the issue and thus ignore or avoid bullying situations. If we can tap into this silent majority and teach these students the skills they need, we can create a positive school climate with this silent majority holding the power and helping to make the school safe and secure for all. Further research should examine specific teacher referrals after bullying incidents and whether there is a consistent method of reporting these incidents throughout the grade levels and among all teachers. The administration of disciplinary actions, when dealing with the types of bullying incidents should consistent throughout the school. An increase in student learning is an overall goal of this study. If students feel safe at school, if they are not worried about the atmosphere in which they learn, then greater student achievements will be likely to The 2nd International Conference on Humanities and Social Sciences April 10th, 2010 Faculty of Liberal Arts, Prince of Songkla University Beliefs – Literature – Lifestyle_002 11 exist. In order to create and maintain a safe and orderly school environment, all stakeholders must take an active role in combating the bullying problem in Pattani primary schools today. . References Baldry, A. C. 2003. Bullying in schools and exposure to domestic violence. Child Abuse Neglect, 27, 713–732. Beale, A. 2001. â€Å"Bully busters†: Using drama to empower students to take a stand against bullying behaviour. Professional School Counseling, 4, 300-306. Beran, T. 2005. A new perspective on managing school bullying: Pre-service teachers’ attitudes. Jou rnal of Social Science, 8: 43-49. Besag, V. E. 2006. Understanding girls’ friendships, fights and feuds: A practical approach to girls’ bullying. Milton Keynes: Open University Press. Blumberg, F. C. , Bierwirth, K. P. 2008. Schwartz AJ. Does Cartoon Violence Beget Aggressive Behavior in Real Life? An Opposing View. Early Childhood Educ J. 2008; 36:101–104. Carlyle, K. E. , and Steinman, K. J. 2007. Demographic differences in the prevalence, cooccurrence, and correlates of adolescent bullying at school. Journal of School Health, 77: 623-629. Cooke, P. 1993. TV causes violence? Says Who?. The New York Times. Craig, W. 1998. The relationship among bullying, victimization, depression, anxiety and aggression in elementary children. Personality and Individual Differences, 24, 123-130. Egbochuku, E. O. 2007. Bullying in Nigerian schools: Prevalence study and implications for counselling, J. Soc. Sci. , 14(1): 65-71. Farrington, D. P. 1993. Understanding and preventing bullying. In M. Tonry N. Morris (Eds. ), Crime and Justice (Vol. 17). Chicago: University of Chicago Press. Gini, G. 2008. Associations between bullying behaviour, psychosomatic complaints, emotional and behavioural problems. Journal of Paediatrics and Child Health. 44: 492– 497. Hawkins, D. L. , Pepler D. J. , and Craig, W. M. 001. Naturalistic observations of peer interventions in bullying. Social Development, 10 (4): 512-527. Herrera, V. M. , and McCloskey, L. A. 2001. Gender differences in the risk for delinquency among youth exposed to family violence. Child Abuse Neglect, 25: 1037–1051. Junger, T. J. 1996. Youth and violence in Europe. Studies on Crime and Crime Prevention, 5(1): 31-58. The 2nd International Conference on Human ities and Social Sciences April 10th, 2010 Faculty of Liberal Arts, Prince of Songkla University Beliefs – Literature – Lifestyle_002 12 Kirsch, S. 2006. Cartoon violence and aggression in youth. Aggression and Violent Behavior. 11: 547–557. Larson, M. S. 2003. Gender, Race, and Aggression in Television Commercials That Feature Children. Sex Roles. 48: 67-75. McNeil, D. 1996. Epidemiological research methods. New York: John Wiley Sons. Mouttapa, M. , Valente, T. , Gallaher, P. , Rohrbach, L. A. , and Unger, J. B. 2004. Social network predictors of bullying and victimization. Adolescence, 39: 315-336. Olweus, D. 1999. The nature of school bullying: A cross-national perspective. London: Routledge. Parada, R. H. , Marsh, H. W. and Craven, R. G. 2005. There and back again from bully to victim and victim to bully: A reciprocal effects model of bullying behaviours in schools. Sydney, Australia: SELF Research Centre, University of Western Sydney. Scholte, R. J. , Engels, R. E. , Overbeek, G. , Kemp, R. T. , and Haselager, G. T. 2007. Stability in Bullying and Victimization and its Association. Journal of Abnormal Child Psychology, 35 : 217-228. Tapanya, S. 2006. A survey of bullying problem of students in Thailand. Chiang-Mai: Faculty of Medicine, Chiang-Mai University. Veenstra, R. , Lindenberg, S. Oldehinkel, A. J. , De Winter, A. F. , Verhulst, F. C. , and Ormel, J. 2005. Bullying and victimization in elementary schools: A comparison of bullies, victims, bully/victims, and uninvolved preadolescents. Developmental Psychology, 41: 672-682. Wan Salwina, W. I. , Susan, M. K. , Nik Ruzyanei, N. J. , Tuti Iryani, M. D. , Syamsul, S. , Aniza, A. , and Zasmani, S. 2009. School bullying amongst standard students attending primary national schools in the federal territory of Kuala Lumpur: The prevalence and associated socio demographic factors, Malaysian Journal of Psychiatry, 18(1): 5-12. Williams, G. 2007. Gabriel Tarde and the Imitation of Deviance. Available at: http://www. criminology. fsu. edu/crimtheory/ tarde. htm. [Accessed date: September 21, 2007]. Wolke, D. , Woods, S. , Stanford, K. , and Schulz, H. 2001. Bullying and victimization of primary school children in England and Germany: Prevalence and school factors. British Journal of Psychology. 92: 673–696. The 2nd International Conference on Humanities and Social Sciences April 10th, 2010 Faculty of Liberal Arts, Prince of Songkla University Beliefs – Literature – Lifestyle_002 13 How to cite Factors of Bullying, Papers

Macbeth Corruption Essay Research Paper Macbeth CorruptionWhen free essay sample

Macbeth: Corruption Essay, Research Paper Macbeth: Corruptness When people come into a postion of power where the definition of control becomes a new definition harmonizing to their point of position, they unleash a feeling in their heads that what of all time determination they make that straight conflicts the lives of other people, they don # 8217 ; t experience responsible. That # 8217 ; s when npower corrupts the heads of people. Peoples in power feel that they can make anything when their in power for a long period of clip. Corruptness is something that is motivated by greed and misrepresentation. It # 8217 ; s a really sinister personality that controls and destroys people # 8217 ; s unrecorded and makes them the sort of individual other people don # 8217 ; t want to tie in with. When a individual is in power, some state of affairss occur when they can get anything, lying, bribing, coning, or stealing. With these in head anybody in power could go a powerful enemy. The ground why corruptness has become a job is because it # 8217 ; s fair to go greedy for more. And shortly it gets out of control and now you have a corrupted individual who in order to alter would hold to step out of power and go a individual who doesn # 8217 ; t control. Nothing can truly be done to prolong it or avoid it, if you take a corrupt individual in power and replace a just and merely individual. Sooner or subsequently they besides become corrupt. You merely have to presume and trust the replacing will be a just individual. In the tradgity # 8220 ; Macbeth # 8221 ; there are many illustrations of corruptness. When Macbeth became Thane of Cowdor his married woman, Lady Macbeth, was really delighted to hear of such intelligence. And when hearing that Duncan, the male monarch, would be coming to dinner at their palace, gave her an thought that possibly they need a new male monarch, Macbeth! This is a perfect illustration of corruptness, every bit shortly as she became more powerful, she was craving for more. As drama carries on the corruptness becomes greater with the violent death of Banquo. Banquo who was a friend of Macbeth is betrayed when Macbeth, the new male monarch, orders him to be killed merely because Banquo has a boy named Fleance that Macbeth doltishly believes will take the throne off from him, # 8221 ; To do them male monarchs, the seeds of Banquo male monarchs! # 8221 ; This of class get the people leery, but now it # 8217 ; s to late, Macbeth had gone brainsick every bit good as Lady Macbeth. Of class so when your in power sometimes you think nil will go on that will ache you in any manner, that your safe in the confinment of your office or room. Of class this neer works and theres ever some awful thing edge to go on to you. And that? s precisely what happens to Macbeth. All of this violent death could # 8217 ; ve been avoided if Lady Macbeth manus # 8217 ; t pushed Macbeth into killing Duncan in the first topographic point, I beleive it was all her mistake, being Thane of Cowdor merely wasen # 8217 ; t good plenty she had to be the most powerful individual in Scotland under the male monarch, Macbeth. She was greedy for more. What happens in the terminal was the decease of Macbeth. He was viciously killed by Macduf, the commanding officer in head of the English ground forces set out to recapture Scotland. He was motivated by the violent deaths of his household, in which Macbeth had killed. What I write here is the many jobs with corruptness and what hasen # 8217 ; t been done to aviod it. Macbeth was an illustration of many jobs that go on in the universe today. There # 8217 ; s ever that misrepresentation you makes you believe everything is alright but that # 8217 ; s neer true When people come into a postion of power where the definition of control becomes a new definition harmonizing to their point of position, they unleash a felling in their heads that what of all time determination they make that straight conflicts the lives of other people, they don # 8217 ; t experience responsible. That # 8217 ; s when power corrupts the heads of people. Peoples in power feel that they can make anything when their in power for a long period of clip. Macbeth is a authoritative narrative of greed and the perverting influence of power.

Smart Phone free essay sample

Review of Related Literature and Studies The researcher has a closer prospective working knowledge about the present problem being studied did a review on both foreign and local literature and studies regarding the effects of using smartphones in the studies of students in Centro Escloar University. Local Literature According to Vince Sales editor of the T3 magazine, there’s a point to all these gadgets. Sure it makes us look like we’re wealthy. A few gadgets can even make us feel like, if not James Bond, then that handsome devil Daniel Craig. For some of us tech is all about work and productivity. Poor lost souls. For most of us it boils down to entertainment – the happy lazy Sundays of our lives spent watching DVDs, the Lost marathons, the late nights spent with your Xbox, or the hours wasted at work surfing YouTube. That’s why were dedicating a whole issue to the topic. We will write a custom essay sample on Smart Phone or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Whether you’re interested in movies, games, or television, we’re just like SM, we’ve got it all for you. 1 Daxim Lucas wrote the article Smartphones Seen to Drive Industry Shift.The fast-changing telecommunications industry is changing some more. Where once voice and text messaging service provided the bulk of revenues for mobile  phone  firms, data services are now asserting themselves as the next big driver of sales. This shift toward data services is being pushed along by the rapid growth of the smartphone market, with virtually all major manufacturers now offering phone models that double as personal digital assistants, cameras, music players and, most especially, Internet browsers. 2 In the article â€Å"Impact of Camera Phones† by Max T.Limpag, stated that the Philippines may lag behind the First World countries in the adaptation of new gadgets but the cycle of replacing old phones means more and more people are now getting camera phones to replace their old units. In fact, more and more people now use phones as their camera and as a compact computer. The camera phone has gone main stream to the point that it is now being used in broadcast media. 3 In the article â€Å"Technostress: How to Survive the Digi tal Affliction? † by Melanie H. Perez reports that digital age with the use of cellphones, brings its own share of dangers, the latest being a widespread ffliction called technostress. The advent of the new technology of cellphone in addition to the traditional ways of sending and receiving information have ideally reduced our workload and have significantly helped users become productive. Because of this technology, the speed by which request for information are sent has been shortened. 4 Dadette Santiago wrote the article â€Å"High Tech-High Life,† stated that Manila at the turn of millennium is like any other nely-industrialized city. It has become mobile, fast paced and high tech.

Best Crucible Act 4 Summary

Best Crucible Act 4 Summary SAT / ACT Prep Online Guides and Tips Act 4 gives us the exciting conclusion to this saga of madness. How are the citizens of Salem and their governing officials dealing with the fallout from the trials?Will the "witches" falsely confess to avoid execution? Does John Proctor still, like, totally hate himself? Read on to find out all this and more, including key quotes and a thematic analysis for the final act of The Crucible. Want to get better grades and test scores? We can help. PrepScholar Tutors is the world's best tutoring service. We combine world-class expert tutors with our proprietary teaching techniques. Our students have gotten A's on thousands of classes, perfect 5's on AP tests, and ludicrously high SAT Subject Test scores. Whether you need help with science, math, English, social science, or more, we've got you covered. Get better grades today with PrepScholar Tutors. The Crucible Act 4 Summary - Short Version Act 4 opens with Herrick removing Tituba and Sarah Good from a jail cell so the court officials can hold a meeting there.Reverend Hale and Reverend Parris are off praying with the other condemned prisoners, which is unsettling to Danforth and Hathorne. When Parris arrives at the meeting, he explains that Hale is trying to get the prisoners to confess to their crimes rather than lose their lives needlessly. He also reveals that Abigail and Mercy Lewis have run away, and they stole his life’s savings. The authorities then discuss the state of social unrest that has emerged in Salem after the jailing of so many citizens. Hathorne denies that there is any possibility of rebellion ("Why at every execution I have seen naught but high satisfaction in the town" (pg. 7)), but Parris is very concerned about what will happen if they hang people who are well-respected. Parris has already received a death threat in the form of a dagger wedged in his doorway. He advises that they postpone the hangings and continue pushing for confessions, but Danforth refuses because it would make him look bad. Hale arrives and says that he hasn’t extracted any confessions yet. The one prisoner who he hasn’t talked to is John Proctor. The officials decide that they will bring in Elizabeth Proctor to speak with him and convince him to confess. Elizabeth and John are left alone, and Elizabeth informs John of Giles Corey’s death. Giles was pressed to death with heavy stones since he refused to plead guilty or innocent to the charges of witchcraft. John begs her to tell him whether or not he should confess. He’s leaning towards confessing because he doesn’t think very much of himself and feels his soul is already beyond redemption. He asks for Elizabeth’s forgiveness, but she says her forgiveness doesn’t mean anything if he won’t forgive himself. She also places some blame on herself for the way things went down with Abigail. She tells him that only he can decide whether or not to confess. John tentatively agrees to confess, but he refuses to name any names and then is reluctant to sign the confession. He decides he can’t go through the rest of his life after signing his name into disgrace in this permanent way. He snatches the signed paper away at the last minute and rips it to shreds, thus sealing his fate. Rebecca Nurse and John are then led off to the gallows by Marshal Herrick. The others beg Elizabeth to convince him to reconsider, but she refuses to deprive him of this choice when it’s clearly the only way he can break free from his self-hatred. "Ain't nobody dope as me I'm dressed so fresh so clean" -John Proctor at the end of The Crucible The Crucible Act 4 Summary - "Oops, I Didn't Read It" Version This act takes place in a jail cell in Salem.Marshal Herrick wakes up the occupants, Sarah Good and Tituba, to move them to a different cell.The two women speak of their plans to fly away to Barbados after the Devil comes for them and transforms them into bluebirds.They mistake the bellowing of a cow for the arrival of Satan to carry them away (could've happened to anyone).Herrick ushers them out of the cell as Tituba calls to the Devil to take her home. Once they leave, Danforth, Hathorne, and Cheever enter the cell, and Herrick returns to join their meeting. Danforth is disturbed to learn from Herrick that Reverend Hale has been praying with the prisoners. Reverend Parris is also supposed to meet with Danforth and Hathorne, so Herrick goes to get him.Apparently, Parris is praying with Reverend Hale and Rebecca Nurse.It turns out that Parris told Herrick to allow Hale to see the prisoners. Danforth is concerned that Parris is acting weird.Hathorne mentions Parris has had looked a little crazed lately and thinks it might not be wise to allow him amongst the prisoners.He said good morning to Parris a few days earlier, but Parris just started crying and walked away.Hathorne is worried about Parris appearing this unstable since he’s supposed to be the town’s spiritual leader.Cheever says he thinks Parris’ distress is a product of the ongoing property disputes in town.Abandoned cows are wandering all over the place because their owners are in jail.Parris has been arguing with farmers about who gets to claim these cows for days, and he doesn’t handle conflict well, so it makes him upset.Parris finally enters the cell, looking haggard.Danforth and Hathorne immediately criticize him for letting Hale speak with the prisoners.Parris says Hale is trying to persuade the prisoners to return to God and save their lives by confessing.Danforth is surprised, but he welcomes this news. Parris then reveals why he called this meeting with the court officials.Abigail and Mercy Lewis disappeared a few days before.Parris says he thinks they’ve boarded a ship, and they stole his entire life’s savings to pay for passage.He’s been upset lately because he’s completely broke.Danforth is exasperated and calls Parris a fool.Parris says that the next town over, Andover, rejected the witch trial trend and threw out the court, whichhas sparked the beginnings of a rebellion in Salem.Abigail most likely left for fear that people in Salem might turn against her. Hathorne doesn’t buy into the idea that a rebellion is fomenting in Salem because the town has been supportive of the executions so far.Parris points out that this is because all of the people who have been executed up until now had bad reputations for other reasons (Bridget Bishop lived with a man before marrying him, Isaac Ward's alcoholism left his family in poverty).Now they’re about to hang Rebecca Nurse and John Proctor, people who are still well-liked and respected in the community.That’s not going to sit well with many of the townspeople.Parris advises Danforth to postpone the hangings so he and Hale can continue to push for confessions and avoid social unrest.Danforth is adamant that everything will proceed as planned.Parris reveals that he has received a death threat and fears for his life if they don't postpone the executions. Hale enters the cell, saddened and exhausted, and says he hasn’t been able to get anyone to confess.He begs Danforth to pardon the prisoners or at least give him more time to bring them around.Danforth insists he can’t pardon anyone or postpone the hangings. Twelve people have already been hung for the same crime. Pardon or postponementwould be unfair and, what’s worse, it would make him look weak. John Proctor is the only prisoner Hale hasn’t spoken to yet.The officials decide to summon Elizabeth Proctor to see if she will speak to her husband and persuade him to confess.Hale keeps pushing Danforth to postpone the executions, arguing that it would show that he is merciful rather than weak, but Danforth won’t change his mind.Hale points out that society in Salem is on the verge of collapsing because of the upheaval caused by the trials.Danforth asks Halewhy he has even bothered to return to Salem, and Hale says it’s because he can’t live with the part he played in condemning innocent people to death.There will be less blood on his hands if he can get them to confess. Elizabeth Proctor is led into the cell. Hale begs her to convince her husband to confess.He says it’s better to tell a white lie than to sacrifice a life for pride, but Elizabeth is not convinced("I think that be the Devil's argument." (pg. 122)).She agrees to speak with her husband, but she doesn’t promise to persuade him to confess. A raggedJohn Proctor is escorted in by Marshal Herrick, and he and Elizabeth are left alone.Elizabeth reveals to John that many people have confessed to witchcraft, but Giles Corey refused to plead one way or the other on the charges leveled against him.He was pressed to death by his interrogators, but his sons will inherit his farm (his property would have been publicly auctioned off if he officially died a criminal). Proctor has been contemplating making a confession, and he asks Elizabeth what she thinks he should do.He feels he has already committed so many sins that it’s stupid for him to bother holding up his integrity on this one point.John says he has only refrained from confessing out of spite, not nobility.He asks for Elizabeth’s forgiveness.She says he needs to forgive himself first, and her forgiveness doesn’t mean much if he still feels he’s a bad person. She blames herself for pushing him into Abigail’s arms and says he shouldn’t take responsibility for her issues as well. Hathorne returns to the jail cell.Elizabeth tells John that he has to make his own choice on whether or not to confess.John says he chooses to have his life, and Hathorne assumes this means he will confess.John asks Elizabeth what she would do, but his question ends up being rhetorical. He knows she would never give into the pressure and lie.However, he still hates himself and thinks he’s not good enough to die a martyr. Danforth, Parris, Cheever, and Hale return and start questioning Proctor so they can write down his confession.John begins to confess, but he falters when Rebecca Nurse is led into the cell and expresses her disappointment.John refuses to name any names of other people he’s seen with the Devil, and Danforth becomes frustrated.Hale manages to persuade Danforth to accept this and allow John to sign the confession as-is.John balks at actually signing his name to the confession.He finally does so, but then he snatches the signed paper away.He doesn’t want to be held up by the court as an example to other prisoners. John says he can’t bring himself to bind his name to such a shameful lie.Danforth is incensed and insists that the document must be an honest confession, or Proctor will hang.Proctor tears up his confession.He finally decides he does have some decency within him, and it will be manifested in this final sacrifice.Danforth orders the hangings to commence.Parris and Hale beg Elizabeth to convince John to reconsider as John and Rebecca are led off to the gallows.Elizabeth refuses; she realizes that this is what John needs to do.He’d rather die with dignity than live in shame, and she respects his choice. Yeah do whatever you want John. Honestly, I don't know why you didn't just tell them you're pregnant too - these guys will believe anything. The Crucible Act 4Quotes In this section, I'll list a few of the most important quotes in Act 4 and explain why they matter. â€Å"Oh, it be no Hell in Barbados. Devil, him be pleasure-man in Barbados, him be singin’ and dancin’ in Barbados. It’s you folks - you riles him up ‘round here; it be too cold ‘round here for that Old Boy.†Tituba, pg. 3 This is probably the most substantive line spoken by Tituba in the play.She recognizes the culture in Salem as overly repressive and conceives of â€Å"the Devil† in a different light.The Devil is not an evil presence; he represents freedom from the bonds of a society that forces people to deny their humanity constantly.Tituba feels that the Devil is provoked into mischief by the hypocrisy of the citizens of Salem. â€Å"Postponement now speaks a floundering on my part; reprieve or pardon must cast doubt upon the guilt of them that died till now. While I speak God’s law, I will not crack its voice with whimpering. If retaliation is your fear, know this - I should hang ten thousand that dared to rise against the law, and an ocean of salt tears could not melt the resolution of the statutes.† Danforth, pg. 9-120 This quote provides deeper insight into Danforth’s character and state of mind.He feels that he can’t postpone the hangings now because he may be seen as weak and indecisive.He definitely can’t pardon the prisoners because people might suspect mistakes were also made in past convictions.Every person brought in by the trials and convicted must receive an equally harsh punishment, or Danforth’s reputation will be decimated.He is so authoritarian that he would hang ten thousand people who objected to a law without stopping to consider whether this big of an uprising could indicate major flaws in the law itself. Danforth is dependent on this concept of the infallibility of the law because it allows him to maintain control. â€Å"I came into this village like a bridegroom to his beloved, bearing gifts of high religion; the very crowns of holy law I brought, and what I touched with my bright confidence, it died; and where I turned the eye of my great faith, blood flowed up. Beware, Goody Proctor - cleave to no faith where faith brings blood. It is mistaken law that leads you to sacrifice. Life, woman, life is God’s most precious gift; no principle, however glorious, may justify the taking of it. I beg you, woman, prevail upon your husband to confess. Let him give his lie. Quail not before God’s judgement in this, for it may well be God damns a liar less than he that throws his life away for pride.† Reverend Hale, 122 Hale is a disillusioned shell of the man he was at the beginning of the play.He initially felt that he was bringing enlightenment to Salem, but he inadvertently brought destruction instead.His good intentions rooted in a strong faith led to the loss of innocent lives.Hale argues that throwing away one’s life, even if it’s done in adherence to God’s commandments, leaves a darker moral stain on the world than giving a false confession.This advice is largely an effort to assuage his guilt about the situation. He won’t be able to live with himself if all these people die because of his mistakes. â€Å"Let them that never lied die now to keep their souls. It is pretense for me, a vanity that will not blind God nor keep my children out of the wind.† John Proctor, 126 John is convinced that he is not worthy of dying as a martyr because he has already lied and committed immoral acts in his life.He feels his soul beyond saving, so he should stop acting all virtuous and just confess.There is no point in remaining honest if he is already going to Hell with or without this false confession. At least if he lives, he can continue to provide for his kids and postpone an unpleasant afterlife. â€Å"Because it is my name! Because I cannot have another in my life! Because I lie and sign myself to lies! Because I am not worth the dust on the feel of them that hang! How may I live without my name? I have given you my soul; leave me my name!† John Proctor, pg. 133 Proctor has this outburst after he snatches his signed confession away from Danforth.He can’t bring himself to permanently sacrifice his reputation by signing the confession. He feels his self-loathing and inevitable suffering in the afterlife is punishment enough (â€Å"I have given you my soul†). He can’t stomach the idea of also being defined by his confession in the eyes of society and history.He knows his name will forever be associated with cowardice and a lack of integrity. â€Å"He have his goodness now. God forbid I take it from him!† Elizabeth Proctor, pg. 134 Elizabeth refuses to dissuade John from revoking his confession.She can see that he has achieved freedom from his own self-loathing through this final truthful act.If she persuades him to return and confess, she might as well not save his life at all because he will feel so utterly worthless after throwing away this last bit of integrity. John's destruction of his confession is similar to ripping up a check and throwing it in someone's face when they offer to pay off your debts just to show that their power over you. In both cases, for better or for worse, pride wins out over self-preservation. Want to get better grades and test scores? We can help. PrepScholar Tutors is the world's best tutoring service. We combine world-class expert tutors with our proprietary teaching techniques. Our students have gotten A's on thousands of classes, perfect 5's on AP tests, and ludicrously high SAT Subject Test scores. Whether you need help with science, math, English, social science, or more, we've got you covered. Get better grades today with PrepScholar Tutors. Act 4 Thematic Analysis Here's a list of the major themes that are expressed in Act 4 along with some short explanations and analyses. Irony Danforth makes a few ironic statements in Act 4 as he interrogates Elizabeth and John.In observing Elizabeth’s lack of emotion when he asks her to help them convince John to confess, he says â€Å"A very ape would weep at such calamity! Have the Devil dried up any tear of pity in you?† (pg. 123)He is shocked that she isn't acting more upset even though he has shown no remorse for condemning people to death throughout the play. In fact, he expressed his viewpoint that "I should hang ten thousand that dared to rise against the law, and an ocean of salt tears could not melt the resolution of the statutes" (pg. 120).He can't understand why Elizabeth doesn't fall apart and beg her husband to confess because he doesn't grasp the idea that an action can be legally prudent but morally distasteful. Later in Act 4, Danforth becomes angry at the implication that John’s confession may not be the truth.He says â€Å"I am not empowered to trade your life for a lie† (Danforth pg. 130). This is an example of tragic irony because Danforthhas been trading people’s lives for lies this whole time. He has sentenced numerous people to death based on lies about their dealings in black magic, and he has accepted the false confessions of those who would rather lie than be executed. Hysteria Though there is less evidence of hysteria in this act, Danforth, for one, is still very much caught up in the â€Å"WWIIIIIITTTTCHHHH† mindset.As John gives his confession, Danforth says to Rebecca Nurse â€Å"Now, woman, you surely see it profit nothin’ to keep this conspiracy any further. Will you confess yourself with him?† (pg. 129).He remains convinced that everyone is guilty. Danforth also becomes frustrated with Proctor when he won’t name names in his confession: â€Å"Mr. Proctor, a score of people have already testified they saw [Rebecca Nurse] with the Devil† (pg. 130). Danforth is convinced that John knows more about the Devil's dealings than he has revealed. Though Rebecca Nurse's involvement has already been corroborated by other confessors, Danforth demands to hear it from John. This testimony will confirm that John is fully committed to renouncing his supposed ties to Satan. Reputation As the hysteria over the witch trials dies down, it becomes apparent that the reputations of the accused continue to influence how they are treated as prisoners.Parris begs Danforth to postpone the executions of John and Rebecca because they’re so well-respected that he’s received death threats for going along with their hangings.He says, â€Å"I would to God it were not so, Excellency, but these people have great weight yet in the town† (pg. 8). However, Danforth’s own reputation as a strong judge hangs in the balance, and he dares not damage it by getting all wishy-washy. â€Å"Postponement now speaks a floundering on my part; reprieve or pardon must cast doubt upon the guilt of them that died till now. While I speak God’s law, I will not crack its voice with whimpering† (pg. 9). John Proctor’s concern for his reputation also plays a role in the events of Act 4. He goes to the gallows instead of providing a false confession because he realizes his life won't be worth living if he publicly disgraces himself in this way:â€Å"How may I live without my name? I have given you my soul; leave me my name!† (pg. 133). Power and Authority In Act 4, many of the power structures that were in place earlier in the play have broken down or become meaningless.Though the judges and reverends technically still hold official positions of authority, Reverend Parris has been subjected to death threats, and Salem as a whole seems to be in complete disarray.The judges now have little respect for Parris ("Mr. Parris, you are a brainless man!" pg. 7), who has become weak and vulnerable following the loss of his life's savings. The prisoners have lost what little faith they had in the earthly authority figures who have failed them, and they look towards the judgment of God.John ultimately realizes the only power he has left is in refusing to confess and preserving his integrity.As Elizabeth says to him, â€Å"There be no higher judge under Heaven than Proctor is!† (pg. 127). In steadfastly refusing to confess,Rebecca Nurse ends up holding onto a significant amount of power. The judges cannot force her to commit herself to a lie, and her sacrifice will deal a serious blow to their legitimacy. Guilt Several characters are still dealing with intense guilt at the end of The Crucible.After quitting the court in Act 3, Hale did some self-reflection and decided to return to Salem to advise the accused witches to confess.His rationalization is that encouraging people to lie to save their lives is a forgivable sin, but being responsible for the deaths of innocentsis not.He’s wracked with guilt over the part he played in kicking off the witchcraft hysteria (â€Å"There is blood on my head!† pg. 121). However, because Hale is so tormented, he’s only able to consider his personal feelings about the situation. The false confessions might absolve him of his guilt, but the confessors would be forced to live the rest of their lives in shame. This might seem strange to us today (obviously you should just lie to avoid being executed!), but we have to consider the pervasiveness of religion in Puritan society. This is not just a matter of upholding one's good name in society - it's a matter of the state of one's soul. To the most devout people (like Rebecca Nurse)in such a highly religious culture, lying about involvement with the Devil might be considered worse than death. If a person dies without sin, she will go to Heaven, but if she corroborates the lie perpetuated by the courts, her soul will carry a permanent stain and could spend eternity in Purgatory or Hell. Hale's argument is less than convincing to people who have spent their whole lives in service to God and don't intend to compromise such an excellent record. Meanwhile, John Proctor continues to feel guilty for his affair and the role it has played in putting both he and his wife in mortal peril.A deep fear of hypocrisy almost persuades Proctor to confess because he would feel guilty martyring himself next to other people like Rebecca Nurse who are genuinely without sin. He says,â€Å"My honesty is broke, Elizabeth; I am no good man† (pg. 126).However, he ultimately doesn’t allow his guilt to define him and refuses to give up the remainder of his integrity. Elizabeth also displays some guilt in Act 4 when she partially blames herself for pushing John into Abigail's arms("I have sins of my own to count. It takes a cold wife to prompt lechery" pg. 126). The sexism of the play shows through in Elizabeth's guilt. She has been conditioned to believe that it's her job to prevent her husband from straying by being a happy homemaker. If we weren't entirely sure that this play was written in the 1950s before, it's pretty clear now. She was bedridden, but that's no excuse for not attending to John's every need. What was she expecting? That he WOULDN'T sleep with a teenager? The CrucibleAct 4 Review Let's do a quick recap of the events of Act 4, the frustrating conclusion of The Crucible: Danforth and Hawthorne meet in a jail cell and discuss their concerns with Parris' erratic behavior and Hale's return to Salem. Parris joins them and reveals that Hale is advising the prisoners to confess. Parris also reveals that Abigail ran away with his life's savings, most likely because of the rising societal discontent withthe court's activities. Both Parris and Hale beg Danforth to either pardon the prisoners or postpone the hangings until confessions are obtained because Rebecca Nurse and John Proctor still have such good reputations, and their executions could cause an uprising. Danforth refuses because he's already executed other prisoners accused of the same crimes, and he doesn't want to look weak. They decide to bring in Elizabeth Proctor so she can talk to John and hopefully convince him to confess before he is sent to the gallows. John and Elizabeth discuss this decision, and John is leaning towards confessing because he doesn't feel he's worthy of martyrdom. Elizabeth tells him he has to make his own choice. John begins to confess, but he falters when he is ordered to sign his name to the confession and learns that itwill be displayed publicly. He tears up the confession and decides he will go to his death rather than permanently ruin his reputation and sacrifice the only integrity he has left. The officials try to convince Elizabeth to stop him, but she refuses because she recognizes this is the only way John can end his feelings of self-hatred. John and Rebecca Nurse are led to the gallows to be executed. In Miller's short afterward, entitled "Echoes Down the Corridor,"he statesthat Parris was soon voted out of office, and the families of the victims of the witch trials were later provided with compensation by the government. He claims that in the aftermath of the trials, "the power of theocracy in Massachusetts was broken." However, the events of The Crucible provide an all too clear allegory for many modern-day tragedies borne of prejudice, fear, and ignorance. What's Next? Now that you've read summaries for each act of The Crucible,check out our complete thematic analysis of the play so you can kick butt on all your English quizzes and essays. Need some quotes to flesh out your essay? Read this list of the most important quotes in The Crucible, catalogedby theme. You should also take a look at this article to see detailed analysisof the most important characters in The Crucible. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Best friends Essay Example for Free

Best friends Essay Essay Topic: Clothing , Best friend Sometimes I wonder how my life would be without my best friend Tonya, after thirteen years of putting up with each other we are still as inseparable as ever. We know everything about one another, share everything, and spend hours talking to each other developing a relationship that cannot compare any other friendship. Many times when we are together we are mistaken for sisters and it’s easy to understand why; we both stand little over five foot tall, have blonde hair, blue eyes, and wear the same size clothing. It always seems that my closet has more of her clothes in it than mine and vice-versa. Our mothers can never stop comparing notes as to how many clothes they have bought us that they’ve never seen on their actual child wear. When we are together people swears that we speak a different language and between finishing each others sentences, the jumps in topics, and the giggles it’s amazing that we even understand each other. After spending all day together we always end up talking on the phone for hours and many times repeating the same conversations without ever realizing it. For some people it’s hard to imagine being friends with someone for so long, but if I were to choose one person outside of my family that I could not do without. I would pick my best friend Tonya. We’ve helped each other through the good times and bad and held each other when some guy has broken our hearts and even yelled at each others parents. She is as much a part of my family as anyone else, no matter what anyone says. We are best friends and so much more, everyday I am thankful that we found each other so many years ago because neither of our lives have ever been the same. Best friends. (2016, Jun 19). We have essays on the following topics that may be of interest to you

Women Trafficking and the Industry of Prostitution Research Paper

Women Trafficking and the Industry of Prostitution - Research Paper Example It is now a fiercely debated topic within the academic, legal, and social communities. This paper discusses and analyzes the debate over the legalization of prostitution. The argument of the paper is not to legalize prostitution. The points of the debate that the paper focuses on are the issue of ‘professionalizing’ prostitution, protecting the sexual wellbeing of prostituted women, and making a rational decision to engage in the industry of prostitution. But according to a large number of empirical findings, legalization of prostitution brings more harm than benefit to sex workers. A discussion of studies conducted in countries where prostitution is legalized is carried out in order to determine the actual nature and consequences of legalization of prostitution. Further research is needed on this subject in order to conclusively determine the merits and disadvantages of the legalization of prostitution. More country-specific studies are needed in order to decisively det ermine the universality of the harm prostitution brings to its victims. Introduction Prostitution is the ‘world’s oldest profession’. For centuries, women and children are dragged into a world that does not respect individual dignity and morality. Today, millions of women are trafficked into prostitution all over the world. Women trafficking and prostitution have been a challenging and complex issue for policymakers, the academic community, feminists, and social activists at the international, regional, and national levels. The problems posed by women trafficking and prostitution concern not just the abuse of women’s body by profiteers, but also the commodification and denigration of female dignity. The discourse on women trafficking and prostitution has spurred a rigorous debate on the legalization of prostitution as a solution to the growing problem of women trafficking. Prostitution should not be legalized. Prostitution will always be a form of ‘v ictimization’ because it is damaging to those who are involved in it. Legalization of prostitution will only further encourage women trafficking and prostitution. And prostitution could never be an unforced or voluntary form of labor because victims are not able to make a rational decision to take part in prostitution. The choices of these women are limited to economic survival only, which prevent them from making rationally based decisions. Prostitution is always involuntary and coerced because it is rooted in universal supremacy of men over women and is naturally and essentially a contemporary kind of sex slavery that is abusive, demoralizing, and damaging. The Debate Prostitution is widely described as a ‘crime without a victim’, particularly by those who argue that it should be legalized. But the truth is prostitution is a form of ‘victimization’: it is damaging to those who are involved in it, and it is usually coerced on an individual by severa l factors, mostly by poverty. Legalizing prostitution does not raise the status of the women; it merely professionalizes the industry of prostitution (Kara, 2010). Ditmore (2011) explains that the supporters of legalization of prostitution generally do not understand that legalization implies decriminalization of the entire industry of prostitution, not only the women trapped in it. But supporters of legalization respond to this by arguing that if the sex industry is legalized, it â€Å"would be subject to standard labor and occupation safety regulations, and it would be easier for women to fight the abuses and crimes that accompany their work† (Flowers, 2011, p. 49). Majority of prostituted women view legalization of the

Do you agree that students should be paid for receiving good grades Essay

Do you agree that students should be paid for receiving good grades - Essay Example Parents present the cases of positive influence, which this strategy has on their kids. However, this method is not so harmless and effective. The given paper will prove that paying money for good marks is not the best way to make children study well. Money should not be a stimulus for everything Now many parents are sure that money can serve as a stimulus for children to be more concentrated on study. Thus, they pay for each good grade. It really works: a child has a clear understanding; if he or she completes this or that task well, he or she will be rewarded. Parents think that their kids focus on school, try to do their best to have good marks and it seems that there is nothing bad in the parents’ intentions. However, the question is the following: whether this focus on school and study is a conscious desire to gain knowledge or just a method to earn money and then get some pleasure. The second stimulus is much more probable. Moreover, children may start believing that mon ey is the most important thing in the world and the consequences of such belief can be very negative. The long-term effect will not be received Undoubtedly, kids would be happy with introducing such system of financial incentives. At first children will do their best to earn much money, but the question is whether this desire to study well will be constant during the whole learning process. It is also important to understand how children treat money: as a reward or as a salary for going to school. Parents should determine what results they would like to get by using such methods. A wish to study, not money, should be the primary motivation In the majority of cases money is one of the most desirable things for children of all ages. Children would like to have their personal money, in order to spend it for what they want. It sounds like a step into the adult life. In such a way parents can cultivate the feeling of independence in their children, and try to show the correlation between such processes as doing and getting. â€Å"The money doesn't come easily, but it sure motivates students to work hard in school -- both for the dollars and the prestige† (Ivanova). The child begins to understand, that if a person would like to get something, he or she should take some effort. It sounds good from this point of view, nevertheless parents should be very attentive as this desire to get money risks to develop into obsession or become the only method in force. There are students in each class, who are not doing well at school, who have unsatisfactory behavior and who are always under the teachers’ control. It is obvious that parents can hardly change anything with the help of the money. The problem has much deeper roots. Children who get used to get some expensive things from their parents can hardly be motivated by them. If parents just deprive them of gifts, they will only manipulate their children and will not gain results. Parents should find arguments in order to evoke a wish to study, a wish to get knowledge and to become a full-fledged member of the society. Conclusion To sum it up, it is essential to remind the words from the Bible about the money: what does uneducated person want to have money for, if he does not want to get any wisdom? This statement perfectly explains the parents’ endeavors to encourage their kids. Money should not serve as a primary goal. Parent should try to motivate their children, to explain to them the benefits of being educated, instead of making them study under

The poems nothings changed Essay Example for Free

The poems nothings changed Essay In stanza three the main focal point is on the inn. Afrika sees the inn as if it is showing off, Brash with glass this could mean that it is being rubbed in; the fact he cant have anything that extravagant. He also gives the impression that it wants to be noticed, name flaring like flag, he uses personification to show how much it stands out, he also uses alliteration to make it catchy and so we will remember it. It could also be using the flag reference to compare it to their nation, and that it is being represented by what the government want other people to see, not what is actually going on. He is giving the inn a personality, it squats this is contradicting the previous statements, with the use of personification it is almost as if the inn is embarrassed about having these features. The inn is upper-class, In the grass and the weeds, incipient Port Jackson trees it is also out of place, as the port Jackson trees are expensive and imported, how ever district six is made up of weeds. The inn also only lets white people in, whites only inn although this was illegal after apartheid had ended, he uses a pun here as in only whites allowed in, and it is a whites only, inn. In the beginning of verse four he says no sign says it is: but we know where we belong this makes the reader empathise with him, at this point there is know apartheid but he still know that the can not mix. When he looks in on the restaurant there is a contrast with the rest of district six, crushed ice white glasses, linen falls, the single rose there are many luxuries here, it is almost snobbism , while every where else has to just get by. This again makes you feel sympathetic towards him. In verse five the working mans cafi has a huge contrast to the restaurant, working mans cafi sells bunny chows bunny chow is a cheap African food, this is totally unlike the haute cuisine in the white restaurant, which is an upmarket food. He also has no plate to eat on, eat it at a plastic table top he does not have linen falls or a rose; there is a definite contrast between them. I think that there is a difference in between because the white have more money and privileges than the blacks; also if the blacks did have an inn like that they would not be able to afford it. The writer is trying to put across the point that it is unfair that they should have more than them, just because they are white. In the final verse he feels small, boy again he feels insignificant, and he knows he can not change anything. He feels the need to use violence to get his point across Hands burn for a stone, a bomb this could insinuate that he want to be able to be heard. He wants to break the glass, shiver down the glass the glass could be thought to be a barrier between blacks and whites, and he wants to break it down as if he were breaking down the wall of apartheid. The use of glass for the wall of apartheid could mean that it is fragile. The last line is nothings changed which is the first line, this could be interpreted as a circle, and that apartheid will never end.

Mind Identity Problem :: essays research papers

What is the definition of identity? Better yet, what is the definition of the mind and a person? There are so many definitions for identity but the definition according to www.onelook.com is the distinct personality of an individual regarded as a persisting entity. This defines identity the way I define it because, I think, personality serves as an important identifying factor for people. What makes a person a person and not like everyone else? Personality. So what is the mind? We all have personalities that make us different but make us who we are. No one person is the same as another, not even twins are exactly alike. Identical twins can be alike in every way but they have distinctive personalities that separate them as individual people.   Ã‚  Ã‚  Ã‚  Ã‚  So would we view Harry as a person and afford him the right to live as one? I think not. You must be a human being to have an identity. Even if he were cloned from a persons DNA, he would still be a man-made creation; made up of machine parts with mechanical views, programmed by a human. A human is defined as homo sapiens (Homo, genus name + sapiens, specific epithet, from Latin, wise, intelligent), per www.meriam-webster.com. We have intelligence and character as humans, homo sapien wise and possess intelligence that is learned not programmed. Not in the same way as an animal learns because we learn through reading, research, school, etc.   Ã‚  Ã‚  Ã‚  Ã‚  Hume believed that the mind made the person and the body served as a housing unit so to speak. But does it not take a combination of things to characterize a person? If we held the same view, as Hume would Harry qualify as a person? I say no because Harry has artificial intelligence. Intelligence created and installed through computer chips by people does not qualify as a characteristic to afford you the right to be treated as and have the same rights as a person. We are not programmed with computer chips or machines but flesh and blood. We possess a brain that we use in learning and that scientists use to create the computer chips that bring things like Harry to life.

HR management Essay

1. Abstract Using a balance scorecard to measure and manage an HR management. 2. Literature Review The balanced scorecard is a strategic planning and management system that is used extensively in business and industry, government, and nonprofit organizations worldwide to align business activities to the vision and strategy of the organization, improve internal and external communications, and monitor organization performance against strategic goals. 3. Research Aims and Objective The aim of this research using balance scorecard is to prepare a US manager to work in the UAE; For us to fully understand cultural and personal behaviors of UAE people. 4. Research methodology The use of balance scorecard to develop and implement performance is based on research online and readings about economy and understanding human behavior. 5. Discussion a. Origin Balance scorecard was coined in the early 1990s but the roots of this type of approach include the work of French process engineers who created the â€Å"Tableau de bord† literally, a dashboard of performance measures. b. Definition Balance scorecard is simply defined as performance management tool 6. Conclusion With its proven performance internationally it is best to used in HR Management.

Health Unit Coordinator Essay

Health unit coordinators provide support in areas of the hospital where nursing care is provided to patients. They perform a variety of services to patients, visitors, and hospital management. Health unit coordinators receive new patients and give information and direction to visitors. They have good communication skills to perform the follow tasks: answering the telephone, providing information to the health professional staff, answering patient signals, and taking and delivering messages. see more:explain why it is important to assess health and safety risks Unit coordinators also need a working knowledge of medical terminology for transcribing doctors’ orders, copying and compiling information from patients’ charts, and scheduling tests and appointments for patients. Other duties include maintenance of records, maintenance and inventories of supplies and equipment. At the direction of nurses or doctors, the unit coordinator also makes emergency code calls. Specialty areas include reception, scheduling, communication, archive maintenance, clerical duties, coordination of non-clinical tasks, and safety. Most health unit coordinators work in hospitals. The work environment is often fast-paced with many activities in progress at any given time. Although health unit coordinators may receive on-the-job training, many hospitals prefer to hire those who graduated from formal education programs. These programs are offered by vocational schools, adult education centers, and community colleges and take a year or less to complete. In training programs, students receive a combination of classroom and clinical training. They learn clerical skills, medical terminology, hospital organization, legal and ethical responsibilities, transcription of doctors’ orders, computer operation, and other relevant courses.

Race Relations Act Essay Example

Race Relations Act Essay Example Race Relations Act Essay Race Relations Act Essay There has been a great deal of pressure on the government and on the police after the Stephen Lawrence murder to get things right and bring justice to the murders, in spite of this the Damilola case was not conducted properly. Some people blame the system and the police for not providing enough protection for the main witness and checking out the statements fully before the trial. Some people think that the amount of money spent on this case could have been used for safety and prevention measures, as children should be brought up in a safe environment, not in constant terror. Others believe that the local community let Damilola down by not answering to police enquiries. The police are not to blame for not getting the answers needed, but his neighbours and local area for refusing to help to solve his murder. Legislation in themselves do not stop discrimination just like speed cameras do not stop people speeding. The existence of a law does send out a very clear message that discrimination is not acceptable under any circumstances and there are consequences for those who decide to disregard the laws. All policies are only effective in promoting their aims if staff are committed to implementing them, if they are properly resourced and regularly evaluated, reviewed and updated. Policies can increase awareness, but will not in themselves, change attitudes or practice. Beaver et al. (1999) This quote shows that policy guidelines need to be carried out with good practice; just having the policy is not enough to prevent racism occurring in the future. Good practice is essential for children to enhance their social, physical, emotional, intellectual and linguistic development. Even with all these Acts, policies and legislation present in the current law, if racism related cases are taken to court, according to Beaver (2001) Successful prosecutions are comparatively rare. The law in its current state needs to be amended so that the legal system defends the accused more than witnesses and the suffering families. The criminal judicial service needs to be reformed so that prosecutions are more achievable. As the strongest way of promotion the media should encourage anti-discriminatory practice. Race Relations Act 1976 The passing of this Act makes it illegal to discriminate anyone on grounds of race, colour, nationality (including citizenship), ethnic origin or national rights in housing, education, employment, entertainment and provision of services and goods. This Act also set up the Commission for Racial Equality (CRE), which carries out research, sends out information, and carries out investigations into cases of alleged racial discrimination both directly and indirectly. Method This is how I carried out my investigation. 1. I asked my supervisor for permission to do an investigation about racism and anti-discrimination / bias. 2. I photocopied the Equal Opportunities Policy 3. I devised a resources tick chart for all the rooms at the nursery 4. I devised a questionnaire for the staff at the nursery 5. I used textbooks to help me with theory With the resources tick chart I walked around all the rooms of the nursery checking whether each room had all the resources on the list. If they did it got a tick, if not then a cross. I showed the manager a copy of the questionnaire for approval before I gave them out to each member of staff. I asked politely if they could fill them in if they had time over the next few days. I collected the completed questionnaires and compiled the results together with the results from the resources. Presentation of my Results Only one person knew of any relevant legislation out of the 6 people I asked, but still could not name any. This shows that more training is needed to promote the awareness of Racial Equality within the day nursery so that adults know they can be protected against racial allegations and also be a good role model for the children in their care. All 6 people were aware of any posters or statements, but only half of staff knew where the Equal Opportunities Policy was kept. The majority of people knew there was a poster promoting children from different cultures. There could be more staff meetings to discuss and refresh staff on the whereabouts of important policies. 60% of staff thought that the resources were adequate but these opinions were from the staff from rooms of the older children 3-5years, where they appear to use the resources more than the under 2s children. The staff from the baby unit felt dolls with disabilities were missing.

Gestalt in Counseling and Therapy Article Example | Topics and Well Written Essays - 500 words

Gestalt in Counseling and Therapy - Article Example It is evidently clear from the discussion that officially originated by Max Wertheimer and his two students Wolfgang Kà ¶hler and Kurt Koffka, â€Å"gestalt is a German word, which means organized whole, form, shape and pattern. There is a basic premise that the organized whole is greater than the sum of its parts†. â€Å"†¦ It accentuates concepts like emergent properties, holism, and context† as applied in its several varied â€Å"organizing principles called gestalt laws†. The fundamental of which is the law of prà ¤gnanz that says: â€Å"we are innately driven to experience things in as good a gestalt as possible, [where] ‘good’ can mean many things†¦ such as, regular, orderly, simplicity, symmetry, and so on, which they refer to specific gestalt laws†. Most common of which is the law of proximity, where â€Å"†¦ elements tend to be grouped together depending on their closeness†; the law of similarity, where â€Å" elements will be grouped perceptually if they are similar to each other†; the law of symmetry, where â€Å"symmetrical areas tend to be seen as figures against asymmetrical backgrounds"; the law of closure, where â€Å"items are grouped together if they tend to complete a pattern†; and the law of continuation where â€Å"the eye is compelled to move through one object and continue to another object†. But, most of all, â€Å"gestalt theory is well known for its concept of insightful learning [as shown in] solving a problem by means of the recognition of a gestalt or organizing principles†.